Role Playing Game (RPG): elaboração e avaliação de estratégia pedagógica para formação crítica e autônoma do enfermeiro

Abstract

This study aimed to evaluate a game in Role Playing Game (RPG) format as a pedagogical strategy to support the development of autonomy in choosing the training path and critical-reflective thinking on the role of nurses in the areas of primary care, hospital care, management and education-research. This is an evaluative research, of the type of logical analysis, analysis of the effects and analysis of the implementation. For logical analysis, it was performed a workshop with experts in the areas of knowledge related to the game, with application of two semi-structured questionnaires and a structured one. The analysis of the effects was done through a semi-structured questionnaire answered by the students of the 3rd semester of the nursing degree from the Federal University of Minas Gerais (UFMG) before the game and after the completion of its last session. Game Memories reports prepared by the students of the 3rd period after each of the six games were used for the analysis of the implementation. The data obtained from closed questions of the questionnaire applied to the experts were submitted to a descriptive statistical analysis. The answers to the open questions of the questionnaire applied to the experts, the questionnaire applied to the students and the Game Memories were transcribed and analyzed by the technique of content analysis. The game "The Order of Ores" organized by a multidisciplinary team, is a metaphor of the reality of a UFMG nursing undergraduate student before the curriculum and the main scenarios of professional nursing activity. The logical analysis has evidenced the pertinence of the theoretical assumptions that underlie the development of the game and its utilization as a strategy in teaching nursing. They also revealed weaknesses of the objective elements surrounding the elaboration of games problem situations. In the analysis of the effects, we found that the game has made difficult the correct designation of the training pathways by the students, nevertheless has favored the development of their concepts. The game has favored, in a limited extent, the recognition of education, management and research as areas of nursing activity. However, was not effective in both, facilitating the recognition of skills described in the curriculum text as essential to the professional practice and to (re)define the meanings of health education. In the implementation analysis, it was verified that the game produced mixed feelings, which sometimes indicated good acceptance and sometimes denoted dissatisfaction with the strategy. It was also noticed the desire of insertion and permanence at the unreal and imaginary dwelling of the game and to exercise freedom. Different pedagogical potentials of the game were also identified, as the movement towards the professional practice, the innovation of introducing the playful in teaching, the active participation of players and the favoring of self-reflection and reflection regarding training education and future professional activity. The game was a space for experimentation, anchored in subjectivity and taken by the intensity of sensory experience particular of each player. The implications of subjectivity, then highlighted, overshadowed the effects of the objective aspects of the game, expressed in the construction of knowledge. It is suggested that when utilizing games in an educational context, the knowledge construction might be thought before as a game possibility than as its objective