Didactics of Integral Pedagogical Management in Professional Programs of the Care Sciences
DOI:
https://doi.org/10.66327/rci.v4i2.61Keywords:
Comprehensive management, higher education, didactics, nursing, educational qualityAbstract
Comprehensive pedagogical management is a necessary component in the quality of academic processes
in higher education, especially in Nursing programs, where coherence between theory and practice is necessary.
Objective, to describe the Didactics of Comprehensive Pedagogical Management in professional programs of the care
sciences, based on the perception of teachers, related to teaching strategies and methodologies, the use of educational
and technological resources, and the diversification of pedagogical practices. Methodology, this study is quantitative,
descriptive, with a non-experimental, cross-sectional design. The sample consisted of 51 teachers affiliated with
nursing programs, who answered a structured questionnaire with a Likert-type scale, previously validated by expert
judgment and with adequate internal consistency. Result, the analysis was carried out using descriptive statistics,
including frequencies, arithmetic means, standard deviations and coefficients of variation. A very high level of mastery
was observed, with an overall mean of 4,54 and low dispersion in the responses, compared to the consensus among
teachers, highlighting the use of educational and technological resources, the methodological teaching strategies
and a slightly lower mean. Conclusions, the application of the instrument demonstrates that the didactic dimension
is strengthened within the comprehensive pedagogical management of the academic program. The evaluation with
the faculty revealed the need to continue strengthening inclusive didactic strategies and technological resources
that effectively address diversity in higher education, if faculty training and demonstrations in practical settings are
guaranteed.
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