PROBLEMATIZATION ARCH FOR EDUCATIONAL HEALTH PLANNING IN NURSING STUDENTS’ PERCEPTION

ABSTRACT: The study aimed to show the perception of Nursing students on the use of the Problematization Arch in the teaching of educational health planning. This is a descriptive qualitative study carried out with 15 undergraduate nursing students, developed at a public university in the Northern region of Brazil from April to May 2019. The researched subject is part of the second year of the Nursing degree and focuses on the development of health education. We collected data through a semi-structured interviews with guiding questions. We used the data analysis technique of Grounded Theory, separating, conceptualizing, and interconnecting the data with each other through open and axial coding. This process was developed with the help of the trial version of the program Atlas TI®. Three categories emerged from the analysis: Understanding of Active Methodology and the Arch of Maguerez; Educational Health Planning: knowledge and experience; and Arch of Maguerez in the teaching of educational health planning. Students understand and perceive the Arch of Maguerez as an eligible strategy for educational planning in health, as they ackowledge a relationship between the tools and consider that the arch proposes democratic teaching-learning relationships, values previous knowledge, and dialogues with the reality of the target audience.

摘要：本研究旨在探讨护理学本科生对问题化架构（Problematization Arch）在健康教育规划教学中应用的认知。本研究为描述性质性研究，于2019年4月至5月间在巴西北部地区某公立高校开展，研究对象为15名护理学本科二年级学生，其当前学习内容聚焦于健康教育的实施。研究数据通过设置引导问题的半结构化访谈收集获取。本研究采用扎根理论（Grounded Theory）分析法，通过开放式编码与主轴式编码对数据进行拆分、概念化及关联整合处理。上述分析过程借助Atlas TI®软件试用版完成。分析结果共提炼出三类研究范畴：一是主动方法论与马格雷兹架构（Arch of Maguerez）的认知；二是健康教育规划：知识与实践经验；三是马格雷兹架构在健康教育规划教学中的应用。学生们将马格雷兹架构视为健康教育规划的适宜策略，他们认可该类工具间的内在关联，并认为该架构可构建民主型教与学关系、重视学习者的先前知识，且能贴合目标受众的实际情境开展教学。