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V. Henriques1, A. Anes1, D. Sardo2

1Universidade do Minho (PORTUGAL)
2Escola Superior de Enfermagem do Porto (PORTUGAL)
What makes us unique is how we perceive the stimuli that surround us. In this context, the role of teachers becomes crucial in what they can contribute to the student body with regard to awareness of the vector/vehicle more effective with each manages and processes the information it receives. This perception influences the thought, determines how you reach conclusions and, consequently, affects the decision-making process. In this study we aim to evaluate the use of - Field notes per image - by students, in clinical environment, as new assessment methods in use in higher education. We tried to have a better understanding on the methodology implemented according the cyclical nature of research by turning the experimental group of students into researchers themselves. It was our intent through the goals and assumptions of the Action Research methodology improve educational practice in Clinical Teaching. The present research was conducted at the School of Nursing, University of Minho, Braga, Portugal. The sample has 101 elements that are the body of students of the 3rd year of Bachelor's degree of Nursing Clinical Education in the area of Obstetrics – Puerperium. With regard to the characterization of the sample, this consists of college Portuguese students from middle-classes, in which the predominant age is between 20 and 22, representing 81.71% of the sample, the remaining 21.29% is distributed evenly over the remaining classes. This survey is characterized as qualitative and having a diagnostic character. Two separate analyses were made and later combined to establish the validation of the new assessment. On the first analysis the researcher took on dual status (teacher/investigator) and has had a participant observation. The second analysis, with a sample of 82 individuals from the original sample (with higher significance at 95%) was done to known the acceptance of the students in which the data collection was taken through a questionnaire, with open and multiple closed questions. In our study, the results show that most of the individuals studied had awareness and capacity-building to achieve the desired goal: to validate the new assessment methods in use in higher education. It was possible to confirm that the implementation of Field notes per image was a strategy of pedagogy that allowed them to show the extent of their learning and articulate more effectively what they had internalized throughout the learning program. In fact 97.56% of the subjects had the "commitment used in the implementation of this learning strategy" as the most important factor in its own analysis. On the other hand the contribution to development of critical thinking was fundamental in our research, since we find that the learning attitude of the student body presented reflective attitude (re)cognition of personal boundaries, virtues and (un)virtues of each individual. In this context, the emotional strain is replaced by the creative tension that takes the tensions, frustrations and failures as opportunities for growth. In this respect, 98.78% of the subjects had followed the methodology as a spur for the development of critical thinking referring an increased commitment to the learning of the techniques. The touchstone of this research focuses on the finding that systemic knowledge takes individual perceptions of explicit images that give meaning to the views of each person involved.