Teaching physical pulmonary examination through the problem-based method

Authors

  • Adelia Yaeko Kyosen Nakatani Universidade Federal de Goiás; Faculdade de Enfermagem
  • Emilia Campos de Carvalho Universidade de São Paulo; Escola de Enfermagem de Ribeirão Preto
  • Maria Márcia Bachion Universidade Federal de Goiás; Faculdade de Enfermagem

DOI:

https://doi.org/10.1590/S0104-11692000000600017

Keywords:

teaching, nursing, physical examination

Abstract

Action-research was accomplished at the Federal University of Goiás College of Nursing in 1998 aiming at implementing and analyzing the teaching resources of physical pulmonary examination through the problem-based method. The Arch Method Phases were developed with sophomores in the undergraduate Nursing Course. During the Conclusion Hypothesis phase, the need of various activities in order to fix the theme was observed. In the theoretical and psycho-motor evaluation, we verified that the students had more difficulty in performing percussion and palpitation. It was concluded that the application of the problem-based pedagogy in physical examination was feasible.

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Published

2000-12-01

Issue

Vol. 8 No. 6 (2000)

Section

Original Articles

License

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Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Teaching physical pulmonary examination through the problem-based method. (2000). Revista Latino-Americana De Enfermagem, 8(6), 117-123. https://doi.org/10.1590/S0104-11692000000600017