GOWIN’S V DIAGRAM AS AN EDUCATIONAL TECHNOLOGY FOR THE PEDAGOGICAL TRAINING OF NURSING PRECEPTORS IN MULTIPROFESSIONAL RESIDENCY PROGRAMS
DOI:
https://doi.org/10.56238/arev8n6-028Keywords:
Nursing Preceptorship, Meaningful Learning, Gowin’s V Diagram, Permanent Health Education, Multiprofessional ResidencyAbstract
Pedagogical training for preceptors remains a challenge in multiprofessional nursing residency programs, especially because clinical supervision requires pedagogical foundations capable of supporting educational processes within the Brazilian Unified Health System. Although preceptorship occupies a central position in in-service education, the literature highlights weaknesses related to the pedagogical organization of clinical supervision and the explicit development of clinical reasoning. This study aims to propose Gowin’s V Diagram as an educational technology applicable to the pedagogical training of nursing preceptors in multiprofessional residency programs. To this end, a qualitative theoretical-methodological essay was conducted, based on a narrative review of national and international literature on preceptorship and reflective in-service education. The analysis indicates that Gowin’s V Diagram can contribute to the epistemological organization of clinical teaching by bringing together clinical supervision and the pedagogical foundations of care. The instrument also promotes meaningful learning and reflection on decisions developed in clinical practice. It is concluded that Gowin’s V Diagram has potential as an educational technology aimed at the pedagogical qualification of preceptorship, contributing to the strengthening of teaching-service-research integration and nursing education.
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References
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