Problematization in perioperative care education: contributions to the training ofnursing technicians

Abstract

Objective: To analyze the teaching-learning process through the implementation of an active learning methodology in a perioperative care course within a nursing technician program. Method: A qualitative study conducted at a technical nursing school in the state of São Paulo, Brazil. The course was reorganized based on the problematization methodology, integrating real and simulated practice settings, active knowledge-seeking, and collective discussion. Sixteen students from the third module participated in the study. Data were collected through
two focus groups and subjected to thematic content analysis. Results: Students identified the active learning methodology as facilitating the integration of theory and practice, fostering meaningful learning, critical thinking, autonomy, and active engagement in the learning process. The strategy was considered appropriate, with students expressing interest in its expansion to other courses. Conclusion: The implementation of the problematization methodology proved to be a powerful strategy for teaching perioperative care in a nursing technician program, promoting the integration of theory and practice, meaningful learning,
autonomy, and professional development. The findings reinforce the potential of active learning
methodologies to enhance nursing technician education and support changes in teaching-
learning processes.