The cheating as an instrument of 'Security and Self-confidence' in the evaluation process of the Human Physiology course

Abstract

The practice of “cheating” in assessments seems to be associated with a student strategy to avoid low performance in quantaphrenic assessments and the fear of failure. Given this fact, it is understood that the content expressed in the cheat sheet is perhaps what the student is least confident about. Thus, this work aims to investigate the use of glue, by Nursing students, in the assessment of Human Physiology, as a possible instrument of emotional support, as well as identifying the contents that presented greater difficulties in understanding and, in this way, rethinking the practice pedagogical. This is basic research, with a qualitative-quantitative approach, of an exploratory type. The methodology used to analyze the experience reports was the Collective Subject Discourse Technique. The results pointed to speeches anchored in the Central Idea ‘Security and Self-Confidence’ and learning difficulties in specific content on the digestive, respiratory and renal systems. Deconstructing the aversive stereotype regarding the use of notes (“cheat”) at the time of the test, can re-signify it as an instrument of emotional support and, mainly, of identifying content that students have greater difficulty in understanding, indicating a good way to rethink pedagogical practice.