Theoretical-Practical Articulation in the Training of Nurses

• Autor(a) principal: Cássia Regina Fernandes Biffe Peres
• Data de Publicação: 2021
• Outros Autores: Sílvia Franco da Rocha Tonhom, Márcia Aparecida Padovan Otani, Carina Rejane Fernandes Biffe, Maria José Sanches Marin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.8.2021.218-225
• topic: Education; Nursing; Curriculum; Professional Practice; Professional Competence; Educação em Enfermagem; Currículo; Prática Profissional; Competência Profissional

Introduction: historically, health actions were guided by biological, fragmented, hospital and specialized care. The training of nurses maintained the premise that theory must precede practice, with curricula organized by disciplines. However, this curricular organization has been questioned. The National Curriculum Guidelines point to the need for training by competence, comprehensive care, an expanded look at the health-disease process and the ability to meet the needs of the population. In this sense, Teaching Institutions must bring students closer to the world of work, seeking to overcome the challenge of articulating theory with practice. For this understanding, we started with the question: how does the theoretical-practical articulation take place in undergraduate nursing? Goal: to analyze how the theoretical-practical articulation is taking place in the training of nurses in the state of São Paulo-Brazil; Method: qualitative study based on hermeneutics-dialectics, which analyzed interviews of 21 teachers from six nursing courses. Result: it was observed, on the one hand, aspects that compromise the theoretical-practical articulation, such as the curricular organization by subjects, the lack of definition of the basic contents necessary for the training of nurses and the dichotomy between basic and professional cycle. On the other hand, it was evident that there was a path to achieve this articulation, as evidenced by the recognition of the importance of joint curricular planning and by integrated curriculum initiatives, with the construction of knowledge from the world of work. Conclusions: the theoretical-practical articulation represents a great challenge in the training of nurses. Their confrontation presupposes paradigmatic changes in the curricula and, consequently, in the way of thinking and acting of the actors involved in the teaching-learning process, aiming at praxis.