Educate in nursing: a process of reflexivity in interaction

• Autor(a) principal: Rabiais, Isabel
• Data de Publicação: 2013
• Outros Autores: Amendoeira, José
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.34632/cadernosdesaude.2013.2841
• Texto Completo: https://doi.org/10.34632/cadernosdesaude.2013.2841

Introduction: The objectives for the new challenge of nursing education, directed towards the reworking and production of new knowledge concepts and further development of skills and provision to acquire the necessary competence for the job, these involve profound changes in the relationship between lecturers and students, to achieve and develop certain skills. Those competences should express aptitudes such as critical thinking, scientific curiosity, creativity and research, based on the reality of the students, lecturers are responsible for articulating different teaching methodologies, thus to prepare students to become skilled in a particular field of knowledge, to classify them as competent. Design and methods: Qualitative study, case study, involving nursing students from the beginning of the first clinical teaching until the end of the degree, mentors and lecturers. Document analysis, thematic content analysis of the narrative speeches of students and interviews with students, mentors and tutor lecturers. The analysis complies with the areas that loom from the competence profile of the General Care Nurse, defined by the Portuguese Chamber of Nurses. However considering that the triangulation method can make the research more consistent by enriching the understanding of the object under study, this led to a quantitative analysis of the data. In order to verify the existence of an association between all variables (descriptors) for analysis, we performed a correlation analysis, using the Spearman correlation coefficient. Results: The way students conceive the process of care is underpinned by the ability to equate the context of the situational and the person, through a process of reflexivity of the interaction. Being able to reflect on the process of care, leads to the capacity to manage learning, reflecting on what to question and self-acquiring or by sharing with others through existential questioning and considerations about what it means to be a nurse and to care, as proved by the ability for the student to take ownership of their own experience, ask questions and acquire and develop skills to care. Conclusions: Considering the students as the core of the teaching-learning process, assuming responsibility in this process by participating, by encouraging critical thinking, we think that nursing education should seek to relate theoretical knowledge with the experiences that derive from reflection, understanding and discovery, which leads to the development of critical thinking, knowledge and ability to translate what university teaches, into the context of clinical practice, managing to articulate the clinical experience with personal experience, thus enabling the learning to learn and reflect on making decisions. It is through meaningful learning, and this relationship between knowledge derived from theoretical knowledge and to learn from the practical knowledge that students are building their own identity and their professional competence.