NURSING STUDENTS' PERCEPTION ABOUT TEACHING AND LEARNING OF CLINICAL PERIODS AND BIRTH MECHANISMS

• Autor(a) principal: Gonzaga Lima, Beatriz
• Data de Publicação: 2022
• Outros Autores: Alves Pereira, Francisco Werbeson, Moreira Belém, Jameson, de Melo Fialho, Ana Virgínia, Ferreira da Silva, Maria Rocineide, Vieira Pereira, Emanuelly
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Enfermagem Atual In Derme
• Texto Completo: https://revistaenfermagematual.com/index.php/revista/article/view/1397
• topic: educação superior; bacharelado em enfermagem; educação em enfermagem; saúde da mulher; parto; education, higher; Education, Nursing, Baccalaureate; education, nursing; women's health; parturition; educación superior; educación en enfermería; bachillerato en enfermería; salud de la mujer; parto

Objective: To describe the perception of Nursing students about the teaching-learning process of clinical periods and delivery mechanisms. Method: Descriptive research with a qualitative approach carried out with 12 nursing students recruited at random using the snowboll technique. from March to June 2020 via Skype using semi-structured interviews. Data were organized into three categories and thematic categorical analysis was carried out. Results: the findings showed that the students recognized their own difficulties related to commitment, organization and co-responsibility in developing studies on the subject. They pointed out as the main limitation the disarticulation between theory and practice and as a potentiality the use of active methodologies. They emphasized the need for theoretical-practical articulation and expansion of subjects on the subject, changes in resources and pedagogical strategies, with a view to favoring meaningful learning and contributing to the provision of obstetric care. Final considerations: It is concluded that the teaching-learning process on clinical periods and delivery mechanisms reveals weaknesses related to the didactic approach and difficulties in assimilating the contents, theoretical-practical dissociation, difficulties in organizing the study routine by the students.