Concepções dos docentes do curso de graduação em enfermagem sobre o processo ensino aprendizagem nos cenários de prática

• Autor(a) principal: Florêncio, Patrícia Cavalcante de Sá
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/1905
• topic: Enfermagem; Prática profissional; Nursing; Professional practice; CNPQ::CIENCIAS DA SAUDE::MEDICINA; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM

The study provided an opportunity to understand how the teachers conceive the teaching learning in practice settings in undergraduate nursing. It is a qualitative research, the case study method, performed in the course of undergraduate nursing a Federal Institute of Basic Education, Technical and Technological, the rough Pernambuco. They interviewed ten teachers (two per module), of which two managers teachers, using semi-structured interview. There was the interpretation of the data from the content analysis. The investigation revealed the methodological strategies of teaching and learning used by nursing undergraduate course teaching in practice settings, facilities and difficulties encountered, pointing relations with the general responsibilities of the National Curriculum Guidelines of Nursing, with the pedagogical project of the course and referencing the conditions that are part of this process. Teachers revealed that realize the practical scenarios as contextualization of local content that take the students from the beginning of the course to question the reality found in these scenarios and declare that they see themselves as learners and coordinators of the teachinglearning process by acting at different levels health care. Identified as difficulties a poor reception and lack of spaces for practices in services, and suggested continuing education to operate in practice, joint planning of actions with the services in order to sensitize them to be part of the learning process and form critical professionals -reflective and committed to the social. The research culminated in the holding of a workshop for the shared planning of curriculum component Interdisciplinary Practice / Interaction Education, Service and Community. This workshop attended by health professionals working in practice settings of that course, faculty, administrators, students and users of the Unified Health System. This was considered an innovative action within the institution and of health services, since the interaction across sectors led to the collective construction favoring the movement of actionreflection- action of those involved in the learning process. From the analysis of the results of this workshop, it was elaborated as Intervention Product, a technical report.