THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Texto & contexto enfermagem (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072017000200324 |
Resumo: | ABSTRACT Objective: to research studied the meaning of the pedagogical relationship in the training of nursing student and characterizes the role that such a relationship in the practice of reflexive, relational and ethical care student. Method: qualitative research with a Phenomenological-Hermeneutical approach Gadamer, ethnographic. Developed during the clinical practices of 11 students, with their respective teacher and clinical instructors in a School of Nursing of Barcelona, from February 2011 to February 2012. Strategies for data collection were: participant observation, informal conversation, in-depth interviews, and written materials. The data analysis used the method of constant comparisons of Glaser and Strauss. Results: the pedagogical relationship “oriented towards the student” emerged as the thematic core, includes categories such as “being there for the student”, “trust”, and “autonomy”. Conclusions: the pedagogical relationship ‘oriented towards the student’ is a relationship of care that provides support, trust, presence, empowerment, and autonomy. |
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Texto & contexto enfermagem (Online) |
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THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDYEducationnursing. Studentsnursing. Facultynursing. Teaching. Professional competence.ABSTRACT Objective: to research studied the meaning of the pedagogical relationship in the training of nursing student and characterizes the role that such a relationship in the practice of reflexive, relational and ethical care student. Method: qualitative research with a Phenomenological-Hermeneutical approach Gadamer, ethnographic. Developed during the clinical practices of 11 students, with their respective teacher and clinical instructors in a School of Nursing of Barcelona, from February 2011 to February 2012. Strategies for data collection were: participant observation, informal conversation, in-depth interviews, and written materials. The data analysis used the method of constant comparisons of Glaser and Strauss. Results: the pedagogical relationship “oriented towards the student” emerged as the thematic core, includes categories such as “being there for the student”, “trust”, and “autonomy”. Conclusions: the pedagogical relationship ‘oriented towards the student’ is a relationship of care that provides support, trust, presence, empowerment, and autonomy.Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem2017-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072017000200324Texto & Contexto - Enfermagem v.26 n.2 2017reponame:Texto & contexto enfermagem (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSC10.1590/0104-07072017000560016info:eu-repo/semantics/openAccessAlvarez,Luz Nelly RiveraMoya,José Luís Medinaeng2017-06-30T00:00:00Zoai:scielo:S0104-07072017000200324Revistahttp://www.scielo.br/tcePUBhttps://old.scielo.br/oai/scielo-oai.phptextoecontexto@nfr.ufsc.br1980-265X0104-0707opendoar:2017-06-30T00:00Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
title |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
spellingShingle |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY Alvarez,Luz Nelly Rivera Education nursing. Students nursing. Faculty nursing. Teaching. Professional competence. |
title_short |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
title_full |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
title_fullStr |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
title_full_unstemmed |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
title_sort |
THE STUDENT-NURSE PEDAGOGICAL RELATIONSHIP: A HERMENEUTIC-PHENOMENOLOGICAL STUDY |
author |
Alvarez,Luz Nelly Rivera |
author_facet |
Alvarez,Luz Nelly Rivera Moya,José Luís Medina |
author_role |
author |
author2 |
Moya,José Luís Medina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Alvarez,Luz Nelly Rivera Moya,José Luís Medina |
dc.subject.por.fl_str_mv |
Education nursing. Students nursing. Faculty nursing. Teaching. Professional competence. |
topic |
Education nursing. Students nursing. Faculty nursing. Teaching. Professional competence. |
description |
ABSTRACT Objective: to research studied the meaning of the pedagogical relationship in the training of nursing student and characterizes the role that such a relationship in the practice of reflexive, relational and ethical care student. Method: qualitative research with a Phenomenological-Hermeneutical approach Gadamer, ethnographic. Developed during the clinical practices of 11 students, with their respective teacher and clinical instructors in a School of Nursing of Barcelona, from February 2011 to February 2012. Strategies for data collection were: participant observation, informal conversation, in-depth interviews, and written materials. The data analysis used the method of constant comparisons of Glaser and Strauss. Results: the pedagogical relationship “oriented towards the student” emerged as the thematic core, includes categories such as “being there for the student”, “trust”, and “autonomy”. Conclusions: the pedagogical relationship ‘oriented towards the student’ is a relationship of care that provides support, trust, presence, empowerment, and autonomy. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072017000200324 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072017000200324 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/0104-07072017000560016 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem |
dc.source.none.fl_str_mv |
Texto & Contexto - Enfermagem v.26 n.2 2017 reponame:Texto & contexto enfermagem (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Texto & contexto enfermagem (Online) |
collection |
Texto & contexto enfermagem (Online) |
repository.name.fl_str_mv |
Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
textoecontexto@nfr.ufsc.br |
_version_ |
1750118393952862208 |