Indications of comprehensiveness in the pedagogical relationship: a design to be constructed in nursing education. / Indicativos da integralidade na relação pedagógica: um design a ser construído na formação do enfermeiro.
Rev Esc Enferm USP
; 51: e03277, 2017 Nov 27.
Article
em Pt, En
| MEDLINE
| ID: mdl-29185600
OBJECTIVE: To analyze how the indications of comprehensiveness translate into the teaching-learning process in a nursing undergraduate course. METHOD: Qualitative case study carried out with professors of a Nursing Undergraduate Course. Data collection occurred through documentary analysis, non-participant observation and individual interviews. Data analysis was guided from an analytical matrix following the steps of the operative proposal. RESULTS: Eight professors participated in the study. Some indications of comprehensiveness such as dialogue, listening, mutual respect, bonding and welcoming are present in the daily life of some professors. The indications of comprehensiveness are applied by some professors in the pedagogical relationship. The results refer to the Comprehensiveness of teaching-learning in a single and double loop model, and in this the professor and the student assume an open posture for new possibilities in the teaching-learning process. CONCLUSION: Comprehensiveness, as it is recognized as a pedagogical principle, allows the disruption of a professor-centered teaching and advances in collective learning, enabling the professor and student to create their own design anchored in a reflective process about their practices and the reality found in the health services.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Educação em Enfermagem
Tipo de estudo:
Prognostic_studies
/
Qualitative_research
Idioma:
En
/
Pt
Revista:
Rev Esc Enferm USP
Ano de publicação:
2017
Tipo de documento:
Article
País de afiliação:
Brasil
País de publicação:
Brasil