The Social Value in Nursing Students' Discourse: A Phenomenological Encounter With Max Scheler

Abstract

The study aimed to identify and understand, in the student's discourse, the social value and discuss it in the light of some of Max Scheler's assumptions. The senior students in Nursing take an existential place in the world, giving it meaning and sense through their opinion. The research is qualitative with a phenomenological approach. The subjects were 10 senior students from the Nursing course in Belo Horizonte, Minas Gerais, Brazil. Data were collected from August to September, 2014, through interviews. Dilthey's hermeneutics was used to unveil the meaning of the statements. The social value emerged in the discourse, expressing solidarity based on sympathy. The social value was recognized as a constituent of the axiological field that founds the profession and is essential for nursing care. It is acknowledged that the "logic of reason" and the "logic of the heart" are complementary and combine the art and science of nursing.

For a Critique of the H-Index in the Area of Nursing, in the Light of Thomas Kuhn

“…There are also works on topics that care-giving, notably those that address questions about the area's philosophy and epistemology. [2][3][4] Due to its epistemological approach with the field of so-called mature sciences, such as physics and biology, the Nursing area evaluates its constructs and researchers, having their model in these sciences, albeit for adaptation. In mature sciences, the researcher is evaluated based on quantifiable variables that express the mastery of the rationality of these sciences, measured from their intellectual production, and the respective consumption by that scientific community, manifested through the citations received, besides the ability to generate technologies, innovations and technical improvements, among others.…”

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“…It is only in the amalgamation of these values that one has the Being-Nurse in theNnightingalean conception. [1][2][3][4][5] However, surely there is a time of axiological crisis. Right and wrong are no longer sharply separated.…”

“…Therefore, it is necessary to revisit the art of Nursing from the point of view of the student, because it will be responsible for the referral of the profession in this world in times of crisis. 1,4 The 21 st century has been characterized in Brazil and in the West by credulity in science and technology as guarantors of the construction of a civilizing framework of peace, dignified life and health for all. In this sense, for nursing, based on the incorporation of evidence-based practice in professional pragmatics, the emerging importance of science and technology is seen as guiding instruments for the promotion, prevention and treatment of patients, families and communities.…”

“…However, the exacerbation of the logical (science) and useful (technical) value can lead to elevation of risk in moving the student, paradoxical as it may be, to the process of dehumanization against nursing care, incurring in the serious ethical error of the patient. 1,2 Despite of all scientific and technological progress reached, within the scope of human coexistence, no similar result is evident. Brazilian and Western society finds itself in serious difficulties for the coexistence between its various social groups.…”

“…Therefore, it is necessary to build a mechanism that allows the nursing student to move to a critical-reflexive attitude, aiming to prevent or interrupt the exacerbated process of valuation of the logical and the useful, to the detriment of love. [1][2][3] Thus, some new provocative questions arise: how to sensitize the student, the future health professional, given the credulity attributed by him to science and technique for the full exercise of nursing care? What is the meaning attributed by the student about nursing care?…”