The principle of integrality of care in the political-pedagogical projects of nursing programs

Abstract

Objective: to identify the political-pedagogical projects of the undergraduate nursing programs in Santa Catarina, Brazil according to the guidelines of the Ministries of Health and Education, considering the education of professionals under the principle of integrality. Method: documentary study with a qualitative approach. Nine projects were analyzed. Results: the colleges from the Southern region of Brazil are gradually incorporating the theoretical framework of the Brazilian health system and curricular guidelines, which includes the principle of integrality of care, into their political-pedagogical projects of undergraduate nursing programs. Some institutions strictly follow the curricular guidelines, while others make their own interpretation. Conclusion: most teaching institutions do not provide pedagogical support to students.

Relação Pedagógica No Ensino Prático-Reflexivo: Elementos Característicos Do Ensino Da Integralidade Na Formação Do Enfermeiro

“…However, the articulation of teaching and clinical work/practice needs to be anchored in a reflexive process that is intertwined with the reality of practice and not parallel to it. 6 The university has the responsibility to train reflective students who can solve the uncertain situations in practice, responding to the health needs of the population and of nursing itself as a profession. 7 When we find a dichotomous situation to this, i.e., reflective practice, it results in education that is incompatible with the demands of society and service.…”

Comprehensive care: meanings for teachers and nursing students

“…With this understanding, some nursing schools have revised their curriculum considering the need to use new methods to enter the students in the communities in an active and participatory way (15,18) . The axis of comprehensiveness showed significant changes in the construction of knowledge from integrative teaching approaches.…”

“…The axis of comprehensiveness showed significant changes in the construction of knowledge from integrative teaching approaches. It has also shown that nursing courses have sought training based on the real needs of the population who are under their care by taking students closer in service (18) .…”

Indicativos da integralidade na relação pedagógica: um design a ser construído na formação do enfermeiro

“…Thus, reflexive practical teaching becomes a pedagogical reference that contributes to the foundation of integral care in undergraduate nursing courses, since it proposes breaking from finished models, based on a technical rationalism that no longer matches the health needs of the Brazilian population (3) . Thus, it stimulates a constructive process, called Design, i.e., a construction, a representation of something to be brought into reality.…”