Avaliação da implantação do currículo integrado no programa de graduação em enfermagem

Abstract

Objective: Evaluating the implementation dynamics of the integrated curriculum in the nursing undergraduate program. Methods: A cross-sectional study on the change of the integrated curriculum of the nursing undergraduate course, with the use of an instrument for assessing the curricular dynamics that allowed reaching students and teachers. Results: Among the 89 participants, 22 were teachers and 67 students. In the group distribution, according to the adequacy levels of curriculum dynamics, 61% considered it as Very Adequate, 18% identified it as Fully Adequate; 9% said it was Adequate, and only 1% reported it to be Partially Adequate. Conclusion: The implementation dynamics of the integrated nursing curriculum was assessed as positive in the different components that constitute the movement of changes. ResumoObjetivo: Avaliar a dinâmica de implantação do currículo integrado no programa de graduação em enfermagem. Métodos: Estudo transversal sobre a mudança do currículo integrado de curso de graduação em enfermagem, com a utilização de um instrumento de avaliação da dinâmica curricular que permitia atingir docentes e alunos. Resultados: Dos 89 participantes, 22 eram docentes e 67 discentes. Na distribuição do conjunto, segundo os níveis de adequação da dinâmica curricular, 61% consideraram como Muito Adequado, 18% apontaram como Plenamente Adequado; 9% afirmaram ser Adequado e apenas 1% registrou ser Pouco Adequado. Conclusão: A dinâmica de implantação do currículo integrado de enfermagem foi avaliada como positiva nos diferentes componentes constitutivos do movimento de mudanças.

Macro and micropolitics recontextualization of an integrated curriculum: experienced itinerary in nursing undergraduate

“…It follows from this that a curriculum that has brought learning and integration of different knowledges, the redirection of teaching methods and the gathering of arguments of globalization, interdisciplinarity, socioeconomic interrelationships 6 and preparation for lifelong learning. 3 Studies that analyze health education and the curricular proposals show that the option for the integrated curriculum has become a frequent reality in recent years 18,[26][27] to be seen as favorable to the professional and social perspectives for the 21st century foreseen in national 9 and internacional 3 policies. The textual analysis of the PPC also reveals that the (re)interpretation movements of references about integrated curriculum and other curricular experiences have brought weaknesses for the implementation of the curriculum that resemble the results of a study 28 in which it was found that the increase in the number of integrating modules, associated with the difficulties of teachers to work without subjects of their specialties, compromised the integrated organization, interdisciplinarity and the inseparability of theory and practice.…”

O docente de Enfermagem e sua percepção sobre as ações integrativas na Saúde e na formação interprofissional

“…Segundo Aguiar-da-Silva, Scapin e Batista (2011), é preciso identificar cada uma dessas vulnerabilidades que fragilizam o processo do ensino interprofissional e tentar, juntamente com os atores desse processo, estratégias para superá-las, sem perder os benefícios que a integração traz para todos os envolvidos. Alguns autores orientam que a integração tem que ser uma construção coletiva entre docentes e discentes, e que isso inclui a gestão da universidade como fundamental para dar base e apoio para o processo de ensino interprofissional na Saúde (COSTA, 2016;COSTARDI IDE et al, 2014).…”

Curricular reforms in the transformation of nursing teaching in a federal university

“…The change in the structure of curricula comes from both sides, since both show themselves as flawed for the formation of future nurses. The evaluation of the evolution of curricular changes seeks to understand learning experiences, the development of competences, the relation between professors and students regarding the classes, and the obstacles inherent to these changes (27) .…”