Political-ethical skill development in nursing undergraduates

Abstract

This research aimed to identify political-ethical skills developed in a training process compatible with the expected profile set by the National Curriculum Guidelines for the Undergraduate Nursing Degree. A case study was conducted with units represented by 32 former students from a particular religious teaching institution who already were in the job market. The content of the interviews was analyzed using the thematic analysis technique, which resulted in the following categories: "Political-ethical skills in the formative process" and "Political-ethical skills as a product of the educational process." From the former students' perspective, these categories reinforced the social role of the nurse and the need for students to be reflective, understanding and participative in the transformation of society.

Knowledge of responsible technical nurses on management skills: a qualitative study

“…Authors demonstrate that the first competency to be acquired by the nurse is the scientific technician, described as Health Care in the DCN, in which the professionals develop actions of prevention, promotion, protection and rehabilitation of the health, at individual and collective level, based on scientific evidence (2,(5)(6) .…”

“…Secondly, socio-educational competence (6) , described as Permanent Education in the DCN should be developed, that is, it characterizes the professionals' ability to continually improve and share their knowledge in order to provide benefits to other professionals and institutions (5) .…”

Development of nursing management competencies: guidelines for continuous education services

“…Developing skills and general competencies identified by the National Curricular Guidelines (DCN) has been a major challenge for educational institutions due to the complexity of the labor market and due to prevalent pedagogical approaches in Nursing training being based on knowledge transmission, disregarding active teaching methodologies that enable an emancipatory education and transform reality, thus allowing the individual to answer the challenges of the contemporary world (3,18) . With this, the debate between the labor market and academics remains; as pointed out by the research participants, it is centralized in the profile of professionals being trained, which often differs from the demands and expectations of hospital organizations.…”

O que a literatura científica e os projetos político‑pedagógicos revelam sobre a qualidade da educação superior em enfermagem?

“…28 Pesquisa bibliográfica sobre avaliação educacional Foi baixo o quantitativo de produções científicas acerca da perspectiva de egressos como um importante indicador da avaliação institucional. No entanto, observou-se que os estudos demonstraram a importante contribuição destes sujeitos ao avaliarem seu processo formativo, destacando-se aspectos como necessidade de maior investimento em pesquisa; necessidade de incentivo aos projetos de extensão universitária, possibilitando intercâmbio com a comunidade; premência de adequação do currículo às demandas profissionais; importância de aumentar a carga horária de estágio e de propiciar maior integração entre teoria e prática Meira & Kurcgant (2013) 29 …”