The development of communication skills and the teacher’s performance in the nursing student’s perspective

Abstract

Objective To understand experiences in the development of communication skills and the teacher’s role in this teaching-learning process under the perspective of undergraduate nursing students by considering two types of curriculum organization. Method Descriptive study with a qualitative approach conducted in two public schools located in São Paulo state, Brazil. Data were collected by means of self-completed forms from 81 students in the second and fourth years of the undergraduate program. Results were analyzed in light of Content Analysis. Results Results showed that the development of such skills is related to: students’ individual characteristics, patients’ characteristics, those of the health-disease process, the health-care team’s profile and the theoretical knowledge acquired on communication in health-care provision and nursing. The teacher’s role was perceived as one that supports and encourages interactions with patients and health-care teams by teaching and providing orientation about interpersonal communication. Conclusions Students identify and value the importance of their teachers’ performance in the development and acquisition of communication skills. Additionally, students who experience active teaching-learning methodologies acknowledge the teacher as essential to provide opportunities for students to express their knowledge and thoughts.

Teaching of Therapeutic Play at the Undergraduate Level in Nursing: Didactic Actions and Strategies Used by Professors

“…Research has evidenced that although the students initially resist the proposal of Problematization through the use of Maguerez's Arch in the teaching of TP, this methodology was shown to be significant in the teaching, as it allowed interlinking between theory and practice, and the exercising of the collective construction of knowledge and encouragement to the students' creativity and critical thinking. 28 It should be emphasized that when the professor proposes discussions on TP in small groups in the classroom, as undertaken by the lecturers studied here, this contributes not only to consolidating concepts on the topic, but also to acquiring communication skills, 29 although -from the student's perspective -this collaborative learning strategy is questioned, as these do not perceive it as favoring the gaining of knowledge, causing them to lose time which could be spent studying. 30 The lecturer's concern with extending the possibilities for the use of TP outside the classroom is shown to be of fundamental importance, as the student recognizes that, upon interacting with the child and TP during clinical practice, she is surprised and impressed by the benefits that emerge from this interaction and the difference that it promotes in the care, favoring not only the child and the family, but the student as well -who feels gratified.…”

Teaching and learning nursing management in the hospital context: an approach in the light of Pichon-Rivière

“…If someone feels excluded from any process, the basic anxieties are accentuated due to the unresolved contradiction (22) . Communication is a necessity in the context of nursing management and can be considered essential to mediate interpersonal relationships (23) because it begins in itself, but is processed in another person's mind. In this articulation established in the professional field, if the communication between students, supervisors and nursing professionals gets confused, people can come to situations of progressive isolation and disintegration (2) , constituting a split group.…”

La ética en la formación del enfermero, según graduandos de enfermería de una institución pública brasileña

“…Las relaciones interpersonales involucran el equipo de Salud. Resáltase que la acción de cuidar exige una mirada atenta entre el cuidador y aquel que es cuidado 13,[18][19] . En ese contexto se presupone que toda relación interpersonal está basada en las percepciones del yo y del otro y de cómo ellas son percibidas, reveladas y comprendidas en el contexto de la interacción entre los seres humanos, determinando si la relación se procesa en el sentido de crecimiento, perfeccionamiento, apertura y madurez del individuo, o si contribuye al progreso del sujeto en la formación de actitudes defensivas al desarrollo de barreras a la interación 19 .…”

“…En ese contexto se presupone que toda relación interpersonal está basada en las percepciones del yo y del otro y de cómo ellas son percibidas, reveladas y comprendidas en el contexto de la interacción entre los seres humanos, determinando si la relación se procesa en el sentido de crecimiento, perfeccionamiento, apertura y madurez del individuo, o si contribuye al progreso del sujeto en la formación de actitudes defensivas al desarrollo de barreras a la interación 19 . La relación interpersonal representa una búsqueda de la integralidad personal, fijándose en las características individuales y la relación con los demás 13,18 . En este sentido, las relaciones interpersonales son instrumentos estratégicos que hacen viable los medios entre profesionales y usuarios de los servicios 15 .…”