Diretrizes curriculares para o ensino da ética na graduação em enfermagem

Abstract

Este artigo apresenta a reflexão das autoras sobre os aspectos filosóficos, sociais e psicopedagógicos que devem sustentar o ensino da ética/bioética para o desenvolvimento moral dos alunos de Enfermagem durante a graduação. Mostra a necessidade de planejamento e sistematização do ensino da ética/bioética nos currículos de graduação em Enfermagem para que possibilitem ao aluno tomar decisões nos mais variados contextos do processo de trabalho em saúde de forma autônoma e reflexiva. As autoras ainda propõem algumas diretrizes para o ensino da ética nos Cursos de Graduação em Enfermagem: Transversalidade do Ensino da Ética/Bioética; Valores/Virtudes/Atitudes éticas a serem desenvolvidas pelos alunos; Fundamentação do ensino da ética/bioética em referenciais consistentes e docentes capacitados; Métodos e Estratégias ativas de ensino-aprendizagem; Processo participativo na construção do ensino transversal da ética/bioética.

Ensino da bioética: avaliação de um objeto virtual de aprendizagem

“…In this perspective, the study of bioethics shows its potential to provide structure and also transversal training, as it allows students to overcome entrenched biomedical concepts, casting wider perspectives of health actions, especially by including the ethical, social and humanistic fields in these processes. And this research supports the possibility of considering, as in other examples in the health field 16 , training guided by the transversality that bioethics holds, both by its nature and by practical experience during the course 2,33,45,46 .…”

“…), students gave different justifications. Some said they did so because they considered them "complementary" (Students 21,33,39), others because "the interaction aroused my curiosity" (Students 29, 13) and another was "prompted by classroom activities" ─ "As we carried out an analysis activity in the classroom in which the data presented was necessary to think about the questions posed" (Student 37). …”

“…The incorporation of virtual educational environments can be understood as a catalyst for significant changes in learning, by developing collaborative activities and assuming the active participation of those involved in the process, who share their experience, research and discoveries. Health education based on traditional methods has not been sufficient to train professionals for humanised health models: A new model of health requires new social subjects, new ways of providing services and new ways to train professionals 33 .…”

Visão Dos Docentes De Enfermagem Sobre a Formação De Enfermeiros-Líderes

“…A educação transversal para a formação inserida em todas as disciplinas de um currículo não exime os educadores de pensarem em metodologias específicas e estratégias de ensino que promovam a reflexão (17) .…”

Problemas éticos vivenciados no estágio curricular supervisionado em Enfermagem de um currículo integrado

“…However, the teaching of ethics permeates all disciplines in the transverse direction and needs based on the health contexts and processes of real jobs, establishing dialogues between students and professors (5) . The supervised curricular internship (SCI) is a modality of practical education that provides the transition from the academic world to the world of work, being a privileged space of contact with the reality of health care services and work.…”