Relação docente-discente em Enfermagem e problemas na formação para o Sistema Único de Saúde

Abstract

RESUMOObjetivo: Investigar o processo ensino-aprendizado em uma Instituição de Ensino Superior da Região Norte do Brasil, com relação ao modelo pedagógico e a formação do enfermeiro para o Sistema Único de Saúde/ Programa de Saúde da Família (SUS/PSF). Metodos: Grupo focal e entrevistas individuais semi-estruturadas, com seis discentes do último período do curso investigado, analisadas através do marco teórico freireano e literatura do SUS/PSF, por hermenêutica dialética. Resultados: Verticalidade na relação entre docentes e discentes, com falta de autonomia e silenciamento dos alunos, além de falta de articulação entre ensino e a prática do SUS/PSF. Conclusão: Há necessidade de reorientação do ensino em Enfermagem no curso investigado. Descritores: Ensino superior; Enfermagem, Saúde da familia; Educação ABSTRACTObjective: To describe the teaching and learning process of a pedagogical model to educate nurses for the Brazilian universal health care system / family health program (UHS/FHP) in use at a higher education institution in the north of Brazil. Methods: Focus groups and individualized semi-structured interviews with 6 senior nursing students were used to collect the data. The education theory of Paulo Freire and the UHS/FHP literature guided this hermeneutic study. Results: There was a vertical relationship between nursing faculty and students, a lack of autonomy among nursing students, a lack of power for articulation among nursing students, and a lack of articulation of nursing faculty regarding the relationship between the teaching and learning process and the nursing practice in the UHS/FHP. Conclusion: There is a need for re-orientation of the teaching and learning process of nursing at the institution studied. Keywords: Higher education, Nursing, Family health; Education RESUMENObjetivo: Investigar el proceso enseñanza-aprendizaje en una Institución de Enseñanza Superior de la Región Norte del Brasil, con relación al modelo pedagógico y la formación del enfermero para el Sistema Único de Salud/ Programa de Salud de la Familia (SUS/PSF). Métodos: Se utilizaron Grupo focal y entrevistas individuales semi-estructuradas, con seis discentes del último período de la Institución investigada, cuyos datos fueron analizados a través del marco teórico freireano y literatura del SUS/PSF, por hermenéutica dialéctica. Resultados: Verticalidad en la relación entre docentes y discentes, con falta de autonomía y silenciamiento de los alumnos, además de falta de articulación entre enseñanza y práctica del SUS/PSF. Conclusión: Hay necesidad de reorientación de la enseñanza en Enfermería en la Institución investigada.

Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers

“…The students pointed out the need to reorganize the course, as they believed that the learn-perform framework was the path to be followed toward changing the theory-based teaching process, which was incoherently articulated with the practice and counted on a low level of engagement on the part of the students (23) .…”

The Teaching of Sign Language in Undergraduate Nursing Courses: A Descriptive Study as an Attribute to the Integrality of Care

“…The Curricular Guidelines express a general orientation, sometimes generic, precisely because they are not intended to be the expression of a National Curriculum [17]- [19]. The Guidelines encourage schools to overcome conservative ideas, stiffness, and stagnation of their traditional contents and the strict requirements existing in the Minimum Curriculum, but they do not define consensus targets.…”

“…It is essential to consider deafness as a difference that implies, among other things, respect for the sign language as the preferred access to knowledge and the communication tool of the deaf. Thus, deaf people represent communities sharing the same language, cultural values, habits, and modes of socialization [19], interacting on a daily basis in a communicative, effective, and efficient process [30].…”

A experiência do professor orientador de estudante indígena em enfermagem

“…Nursing education is based on the biomedical practice (19) , making it hard for us to understand previous health concepts Indigenous students have. Health and scientific knowledge will be introduced in the Indigenous culture by professionals when they return to the village.…”