Emotional competencies in the process of teaching and learning in nursing, from the perspective of the neurosciences

Abstract

Objective: to investigate aspects of the interaction which occurs between feeling and learning from the perspective of the neurosciences. Method: research with a qualitative approach, of the case study type, undertaken in Brazilian public nursing colleges. The research subjects were lecturers and students. The techniques of use of a questionnaire, individual interviews and a focus group were used in data collection. Results: knowledge of cerebral functioning and the functioning of different structures involved in the learning of cognitive, technical, emotional and relational competences can help the lecturer in her task of teaching. Conclusions: we can outline the difficulties of learning and need, as lecturers, to develop teaching strategies based in the new knowledge from the neurosciences so as to maximize the students' learning. This new knowledge brings elements which contribute to the teacher's training, facilitate the process for the person learning, and make teaching more pleasurable.

Nursing students’ sense perception of communication in psychiatric hospital

“…In this experience, the communication skills acquired by nursing students were numerous and, if they were not shared as if they were seized, they could place the person in a psychiatric hospital at a different level of the person, in a psychiatric hospital, in another plan of teaching, learning and care (7) .…”

“…In touching communication, nursing students were able to recognize that touching is based on procedural memory, that is, on doing, demonstrating with accuracy of 70% the female (3,7) . And, by different sensory stimuli during childhood, adolescence and adulthood, different emotions may be between men and women; and depending on what one wishes to express, its location can also be differentiated, as well as its effects and the singular description between the one who touches and is touched (11)(12) .…”

Effects designing image and thinking the body in different spaces / Projetando imagem e pensando o corpo nos diferentes espaços

“…10 Individual and collective behaviors are governed by multiple factors. Some are rational -or appear to be.…”

Pedagogical practices and learning processes

“…Así mismo, se observa que desde el paradigma de categorización sustentado por el positivismo y el racionalismo lógico estructural funcional, surgen los proyectos académicos educativos de enfermería bajo el modelo tradicional, donde los currículos y los contenidos programáticos orientan la enseñanza hacia la memorización más que hacia la construcción y comprensión del conocimiento. Se deja al lado el componente emocional y sensible y se reduce la profesión a una acción instrumental y centra su interés en el contenido dado de forma secuencial, mecánica y repetitiva donde se aplican reglas, guías y protocolos, en lugar de resolver las necesidades de cuidado del ser humano (García, Guillén y Acevedo, 2011;Pereira, Ribeiro y Depes, 2013).…”