Vivência teórico-prática inovadora no ensino de enfermagem

Abstract

Os cursos de enfermagem vêm investindo em inovações no processo formativo, apostando em metodologias ativas e problematizadoras, que ofereçam ao acadêmico vivências na realidade social. Objetiva-se relatar a vivência de ensino-aprendizagem vinculada a um projeto ampliado de ensino, pesquisa e extensão fundamentado nas teorias de enfermagem. Trata-se de um relato de experiência desenvolvida a partir de uma atividade teórico-prática, realizada por meio de visitas semanais de docentes e discentes de enfermagem às famílias em condições sociais, ambientais e econômicas vulneráveis. Os resultados mostram uma pedagogia ativa, dialógica e interativa, capaz de fomentar redes solidárias de cooperação e a promoção de ambientes polissêmicos, favorecidos pelas reflexões dos problemas sociais emergentes. Assim, instigar o protagonismo e empreendedorismo social na formação, a partir das teorias de enfermagem, significa desenvolver um conhecimento capaz de dialogar e integrar os diferentes saberes, pelo desenvolvimento de práticas em consonância com o exercício da cidadania e transformação social.

Teaching-service integration: implications and roles in experiences of Undergraduate Courses in Nursing

“…Facilitator teachers, according to the perception of students, present themselves as warm reference people, of technical-scientific knowledge and knowledge related to solidarity (23) . The facilitator attitude is consistent with the methodology of questioning, however they face incomprehension from teachers and students regarding the conduction of the teaching and learning process.…”

Learning through research: from teaching science to the sphere of nursing care

“…10,13 Additionally, transversal teaching of research allows for a rupture of the paradigm in which the final paper is a one-time, isolated task; rather, it is a strategy with the potential to facilitate student understanding of the scientific bases that support the profession. 6,17 The foundation provided during the undergraduate program, that is, learning through research, consuming scientific products and/or developing research, favors the formation of nurses who are able to manage knowledge, 4,18 and perhaps, break paradigms that place nursing on the periphery of the fields of science, innovation and technology.…”

“…In addition to the repercussions already mentioned, the fragmentation of knowledge makes it difficult for students and nurses to think and be entrepreneurs and develop patents. 4,5,19 Therefore, we believe that the connections between research and nurses' care practices can reflect their training processes, especially in terms of the development of a scientific spirit, which is encouraged by a non-linear approach to the teaching of research. For this reason, this phenomenon is analogous to the dynamics of fractals, 20:601 namely: geometric structures, the pattern of which is replicated indefinitely in diverse scales, "generating complex figures that preserve in each of its parts the characteristics of the whole.…”

“…3 To advance in the sciences and obtain social valorization, nurses have developed competencies that adjust to the contemporary needs of health systems, among which are the scientific empowerment to ground practice. 4,5 Nonetheless, because these are complex systems, they are permeated with dynamic movements of evolution, which, in principle, sustain the importance of the teaching of science during formal education. 6 In this context, the teaching system for the development of science requires abilities to adapt to humankind's global challenges in order to enable linking strategies that favor connecting the results of research to work processes.…”

Utilized Theories by Nursing in the Care of People with an Ostomy: Integrative Review

“…The college education that reflects directly in the knowledge of the nurses about the theories has the mission to foster and stimulate the improvement of the use of the theories in the most diverse areas of nursing [32].…”