Diretrizes curriculares nacionais: percepções de acadêmicos sobre a sua formação em enfermagem

Abstract

The objective was to study the perceptions of nursing students about their education considering the National Curriculum Guidelines. This is an exploratory study with a qualitative approach, data were collected in March 2007 through semistructured interviews with ten senior students of the undergraduate course at the Federal University of Rio Grande do Sul, Brazil, and all study participants signed an Informed Consent. The data were analyzed using content analysis. The results showed an understanding of the students for their training and their close relationship as study participants with higher education, national curriculum guidelines for nursing, teaching project of the course, the profile of the egress and the curriculum. We conclude with an emphasis on curriculum and pedagogical project of the course as relevant to proper training, integrated and harmonized with the National Curricular Guidelines for Nursing.

Avaliação da implantação do currículo integrado no programa de graduação em enfermagem

“…For the student in agreement with the literature, was identified the need for a solid academic career training, which depends on the organization of curriculum and the roles of students, teachers and nurses of field in the training context, who are taken as facilitators or limiting actors of this process. (13) The opportunity of the proposal was also exposed, as well as the efficiency of response, capable of guiding the didactic action in a balanced way, allowing to reach a relevant level of satisfaction without characterizing a strictly structural approach.…”

Operating group as a follow-up strategy of a Nursing Course’s Pedagogical Project

“…The contribution of various scenarios for learning favors nurses' training, involving theoretical knowledge articulated to the practical one. Added to this, based on the guidelines, it is the educational institutions' duty to provide to students an approach to teaching that includes not only variations in educational activities, but also in the form the content is taught, in the processes of evaluation and practical learning (4,19) . There should be also the use of strategies that emphasize the students' immersion in the context of the population's health in different scenarios during classes.…”

“…Among the challenges, one highlights the desired profile of the contemporary nursing student, that is, one that overcomes the technical skills and disarticulated theoretical knowledge, through the training of critical, creative and reflective nurses who articulate theory and practice, acting with principles of ethics and leadership (4) .…”

“…To do so, the review of the course's pedagogical project is necessary, which is the basis for academic and administrative management. It should contain the elements of philosophical, conceptual, political and methodological bases that define the skills and abilities essential to the education, revealing the guiding principles that the educational institution adopted to comply with the National Curriculum Guidelines (4) . Because besides the challenge of training competent nurses to work in the Unified Health System, managers in education and health, educators and professionals are invited to innovate their teaching technologies, through active pedagogical practices, enabling the construction of "know how to do" due to the health needs of the community and contextual diversity of the population (3) .…”

“…One also understand the pedagogical project of the course as a project in motion that undergoes changes, which influences and is influenced by those who put it into practice, agreeing with its social reality (4) . The dialogue, the search for new concepts and new ways of learning and teaching, the flexibility to review and analyze possible failures during this journey should be shared.…”