Currículos de cursos de graduação em enfermagem: revisão integrativa de literatura Curriculum for undergraduate nursing courses: integrative literature review

Martini, Jussara Gue; Massaroli, Aline; Lazzari, Daniele Delacanal; Luz, Juliana Homem da

doi:10.9789/2175-5361.2017.v9i1.265-272

Cited by 5 publications

(1 citation statement)

References 11 publications

(15 reference statements)

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“…In 2001, the National Curriculum Guidelines (Diretrizes Curriculares Nacionais, DCNs) were promulgated as the basis of the pedagogical political project directed to the professional formation. 15 The DCNs require from undergraduate courses interaction with the social realities and the demands that emanate from them, because it understands education as an instrument for the individual to be recognized as a protagonist in the modification of society and construction of democracy. Thus, it is advised that educational institutions, from basic education to higher education, direct pedagogical projects for human rights.…”

Section: Introductionmentioning

confidence: 99%

Vocational training and sexual assault against women: challenges for graduation in nursing

et al. 2020

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Objectives: To understand the meanings of sexual assault against women in the point of view of students, professors and university managers of undergraduate nursing; and to understand how the contents on this subject are approached in undergraduate courses in Nursing in Higher Education Institutions. Method: A qualitative study, with data collection from March to November 2018, through interviews with ten students, ten teachers and seven managers from two private institutions. Data was treated by the modality of thematic content, with a theoretical-analytical reference of 'gender violence' and 'rape culture'. Results: The topic is approached in a fragmented way in different academic contexts, which leads to the reflection of the topic in the training of nurses, extending to their professional performance. Conclusion and implications for practice: The possibilities of incorporating the subject in the teaching-learning scenarios and practices converge to approach the content about the different types of violence in the undergraduate subjects, with educational actions with the population, potentializing the deconstruction of the culture of female subordination. In addition, the study is aligned with the appropriate time in which the reorientation of the curricular guidelines for the health courses is discussed.

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Section: Introductionmentioning

confidence: 99%

Vocational training and sexual assault against women: challenges for graduation in nursing

et al. 2020

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Simulation in nursing baccalaureate courses of Brazilian educational institutions

et al. 2021

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Objective: to characterize simulation practices in nursing courses in Brazil, considering the attributes developed, facilities, and challenges encountered. Methods: this is a cross-sectional and descriptive study, with a quantitative approach. Ninety-one coordinators of undergraduate courses participated in the study. An electronic questionnaire was used with open- and closed-ended questions. Results: the most used simulation modality is Specific Skills. Private courses and courses with integrated curricula most often use High Fidelity Simulation. Understanding the mobilization of affective attributes is still insufficient. Conclusion: it is important that undergraduate course managers are aware and take ownership of the elements that permeate simulation and invest to create a favorable environment for its effectiveness.

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Reflective and critical thinking in nursing curriculum

Jiménez-Gómez

Becerril

Velásquez-Oyola

et al. 2019

Rev. Latino-Am. Enfermagem

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Objective:to evaluate the teaching of transversal competence of the Reflective and Critical Thinking that is fundamental in the decision-making and solution of nursing problems, in degree programs of public and private institutions in the Andean region.Method:multi-center, cross-sectional, exploratory-descriptive study, with mixed approach in 5 countries.Results:76 nursing programs participated in the study. The Reflective and Critical Thinking was found as a subject, subject content and didactic strategies. Of the 562 subjects reviewed, this type of thinking is found in 46% of the humanities area and 42% in the area of research and professional discipline. It is important to train teachers to achieve coherence between the pedagogical model approach, teaching strategies and evaluations.Conclusion:nursing programs in the Andean region contemplate the critical thinking as cognitive and personals skills of communication. They also use real situations analysis, supervised practice, simulation labs and specifically learning based in problems to develop the capacity to solve them, decision-making and develop communication skills, including analysis, synthesis and evaluation.

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Currículos de cursos de graduação em enfermagem: revisão integrativa de literatura Curriculum for undergraduate nursing courses: integrative literature review

Cited by 5 publications

References 11 publications

Vocational training and sexual assault against women: challenges for graduation in nursing

Vocational training and sexual assault against women: challenges for graduation in nursing

Simulation in nursing baccalaureate courses of Brazilian educational institutions

Reflective and critical thinking in nursing curriculum

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