Document analysis of nursing training for the care of cultural diversity in primary care

Abstract

Introduction: Cultural diversity in health education has been identified as a point of interest and discussion for curriculum review and proposition of more inclusive models. Goals: to understand how an undergraduate nursing course of a private institution develops practices and organizes teaching from the perspective of respect for cultural diversity in primary care. Methods: Qualitative case study, based on the documentary analysis of the pedagogical project of the course, in two stages: initially, the general text of the PPC was analyzed with the Iramuteq software to observe the general model of teaching management; also performed direct verification of the text of the menus of disciplines related to environment, health and society, after definition of categories of analysis, and units of registration. The theoretical framework was the DCN specific to the nursing course, the emerging contexts of multicultural relations, and leininger's cross-cultural theory. Results: Iramuteq revealed three classes, profile of the graduate (35.9%); course organization (36.2%); skills and abilities (27.9%), which define an institutional profile open to change but with vertical and technical management. The direct analysis of the menus confirmed insufficiency in the cross-cultural approach. Among 160 UC verified, in the theoretical-practical cycle, forty-two (26.2%) had an incomplete approach. In the supervised stage (ninth period), only four UC were found, and two (12.5%) mentioned cultural diversity. Conclusions: The analysis demonstrated a partial or insufficient curricular approach to human rights, ethnic-racial relations, and Afro-Brazilian and indigenous culture in primary health care. It is necessary to broaden the academic reflection on cultural diversity in primary care to propose a new revision of the PPC of the course. Documental analysis associating direct verification with software-mediated is more effective to guide curriculum reviews.