2013
DOI: 10.1590/s1981-77462013000300010 View full text |Buy / Rent full text
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Abstract: Resumo Este estudo analisa a formação inicial do enfermeiro e seu vínculo com o paradigma ético-humanista, especialmente as relações interpessoais. Adotou-se na pesquisa a abordagem qualitativa, do tipo descritivo-exploratório. Os sujeitos eram egressos e docentes do curso de enfermagem de uma faculdade particular da cidade de Curitiba, no Paraná. A coleta de dados foi feita em 2009, com utilização das técni-cas de análise documental do projeto pedagógico do curso de graduação em enfermagem, aplicação de quest… Show more

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“…1 The formation of critical and reflexive subjects is essential in the generation of changes in nursing and health, since it conceives the formation of subjects capable of thinking, doing and being, according to ethical and human principles. 14 The commitment to the training needs to stimulate/ challenge the student to weave critical thoughts about the lived world, especially the praxis of care, which is able to come in its practice, the technical, scientific and, especially, human aspects, since the academy must make a commitment to broaden the focus of training in a holistic perspective of care, which is why the strictly technical model has not contributed to critical and reflexive education. 15 Although the technicist logic in training is valued by nursing students, which is evidenced by the valuation of technical competences, to the detriment of theoretical reasoning and scientific knowledge, critical-reflexive education contributes positively to understand the social/political context and lived temporal space and their insertion in the world of work.…”
Section: Discussionmentioning
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“…1 The formation of critical and reflexive subjects is essential in the generation of changes in nursing and health, since it conceives the formation of subjects capable of thinking, doing and being, according to ethical and human principles. 14 The commitment to the training needs to stimulate/ challenge the student to weave critical thoughts about the lived world, especially the praxis of care, which is able to come in its practice, the technical, scientific and, especially, human aspects, since the academy must make a commitment to broaden the focus of training in a holistic perspective of care, which is why the strictly technical model has not contributed to critical and reflexive education. 15 Although the technicist logic in training is valued by nursing students, which is evidenced by the valuation of technical competences, to the detriment of theoretical reasoning and scientific knowledge, critical-reflexive education contributes positively to understand the social/political context and lived temporal space and their insertion in the world of work.…”
Section: Discussionmentioning
“…4 Nursing education involves the production of knowledge, especially regarding personal, affective and emotional development, intersubjective relationships and technical and vocational training, the intersection in the construction of knowledge with learning experiences in the education process. 5,6,12,14 The construction of knowledge in nursing transcends the development of technical skills, by adding interpersonal skills, political commitment, development of ethical precepts, moral scope, equanimity and the capacity for self-knowledge, affectivity, of which they are inherent in training. 2,5 In a way, in the professor perception, the student attitudes that contribute to the formation in nursing consist of the academic commitment.…”
Section: Discussionmentioning
“…1 Therefore, we need to rethink education based on pedagogical principles that value the totality of the student and of the person cared for by this future professional. 2 Integrality applied in the pedagogical relationship is also a possibility that is considered for nurse education which considers elements beyond the technical rationality, forming technically competent nurses, but also committed to social and human values. This possibility, allied to a reflexive practical teaching, allows future nurses to find alternatives to complex situations encountered daily in the health services.…”
Section: Introductionmentioning
“…Nursing education should be based on pedagogical references that leave the discourse and become effective in practice, which value reflection on health service practices and on academic experiences, contributing to the health needs being answered with knowledge that goes beyond technical rationality (1)(2) . In this perspective, reflexive practical teaching is one that articulates teaching and service, it anchors itself in the reflection in the action and on the action and in the dialogue between professor and student in the different contexts where the education takes place.…”
Section: Introductionmentioning