Intensive care unit: a significant space for the professor-student relationship

Abstract

Objective:To address the relationship between professor and student within the ICU environment, from the perspective of professors. Methods:Qualitative study in the phenomenological modality, in which six professors were interviewed -three from a public institution and three from a private institution, they supervised nursing students in an adult ICU.Results:From the study individuals statements, semantic categories emerged that allowed the learning of the essence of the phenomenon studied. During the analytical process, there was separation into two subcategories: An approximation and facilitating the process of teaching-learning. Conclusions: The practice of nursing internships in ICU provides an inter-relationship between student and professor, favoring an approximation with others and a personalization of learning, which significantly contributes to enrich the teaching and learning process and the student-professor relationship. Keywords: Education, higher; Students, nursing; Teaching; Clinical clerkship; Intensive care units resumo Objetivo: Discorrer sobre a relação entre professor e aluno no espaço de Unidade de Terapia Intensiva (UTI), sob a perspectiva dos docentes. Métodos: Estudo de natureza qualitativa, na modalidade fenomenológica, no qual foram entrevistados seis docentes -três de instituição pública e três de instituição privada que supervisionavam alunos de enfermagem em UTI adulto. Resultados: Do relato dos sujeitos do estudo, emergiram categorias temáticas que possibilitaram a apreensão da essência do fenômeno estudado. No processo de análise, houve desmembramento em duas subcategorias: Uma aproximação e Facilitando o processo de ensino e aprendizagem. Conclusões: A prática dos estágios de enfermagem em UTI propicia uma inter-relação entre aluno e professor, favorecendo uma proximidade com o outro e uma individualização do ensino, o que contribui de modo significativo, para enriquecer o processo de ensino e aprendizagem e a relação professor-aluno. Descritores: Educação superior; Estudantes de Enfermagem; Ensino; Estágio clínico; Unidades de terapia intensiva resumen Objetivo: Discurrir sobre la relación entre profesor y alumno en el espacio de una Unidad de Cuidados Intensivos (UCI), bajo la perspectiva de los docentes. Métodos: Estudio de naturaleza cualitativa, en la modalidad fenomenológica, en el cual fueron entrevistados seis docentestres de una institución pública y tres de una institución privada que supervisaban alumnos de enfermería en una UCI adulto. Resultados: Del relato de los sujetos del estudio, emergieron categorías temáticas que posibilitaron la aprehensión de la esencia del fenómeno estudiado. En el proceso de análisis, hubo desmembramiento en dos subcategorías: Una aproximación y Facilitando el proceso de enseñanza y aprendizaje. Conclusiones: La práctica de enfermería en las UCIs propicia una interrelación entre el alumno y el profesor, favoreciendo una proximidad con el otro y una individualización de la enseñanza, lo que contribuye de modo significativo, para enri...

The teaching approach on communicative skills in different teaching methodologies

“…Our study also agrees with the literature that states that activities performed in internships allow more proximity between professor and student when compared to theoretical lessons. This is considered a positive relationship, since it allows the professor to better understand the students (22) .…”

Diálogo: rede que entrelaça a relação pedagógica no ensino prático- reflexivo

“…Reflection occurs at the moment a students seeks to perform the action demonstrated by the professor, reflecting in action both on the process observed and on his/her attempts to reproduce it (2) . During academic activities carried out in the daily life of health services, professor and student are closer to each other than in a theory class, because the student group is reduced (1) . In the context of training, both have the opportunity to establish a dialogue founded on a concrete reality of medical care, which favors the education of a critical and reflective professional, able to reflect on the practice to transform it (16) .…”

“…Such complexity has instigated the development of studies aimed at making this process effective (1) . In this sense, educational institutions need to rethink the epistemology of practice and the pedagogical assumptions that base the curricula, to train professionals with a view to practical-reflective teaching and committed to the demands of services (2) .…”

The development of communication skills and the teacher’s performance in the nursing student’s perspective

“…The proximity of the faculty-student relationship was highlighted in practical activities as favoring the relationship, considering that nursing faculty members felt responsible for creating an environment conducive to learning, both in relationships they established with the students and with health professionals (12) . Therefore, practice is essential in the development of communication skills, allowing for greater proximity between faculty-student, and it provides opportunities for faculty members to support and encourage the students' interaction with patients and the health team.…”