Teacher Archetypes: Perceptions of Nursing Students

Abstract

Good interpersonal relationships between teachers and students are primordial in nursing education. The aim of the study was to understand the perception of the students on the teachers' attitudes that contribute to their professional education. A qualitative, descriptive and exploratory research was undertaken. The subjects are nursing students in the final course term of four distinct undergraduate courses, two of them from a public university and two from a private university, totaling 72 students. Based on the data analysis, the results permitted the construction of five empirical categories, namely: knowledge of teachers; teachers' posture; respectability in the teacher-student relationship; ethics in the teacher and student relationship; responsibility in the teaching pratice. It was concluded that, independently of the institution and course, among many teacher attributes, the students particularly value the density of knowledge.

Aceitabilidade das metodologias ativas de ensino-aprendizagem entre discentes de odontologia

“…Autores que defendem o uso das MAEA em cursos de graduação em Odontologia identificaram diversas vantagens dessa metodologia nos resultados de seus estudos (SARAIVA et al, 2018;REUL et al, 2016;SILVA et al, 2020). Saraiva et al (2018) Alguns elementos são apontados para garantir uma maior aceitabilidade das MAEA: a capacitação prévia dos docentes para o uso das novas metodologias (DEUS et al, 2014;GUIMARÃES et al, 2016), a garantia de um tempo mínimo de três anos para consolidar as práticas pedagógicas propostas (DEUS et al, 2014), o direcionamento das MAEA para os estágios na rede de saúde (CARVALHO et al, 2016;REUL et al, 2016), uma constante revisão e reflexão crítica sobre os processos utilizados (MARIN et al, 2010) de referência e espelho, que refletirá em várias dimensões do futuro discente (SILVA, et al, 2007;SILVA et al, 2016).…”

“…Embora a maior ou menor empatia entre discentes e docentes não tenha alterado a percepção dos primeiros sobre seu desempenho, seja nos ingressantes seja nos concluintes, cabe destacar que a aplicação das MAEA exige uma postura diferenciada por parte dos envolvidos. A nova postura do docente decorre da responsabilidade que esse ator tem sobre a formação de pessoas capazes de evoluir, refletir e de aprenderem com as experiências (DOHMS et al, 2012;PERRENOUD, 2002), e da necessidade de criar um espaço democrático para o desenvolvimento do discente (SILVA et al, 2016). O docente deve assumir uma postura de apoiador, garantindo segurança e amorosidade para a inovação e condução do discente na travessia educacional (LIMA, 2013;SILVA et al, 2007;SILVA et al, 2016).…”

Estratégias Utilizadas Para O Ensino De Urgência/Emergência Em Um Curso De Graduação Em Enfermagem

“…15 A study 21 that aimed to subsidize the necessary transformations in a curriculum of a nursing undergraduate course, pointed out that, regarding the construction of the student's autonomy, the professors, participants in the study, acknowledged the existence of difficulties in establishing limits of safety for the patient, when the student initiates the care practice. Other studies [22][23] propose, in addition to the diversification of strategies, the understanding of the neo-systemic curricular meta-theory for the development of the student's autonomy, with a meaningful, contextual-ized and globalized teaching.…”

“…If perceived as a diagnostic method, it may alienate the professor from the role of disciplinarian. [23][24] The methodological strategies need to seek not the accumulation of knowledge, but the develop-ment of knowledge, skills and attitudes, including those related to the care of urgencies and emergencies, in the logic of a generalist formation.…”

Between Those Who Think and Those Who Do: Practice and Theory in Nurse Teaching

“…New ideas or proposals should be assimilated and understood and not just adopted as "fads" or reduced in essence until completely empty of meaning without theoretical deepening or genuine interest. 5,28 To think of nursing as a technical profession, without understanding its real object, or disconnected from what happens in the world of work, will only guarantee the reproduction of isolated practices or perceptions that separate and contrast theory and practice. 29 Thus, the existing conflicts between having practical nursing care experience, or not, and its effect in the way of teaching are perceived as useful, as the professional training is not necessarily identical to the professional practice, since it cannot be limited to reproduce it.…”