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[The changing process in nursing education at the uni settings: potentials and challenges]
Kênia Lara Silva1, Roseni Rosângela de Sena
1Escola de Enfermagem da UFMG, Av. Alfredo Balena, 190, Santa Efigência, Campus Saúde, CEP: 30130-100. BH/MG. kenia-lara@bol.com.br
Revista Brasileira De Enfermagem
|January 1, 2004
Summary
Nursing education in Brazil is shifting from technical approaches to critical-reflexive models. This change, supported by participation and collaboration, faces challenges but ultimately enhances nursing teaching and learning.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
- Qualitative Research Methods
Context:
- Brazilian nursing schools participating in the UNI Project.
- Analysis of the nursing teaching and learning process.
- Exploration of change dynamics, including resistance and conflicts.
Purpose:
- To analyze the transformation in nursing education within Brazilian schools.
- To describe the movement towards critical-reflexive teaching models.
- To identify challenges and facilitators in the educational change process.
Summary:
- Qualitative study using focal groups and document analysis.
- Reveals a continuous shift from technical rationality to critical-reflexive nursing pedagogy.
- Change is facilitated by participative spaces and horizontal relationships, despite evaluation and competency challenges.
Impact:
- Demonstrates a renewed valorization of nursing education.
- Highlights the successful integration of critical-reflexive approaches.
- Provides insights into managing educational change in nursing programs.