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Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching
Margarete Maria de Lima1,2, Kenya Schmidt Reibnitz1,3, Daiana Kloh1,2
1Universidade Federal de Santa Catarina, Laboratório de Pesquisa e Tecnologia em Educação em Enfermagem e Saúde. Florianópolis-SC, Brasil.
Revista Brasileira De Enfermagem
|August 11, 2016
Summary
Dialogue in nursing education is key for reflective teaching. Fostering this pedagogical relationship between professors and students enhances critical thinking and practical skills.
Area of Science:
- Nursing Education
- Pedagogical Theory
- Qualitative Research
Background:
- Effective pedagogical relationships are crucial in undergraduate nursing programs.
- Practical-reflective teaching requires a dynamic interplay between theory and practice.
- The role of dialogue in shaping the student-teacher dynamic is an area of ongoing investigation.
Purpose of the Study:
- To explore the nature of dialogue within the pedagogical relationship in undergraduate nursing practical-reflective teaching.
- To understand how dialogue contributes to the development of critical and reflective attitudes in nursing students.
Main Methods:
- Qualitative research employing a case study design.
- Data collected through observations and interviews with eight nursing professors.
- Data analysis involved an exploratory and interpretive stage.
Main Results:
- Dialogue within the pedagogical relationship presents a significant challenge in practical-reflective teaching.
- Establishing dialogue fosters a relationship where professors and students co-construct knowledge.
- This co-construction bridges the gap between theoretical learning and practical application in nursing.
Conclusions:
- A dialogic-reflective tone in the pedagogical relationship is essential for effective nursing education.
- This approach encourages professors to create innovative teaching-learning environments.
- It stimulates student autonomy, enhances skills, and cultivates critical and reflective attitudes.
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