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[A dialectical view of curriculum changes in nursing training]
Cássia Regina Fernandes Biffe Peres1, Maria José Sanches Marin1, Elaine Cristina Iacida Soriano2
1Faculdade de Medicina de Marília, Marília, SP, Brasil.
Revista Da Escola De Enfermagem Da U S P
|December 21, 2018
Summary
Nursing curriculum reform faces challenges as professors perceive conflicts between new and traditional approaches to health, learning environments, and integrated teaching. Continuous effort is needed for successful curriculum reconstruction.
Area of Science:
- Nursing Education
- Curriculum Development
- Higher Education
Background:
- Curriculum reconstruction in nursing education is essential for adapting to evolving healthcare landscapes.
- Understanding faculty perspectives is crucial for navigating the complexities of educational change.
Purpose of the Study:
- To explore the contradictions perceived by nursing professors during curriculum reconstruction.
- To analyze the challenges and resistances encountered in updating nursing curricula.
Main Methods:
- A qualitative interpretative study was conducted.
- Interviews with 21 nursing professors from public and private institutions.
- Analysis employed dialectical hermeneutics.
Main Results:
- Professors identified contradictions between extended and biological health views.
- Resistance to diversifying learning scenarios beyond the traditional hospital setting was noted.
- Challenges in integrating teaching and service, and between basic and clinical cycles were reported.
Conclusions:
- Contradictions are inherent in the curriculum change process.
- Persistence and ongoing efforts are necessary for successful nursing curriculum reformulation.
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