Articulação Teoria/Prática na Formação em Saúde e a Realidade do Sistema Único de Saúde

Students archetypes: the nursing professors’ viewpoint / Arquétipos discentes: percepções de docentes de enfermagem

“…5,6,12,14 The construction of knowledge in nursing transcends the development of technical skills, by adding interpersonal skills, political commitment, development of ethical precepts, moral scope, equanimity and the capacity for self-knowledge, affectivity, of which they are inherent in training. 2,5 In a way, in the professor perception, the student attitudes that contribute to the formation in nursing consist of the academic commitment. Commitment to the construction of knowledge, with the development of critical and reflexive thinking, with ethics and social responsibility, with moral integrity, interpersonal relationship, respectability, among other attitudes.…”

“…Nursing education lacks a balance between the learning of technical skills and the aggregation of knowledge related to social issues, education and health policies, and in a special way, based on knowledge, skills, marked with the adoption of precepts that privilege moral integrity and ethics. 2 At the present time, the training of health professionals, especially nursing, requires changes and the reconfiguration of the professional profile, so that it responds to the rapid transformations in the workspaces, health needs and the incorporation of new competences, consonant with the needs of health of the people/populations and, in particular, to develop educational precepts that enable the future professionals, to act according to directives that govern the Sistema Único de Saúde (SUS) [Unified Health System]. 3 The proximity, interactivity and experience sharing among professors and students can be an important pillar of the nursing education, given that reciprocity between theory and practice widens horizons and values experiences as educational strategies.…”

Structuring of a Proposal for the Nursing Process Theoretical and Methodological Basis: Professors’ Motivations

“…25 The teaching/ service/community articulation; the union between theory and practice throughout the activities; the use of active methodologies; the problematization of social situations and contexts; the opportunity to experience the reality of SUS users; the student protagonism and the stimulus to student movements and extension projects were marked by nursing students as fundamental for a training guided by the principles of the SUS. 26 Currently, in the field of health, there is a series of emerging, questioning, instigating and challenging conceptions; however, we know that historically, even with ongoing changes in the political paths and in the social relations, the direction of these transformations depends, above all, on human awareness on the directions and existing moral values, or not, in the construction of these changes. 27 It is highlighted that the professional should recognize their responsibility in the construction and improvement of their knowledge and, aware of this, adopt continuing education as a daily practice, assuming a critical and reflective posture that leads them to seek answers to their questions.…”

Active Teaching and Learning Strategies: Perceptions of Nursing Students

“…Nesse sentido, a autonomia destacada nos resultados é validada por este estudo, presente nas experiências do grupo de estudantes, na medida em que necessitam se sentir sujeitos do processo de formação e não objetos dele, de modo que participem da tomada de decisões e do questionamento acerca das necessidades de saúde da população. 19 No campo da enfermagem o emprego dessa estratégia é capaz de desenvolver a autonomia precocemente durante a graduação, o que é indispensável para o exercício da prática profissional. 5,20 Nesse cenário, é essencial que estudantes da área da saúde, ressaltando aqui a formação em Enfermagem, devam ir além de suas habilidades técnicas, havendo necessidade do aperfeiçoamento de habilidades intra e interpessoais.…”