Nursing education oriented to the principles of the Unified Health System: perception of graduates

Nursing higher education in MERCOSUR: a bibliometric study

“…It is, to train nurses with a humanistic, critical and reflexive view, committed to and capable of acting with social responsibility in health promotion (19) . This student's education -based on the knowledge development and the pragmatic changes and reality transformation -consists of a great challenge, which is to train professional with competence, technique and policy (20) . In regard to Teacher Education and and Development in Health, there is still early concern about the teacher education (9% of publications).…”

Supervised internship in undergraduate education in nursing: integrative review

“…Methods that introduce the student to the world of work, such as the questioning through the Arch of Maguerez, lead him to reflect on this reality, subsidizing the re-signification of concepts and knowledge that have as theoretical reference the liberating education, also called critical pedagogy. This pedagogical perspective argues that the student will only be critical if he knows reality, understands it, understands it in order to reflect, and, from this reflection, appropriates a critical character about it (33,(35)(36) . The teaching-learning methodology that was most cited by the authors is the Problem-Solving Methodology (20,(23)(24) , which aims to solve work problems, whether in education or in other sectors through the indispensable association between theory and practice.…”

“…The American Association of Nursing Colleges recently released a report stating that there has been a large increase in the use of realistic high fidelity simulation in Higher Education in Nursing for the potential to develop clinical reasoning and decision making in a controlled and safe manner (37) . Active methodologies are in line with the need to review old traditional, content-oriented, professor-centered training processes (35) and advance to those that can develop complex thinking, decision-making, and differentiated skills, transposing personal characteristics that have simple and primary mental processes that are incapable of guaranteeing prominent positions in the competitive and fast labor market today (36) . Thus, in both situations, the student mediated by the teaching work will be using a process that is born of observation and reflection and culminates in the transforming action.…”

“…Thus, in both situations, the student mediated by the teaching work will be using a process that is born of observation and reflection and culminates in the transforming action. This allows him to see that in order to change he has to develop the capacity to intervene in reality, a very complex task, but which guarantees him the development of new knowledge, skills and attitudes, making him subject to history and not mere object (35) , coming to the meeting of the role of the SI in the professional training of nurses.…”

“…In these settings, the actors involved in the development of the SI are fundamental pieces for the construction of competences, considering that nurses professors are professors linked to higher education, or nurses who work in the fields of internship in health institutes are the bearers of the profession and have the task of ensuring that nursing students have the competence to act in the clinical-dynamic setting (38)(39) . The teaching-service-community dialogue, one of the principles of IS, has the potential to contribute to the training of professionals anchored in the biopsychosocial vision of the user in the system, directing them to the analysis of the social determinants of health of the society itself and the demands for she generated (35,38) . In addition, health services are growing in complexity, which creates diverse learning opportunities.…”