Nursing professor as being-cared for in the professor-student relationship

Abstract

Objective: to understand the meaning of professor as being-cared for that is manifested in the nursing professor-student relationship. Method: a qualitative phenomenological study, using Martin Heidegger’s philosophical framework. It was carried out at a public university in Mexico. The phenomenological interview was used as a data collection method. An ontic analysis and a second analysis were carried out through Martin Heidegger’s Hermeneutic circle. Results: within the interviews, 5 main themes were discovered, which were classified as: Care of physical needs, occupation as care; Nursing care teaching; Monitoring and coexisting with professors; Encouraging reflection on care towards authenticity; Students as a person, coexistence and existence of care. Conclusion: nursing professors, in addition to being the one who provides students with necessary knowledge for training nursing professionals, share aspects that involve more than science itself. Professors become a collaborator who hopes to contribute to nursing students’ deepest aspects, impacting their academic training favorably.

Saúde e doença: discursos de estudantes ingressantes no curso de bacharelado em Enfermagem

“…O desafio consiste em criar espaços (intersubjetivos) para resolução de problemas que sejam capazes de tirar os estudantes de um anestesiamento corriqueiro, representado pelo tradicional costume à permanente experiência de sentar e ouvir o professor discursar sobre temas de interesse deles. Por ofício da prática, isso os mantêm parados, olhando, muitas vezes, sem ver, ouvir e perguntar (3)(4) . Certamente, é preciso (re)pensar o processo de ensino-aprendizagem mediante novos modos capazes de minimizar no estudante a hipervalorização da racionalidade científica apresentada claramente como sinal e sintoma de doença.…”