Teaching the history of nursing administration: the strategy of construction timeline

Abstract

RESEARCH Ensino da história da administração em enfermagem: estratégia de construção da linha do tempo Teaching the history of nursing administration: the strategy of construction timeline

Management of elderly people with Stroke: strategies based on action research

“…Educational interventions through pedagogical workshops, because of their reflexive and dialogic essence, stimulate reflection and favor the participation of the individuals involved, often offering immediate evidence as research results, also contributing to pertinent methodological adjustments (16) . They can be used in qualitative research as a strategic approach in the construction of a space for the exercise of critical attitude, and it has as objective to subsidize those involved in the systematization and exchange of knowledge (17) .…”

A teoria em prática: interlocução ensino-serviço no contexto da atenção primária à saúde na formação do(a) enfermeiro(a) The theory into practice: teaching-service dialogue in the context of primary healthcare in the training of nurses

“…Even if the advances of the guidance in the National Curriculum Directives of the Nursing Graduation Course (DCN/ENF) and in the discussions about the needs for change are recognized, in Nursing Graduation difficulties are often experienced to overcome the conservative teaching methods, which makes it difficult to advance to pedagogic practices with capacity to promote changes in the current training and which consider the academic as an active participant, to whom an opportunity must be given to comprehend reality. 3,8,9 Also, there is a figure forgotten by most people on the training of the nurse to act in PHC, but critical for the actual sense of the participative teaching-learning process: the graduating individual. It is necessary to be aware of the commitment that the students make in their professional training, because unveiling their participating experience in the construction of knowledge and in the conduction of their training trajectory is to make effective the criticalreflexive teaching premises 10 .…”