Abstract
To compare evaluations performed by undergraduate nursing alumni in three dimensions: sociodemographic characterization, identification and insertion into the job market, and professional training evaluation. Cross-sectional, quantitative, and multicenter study with alumni of three Brazilian public institutions. Data analysis was carried out according to the internal reliability of the used instrument and by applying descriptive statistics. The participants were 446 alumni who obtained their degrees from 2013 to 2016. Most were women, white (44%) or brown (38%), and were between 25 and 30 years old. Most had a specialization degree or were studying to obtain one (54%), had a paid occupation (89%), and were employed by a single institution (60%), with the care area prevailing (57%) in the sample. High levels of satisfaction were found among alumni of two institutions in the evaluation of content learning and essential experiences for training, whereas the other institution obtained better evaluations regarding professional practice. The profile of academic experiences, graduate education, and entry into the job market varied according to the evaluated institution. The findings favored critical-reflective analysis of the institutions' pedagogical projects.
Highlights
Course evaluation, as a continuous process of reflection and action, brings dynamism to the organizational reality by orienting institutional objectives and polishing social pertinence and professionalism of undergraduate education
DCN/ENF favored the development of instruments to evaluate alumni, a fundamental step for critical analysis of undergraduate nursing course pedagogical projects (UCPP) regarding the ability to keep the balance between its intentionalities and professional practice scenarios[4]
Of the 446 alumni who were in the sample, 60.5% were of higher education institutions (HEIs)-3, 25.7% of HEI-2, and 13.6% of HEI-1
Summary
As a continuous process of reflection and action, brings dynamism to the organizational reality by orienting institutional objectives and polishing social pertinence and professionalism of undergraduate education. The 2001 Brazilian National Nursing Curriculum Guidelines (DCN/ENF, as per their abbreviation in Portuguese) provide resources for formulating and evaluating undergraduate nursing course pedagogical projects (UCPP)(3). Since their establishment, DCN/ENF favored the development of instruments to evaluate alumni, a fundamental step for critical analysis of UCPP regarding the ability to keep the balance between its intentionalities and professional practice scenarios[4]. The goal is that HEIs actively participate in the full execution of SUS regarding fulfillment of its social role, so imbalances between supply and demand, regional inequities, and primary healthcare intellectual impoverishment, among other disservices that low quality in higher education can originate, are prevented[4,5]
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