Abstract
The aim of this study was to analyse the teaching of competencies for health promotion in Nursing Education and to identify experimentations and experiences in this process. It was a qualitative whose data were collected in focus groups with teachers and students from 11 undergraduate nursing courses in Brazil. The results showed that health promotion competencies are temporally taught in the contact and interaction with reality through experimentations and experiences. Experimentation is an event determined by a specific place and time in the course, while experiences are related to a meaningful discovery and an opening to the unknown. The challenge to the teaching of competencies for health promotion is that it should overcome the logic of experimentation, which is structured on technical rationality, and favour a perspective that allows and values experiences in Nursing education.
Highlights
In Brazil, political and institutional advances in health promotion are being implemented through different initiatives in the field of public health
The first stage was characterized by a survey of health promotion competencies, the moment of their formation, the type of activity, and the methodologies used to approach them in undergraduate nursing courses in Brazil
The study’s findings allow to analyze that, discursively, the reports are marked by modal affirmations according to which health promotion is taught since the beginning of the course
Summary
In Brazil, political and institutional advances in health promotion are being implemented through different initiatives in the field of public health. The search for professional qualification and education in the health promotion area is a demand that has been increasing, but is still incipient in the country[2]. Some higher education institutions in Brazil have organized specialization and postgraduate courses in the area. One of the difficulties that hinder the introduction of the theme is the conceptual imprecision that pervades the health promotion field. This affects education and the care provided by health professionals in the daily routine of the services[2]
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