Abstract
This article aims to describe the guiding principles and the operationalization of the integrated curriculum of the undergraduate course in Nursing of a public university in southern Brazil. This is an experience report by 3 curriculum managing professors and 2 graduate students in Nursing, who experience the pedagogical proposal. The analysis comprised official documents and 2 books on this integrated Nursing curriculum, which has been developed for 13 years; it is presented in 4 topics: guiding principles; curricular structure; role of the professor and student; and collegiate management. We present reflections on the curriculum, expressing the framework supporting the proposal and the developmental strategies adopted. This experience points out the dialogical movement of participants in this education action, i.e. professors and students, from a critical and innovative perspective of nurse’s training. We conclude that the pathway reported highlights key themes of the pedagogical proposal, such as inseparability of theory and practice; the diversification of teaching strategies; the successive close approaches between contents in interdisciplinary modules; learning evaluation from a two-dimensional perspective; early introduction of the student to different settings of professional practice; and the democratic and participatory management process in a collective construction. We hope to contribute to other institutions trying to develop an innovative methodology for nurse’s training.
Highlights
Changes in the political, economic, and social scenarios of education and health care in Brazil and in the world have required transformations in nurse’s profile
The construction of the integrated curriculum of the undergraduate course in Nursing of the State University of Londrina (UEL), Paraná, Brazil, implemented in 2000, involves the commitment of professors to pursue a professional training which considers the comprehensiveness of care for the individual, family, and community; the determining factors of the health-illness process; the social and economic factors related to the syllabus; continued multiprofessional and interdisciplinary activities, instead of occasional ones; integration between the services and the community; and, the idea that the student is a citizen who construes her/his knowledge and is in charge of developing her/his technical, political, and ethical competences in an active, critical, and thoughtful way
The academic activities undertaken by students comprise theoretical groups; laboratory practices; practices at different health care services, schools, nursery schools, and along with the community; interdisciplinary and multiprofessional practices; course conclusion monograph; and supervised internship, named nursing internship
Summary
Economic, and social scenarios of education and health care in Brazil and in the world have required transformations in nurse’s profile. Theoretically supported by Sacristán (1998), is the premise that a curriculum is something constructed by means of an intense participatory action, in an open deliberation process involving the participating actors, with no imposed decisions Even when these actors used their own resources, values, and beliefs in debates and discussions, the aim was establishing partnership and consensus. Group went on, defining its pathway, daring to think and start a new stage in its pedagogical practice, always guided by the Nursing Collegiate, the legitimate body representing the whole course, responsible for driving the process of curriculum transformation, observing the collective construction process In this context, the Pedagogical Political Project of the integrated curriculum of the nursing course of UEL was constructed and approved, on December 10, 1999, and its deployment was scheduled to take place in the first half of 2000—at the dawn of the XXI century.
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