Representações sociais de enfermeiros/as docentes acerca da docência na perspectiva da integralidade do cuidado

Abstract

This thesis concerns the object of study “social representations of nurses/teachers about teaching for comprehensive care”. In this sense, its general objective was to: investigate the social representations of nurses/professors regarding teaching in Higher Nursing Education, from the perspective of comprehensive care. And, as specific objectives: (1) outline a teaching profile regarding teaching for comprehensive care; (2) characterize teaching knowledge and practices regarding teaching for comprehensive care; and (3) discuss challenges related to teaching for comprehensive care, in the context of the teaching practice of nursing professors who work in Higher Nursing Education. Methodologically, the research is qualitative in nature (Moscovici, 2012). To obtain the data to be presented and analyzed, the following were used: the Free Word Association Technique (TALP), as part of a questionnaire; the semi-structured interview, using a semi-structured form; and documentary research, including the Institutional Development Project (PDI), the Nursing Course Pedagogical Project (PPC), the National Nursing Curricular Guidelines (DCN) of 2001, the General Regulations of the Teacher Training Center (NFD) and subject plans made available by the Coordination of the Undergraduate Nursing Course during the data construction period. Its theoretical-methodological reference was the Theory of Social Representations (Moscovicci, 2012), the Central Nucleus Theory (Abric, 1998; Sá, 1996), the Representational Spiral System (Arruda, 2002; Melo, 2024) and Analysis of Content (Bardin,2011). The entire experiment was built at the Regional University of Cariri (URCA), Crato – CE campus. Commitment and interdisciplinarity were the central core elements of the social representation of the participants in this research regarding teaching for comprehensive care. This representation is associated with the perception of the demand for teaching comprehensive care, by the admission of the human being as holistic, by the relationship given to teaching-learning contents from an interdisciplinary perspective, and by the value given to action and reflection in the student training process, by valorization of a health care model centered on the human person and not on their illness, as well as the admission of the need to teach the Nursing Process as a peculiarity of the nurse's knowledge. Regarding teaching practices for comprehensive care, it is inferred that the subjects' commitment related to the object of study is in the process of practical teaching and in Health and Extension services, through which the aim is to stimulate reflections on comprehensive care through problematization of realities in the teaching-learning of nurses' collaborative and autonomous practices. Teaching for comprehensive care presents challenges linked to the demands of compatible didactic-pedagogical training, effective teaching-learning of comprehensive care under an integrated curriculum, and more teaching dialogue to strengthen interprofessionality, interdisciplinarity for coherence between care plans discipline and Course Pedagogical Project, which emphasizes student training oriented towards comprehensive care, located in a critical rather than technical rationality.