Neuci Cunha dos Santos

Domestic violence in the conception of health professionals trainers

This article identifies the conceptions and suggestions of professors of medicine and nursing courses about the insertion of this subject in the formation of their students. An exploratory research was carried out using a questionnaire applied to coordinators of disciplines in such courses at public and private universities in the cities of Rio de Janeiro and Cuiabá. Many of them recognizes violence as a health problem, although 40.7% of medicine professors and 71.1% of nursing professors of the two cities discusses this subject in their classes. The medicine professors suggests the insertion of the violence subject in their students formation with visits to institutions, meeting groups with people in violence situations and interviews with experienced professionals of the area. The nursing professors prefer resources such as films and videos, seminaries and conferences. Gaps were also identified in the students and professors formation, which do not feel able to discuss this thematic. It is indicated that a renovation in the curriculum is urgently necessary.

Concepções de docentes em relação ao manual sobre violência intrafamiliar

INTRODUCTION: The Brazilian Ministry of Health has published a technical manual entitled Domestic Violence: Guidelines for Health Services as a strategy to help identify, intervene in, and prevent domestic violence. OBJECTIVES: To identify insights, criticisms, and suggestions from professors of the various health fields concerning the manual. METHODOLOGY: An exploratory study was conducted, using the three-point method. A questionnaire was given to appropriate health field professors in the cities of Rio de Janeiro and Cuiaba, containing open-ended and closed questions on the manuals characteristics and practicality. RESULTS: The manuals characteristics and practicality were both evaluated as good. However, most professors did not use the manual in their classes, finding its content insufficient for training health professionals. Conclusion: The manual is recommended for use in classes offered at the beginning of academic programs in the various health fields. The aim is to attract the attention of undergraduates in relation to epidemiological and clinical aspects and prevention of domestic violence, without intending to train them to treat victims.

Emotional competencies in the process of teaching and learning in nursing, from the perspective of the neurosciences

Objetivo: comprender aspectos de la interaccion que ocurre entre el sentir y el aprender en la perspectiva de las neurociencias. Metodo: investigacion con abordaje cualitativo, del tipo estudio de caso, realizada en dos escuelas de enfermeria publicas brasilenas. Los sujetos de la investigacion fueron docentes y discentes; en la recoleccion de datos empleamos las tecnicas del cuestionario, entrevista individual y grupo de enfoque. Resultados: los conocimientos del funcionamiento del cerebro y diferentes estructuras implicadas en los aprendizajes de las competencias cognitivas, tecnicas, emocionales y relacionales pueden ayudar al docente en su tarea de ensenar. Conclusiones: pudimos contornar las dificultades para aprender y precisamos, como docentes, desarrollar estrategias de ensenanza basadas en los nuevos conocimientos de las neurociencias, para optimizar el aprendizaje de los alumnos. Estos nuevos conocimientos contienen elementos que contribuyen con la formacion del profesor, facilitan el proceso para aquel que aprende y torna mas agradable el ensenar.Descriptores: Enfermeria; Educacion en Enfermeria; Aprendizaje; Emociones; Neurociencias.

Competencias emocionales en el proceso de enseñanza-aprendizaje en enfermería en la perspectiva de las neurociencias

Objetivo: comprender aspectos de la interaccion que ocurre entre el sentir y el aprender en la perspectiva de las neurociencias. Metodo: investigacion con abordaje cualitativo, del tipo estudio de caso, realizada en dos escuelas de enfermeria publicas brasilenas. Los sujetos de la investigacion fueron docentes y discentes; en la recoleccion de datos empleamos las tecnicas del cuestionario, entrevista individual y grupo de enfoque. Resultados: los conocimientos del funcionamiento del cerebro y diferentes estructuras implicadas en los aprendizajes de las competencias cognitivas, tecnicas, emocionales y relacionales pueden ayudar al docente en su tarea de ensenar. Conclusiones: pudimos contornar las dificultades para aprender y precisamos, como docentes, desarrollar estrategias de ensenanza basadas en los nuevos conocimientos de las neurociencias, para optimizar el aprendizaje de los alumnos. Estos nuevos conocimientos contienen elementos que contribuyen con la formacion del profesor, facilitan el proceso para aquel que aprende y torna mas agradable el ensenar.Descriptores: Enfermeria; Educacion en Enfermeria; Aprendizaje; Emociones; Neurociencias.

Práticas pedagógicas, processos de subjetivação e desejo de aprender na perspectiva institucionalista*

Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.

Ressonâncias do Projeto Pró-Ensino na Saúde no interior do Brasil

O presente trabalho trata das ressonâncias do Projeto Pro-Ensino na Saude sob a perspectiva de dois docentes – agora doutores – que participaram do projeto pela Universidade Federal de Mato Grosso (UFMT). A proposta do projeto de formacao de mestres e doutores em Educacao para profissionais de Saude apresentava entre seus objetivos contribuir para o fortalecimento e a ampliacao de programas de pos-graduacao stricto sensu no Mato Grosso, na area de ensino na Saude; e propiciar a integracao entre grupos de pesquisa e equipes academicas da Educacao e da Enfermagem. Analisamos os resultados do projeto em duas perspectivas, que denominamos ressonâncias, a saber: ressonâncias da producao do conhecimento e ressonâncias na formacao e nos servicos. Os resultados mensuraveis estabeleceram-se notadamente pelo avanco na pos-graduacao e na pesquisa no local de origem dos docentes.

Competências emocionais no processo de ensinar e aprender em enfermagem na perspectiva das neurociências

Objetivo: comprender aspectos de la interaccion que ocurre entre el sentir y el aprender en la perspectiva de las neurociencias. Metodo: investigacion con abordaje cualitativo, del tipo estudio de caso, realizada en dos escuelas de enfermeria publicas brasilenas. Los sujetos de la investigacion fueron docentes y discentes; en la recoleccion de datos empleamos las tecnicas del cuestionario, entrevista individual y grupo de enfoque. Resultados: los conocimientos del funcionamiento del cerebro y diferentes estructuras implicadas en los aprendizajes de las competencias cognitivas, tecnicas, emocionales y relacionales pueden ayudar al docente en su tarea de ensenar. Conclusiones: pudimos contornar las dificultades para aprender y precisamos, como docentes, desarrollar estrategias de ensenanza basadas en los nuevos conocimientos de las neurociencias, para optimizar el aprendizaje de los alumnos. Estos nuevos conocimientos contienen elementos que contribuyen con la formacion del profesor, facilitan el proceso para aquel que aprende y torna mas agradable el ensenar.Descriptores: Enfermeria; Educacion en Enfermeria; Aprendizaje; Emociones; Neurociencias.

Prácticas pedagógicas, procesos de subjetivación y deseo de aprender en la perspectiva institucionalista

Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.

Pedagogical practices, processes of subjectification and desire to learn from the institutionalist perspective

Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.Objective: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students’ desire to learn. Methods: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. Results: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. Conclusion: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.