Vivências de docentes de enfermagem no ensino do cuidar
Care, in a global perspective, appears in the main quarrels as the necessary phenomenon that will have to permeate the thoughts, the perception and values for the change that will lead to the overcoming of a paradigmatic crisis. The professional care was attributed, in elapsing of history, to the Nu...
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Cuidar Educação em enfermagem Docente de enfermagem Filosofia em enfermagem Care nursing education nursing teacher nursing philoso CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
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Cuidar Educação em enfermagem Docente de enfermagem Filosofia em enfermagem Care nursing education nursing teacher nursing philoso CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM Bezerra, Erica Louise de Souza Fernandes Vivências de docentes de enfermagem no ensino do cuidar |
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Care, in a global perspective, appears in the main quarrels as the necessary phenomenon that will have to permeate the thoughts, the perception and values for the change that will lead to the overcoming of a paradigmatic crisis. The professional
care was attributed, in elapsing of history, to the Nursing. Its historical evolution and articulation with the social processes, political and scientific in prominence place, in what it says respect to human well-being, not objectifying to cure, but to comfort, to complement the weak capacities and to the establishment the present capacities, alleviating pain, in other words, caring. The Teaching of care in Nursing, suffered
great influences of the biomedical model, being like this, the education in Nursing has been criticized for if being valid pedagogical models incapable to promote the growth
of the subjects, keeping it passive before your life processes, showing fragilities, attitudes and questionable behaviors, dissonances, appearing the imminence of an act of to care and to educate that needs to be considered as dialectical and
intersubjective act. The objective of this research is to understand the lived experience of the nursing teachers in the Teaching of Care, in order to reflect about the insert of Nursing in the current world context, watching the dialetics of the
Teaching of care and the paradigm changes in the section health. It is a phenomenological research that used the analysis of the located phenomenon, to obtain the units of meaning of the speech Nursing teachers about your experience lived in the Teaching of care. This study allowed the Nursing teachers could share your existences, senses and information on the interior of your pedagogic action exalting the interpretation, which appears intentionally in the conscience, emphasizing the pure experience of the be-professor, including emotions and
affectivities in the teaching of care. In the construction of the results, three moments were devoted for discussion: Multidimensional Care; Care as Professional Practice; and the Teaching of care. The speeches had revealed rich, complex and for paradoxical times. The understanding of a sensitive teaching, that sometimes, arrives if to worry in rescuing the tenderness and the humanity, it is running into the other
permeated speeches of fragilities, inconstancies, technifying, that showed lacks of pedagogic preparation. The Teaching of care needs to adopt a conception of education/learning and to use methodologies that can lead to an action liberating, capable to breach with traditional mooring cables and preconceptions or little healthful habits of life, favoring the use of methods that promote educating for the way of the sensitive, detaching aspects that they contribute for this end, as the intuition, the emotion, the creation, the perception and the sensibility. In this direction, it is considered important to deepen subjects that make possible the creation of care strategies and educational with the human being vision in your totality, therefore if it
perceives that the necessary therapeutical boarding to be ampler, passing for the social individual, family and its relations |
| author2 |
Timóteo, Rosalba Pessoa de Souza |
| author_facet |
Timóteo, Rosalba Pessoa de Souza Bezerra, Erica Louise de Souza Fernandes |
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masterThesis |
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Bezerra, Erica Louise de Souza Fernandes |
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Bezerra, Erica Louise de Souza Fernandes |
| title |
Vivências de docentes de enfermagem no ensino do cuidar |
| title_short |
Vivências de docentes de enfermagem no ensino do cuidar |
| title_full |
Vivências de docentes de enfermagem no ensino do cuidar |
| title_fullStr |
Vivências de docentes de enfermagem no ensino do cuidar |
| title_full_unstemmed |
Vivências de docentes de enfermagem no ensino do cuidar |
| title_sort |
vivências de docentes de enfermagem no ensino do cuidar |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14691 |
| work_keys_str_mv |
AT bezerraericalouisedesouzafernandes vivenciasdedocentesdeenfermagemnoensinodocuidar |
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1773961594254917632 |
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ri-123456789-146912017-10-31T22:19:06Z Vivências de docentes de enfermagem no ensino do cuidar Bezerra, Erica Louise de Souza Fernandes Timóteo, Rosalba Pessoa de Souza http://lattes.cnpq.br/0599797760497353 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4760582E9&dataRevisao=null Enders, Bertha Cruz http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781295D6&dataRevisao=null Germano, Raimunda Medeiros http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721938D8 Toscano, Geovânia da Silva http://lattes.cnpq.br/5215765397026167 Cuidar Educação em enfermagem Docente de enfermagem Filosofia em enfermagem Care nursing education nursing teacher nursing philoso CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM Care, in a global perspective, appears in the main quarrels as the necessary phenomenon that will have to permeate the thoughts, the perception and values for the change that will lead to the overcoming of a paradigmatic crisis. The professional care was attributed, in elapsing of history, to the Nursing. Its historical evolution and articulation with the social processes, political and scientific in prominence place, in what it says respect to human well-being, not objectifying to cure, but to comfort, to complement the weak capacities and to the establishment the present capacities, alleviating pain, in other words, caring. The Teaching of care in Nursing, suffered great influences of the biomedical model, being like this, the education in Nursing has been criticized for if being valid pedagogical models incapable to promote the growth of the subjects, keeping it passive before your life processes, showing fragilities, attitudes and questionable behaviors, dissonances, appearing the imminence of an act of to care and to educate that needs to be considered as dialectical and intersubjective act. The objective of this research is to understand the lived experience of the nursing teachers in the Teaching of Care, in order to reflect about the insert of Nursing in the current world context, watching the dialetics of the Teaching of care and the paradigm changes in the section health. It is a phenomenological research that used the analysis of the located phenomenon, to obtain the units of meaning of the speech Nursing teachers about your experience lived in the Teaching of care. This study allowed the Nursing teachers could share your existences, senses and information on the interior of your pedagogic action exalting the interpretation, which appears intentionally in the conscience, emphasizing the pure experience of the be-professor, including emotions and affectivities in the teaching of care. In the construction of the results, three moments were devoted for discussion: Multidimensional Care; Care as Professional Practice; and the Teaching of care. The speeches had revealed rich, complex and for paradoxical times. The understanding of a sensitive teaching, that sometimes, arrives if to worry in rescuing the tenderness and the humanity, it is running into the other permeated speeches of fragilities, inconstancies, technifying, that showed lacks of pedagogic preparation. The Teaching of care needs to adopt a conception of education/learning and to use methodologies that can lead to an action liberating, capable to breach with traditional mooring cables and preconceptions or little healthful habits of life, favoring the use of methods that promote educating for the way of the sensitive, detaching aspects that they contribute for this end, as the intuition, the emotion, the creation, the perception and the sensibility. In this direction, it is considered important to deepen subjects that make possible the creation of care strategies and educational with the human being vision in your totality, therefore if it perceives that the necessary therapeutical boarding to be ampler, passing for the social individual, family and its relations O cuidar, em uma perspectiva global, aparece nas principais discussões como o fenômeno que deverá permear os pensamentos, a percepção e os valores necessários para a mudança que levará à superação de uma crise paradigmática. O cuidado profissional foi atribuído, no decorrer da história, à Enfermagem. Sua evolução histórica e a articulação com os processos sociais, políticos e científicos colocam-na em lugar de destaque, no que diz respeito ao bem-estar humano, não objetivando apenas curar, mas confortar, complementar as capacidades debilitadas e potencializar as capacidades presentes, aliviando a dor, ou seja, cuidando. O Ensino do Cuidar em Enfermagem sofreu grandes influências do modelo biomédico, sendo assim, a educação em Enfermagem tem sido criticada por se valer de modelos pedagógicos incapazes de promover o crescimento dos sujeitos, mantendo-o passivo diante de seus processos de vida, mostrando fragilidades, atitudes e comportamentos questionáveis, dissonâncias, surgindo a iminência de um ato de cuidar e educar que precisa ser considerado como um agir dialético e intersubjetivo. O objetivo desta pesquisa é compreender a experiência vivida dos docentes de Enfermagem no Ensino do Cuidar, a fim de refletir sobre a inserção da Enfermagem no atual contexto mundial, desvelando a dialética do Ensino do Cuidar e as mudanças paradigmáticas no setor saúde. Trata-se de uma pesquisa de cunho fenomenológico que utilizou a análise do fenômeno situado, para obter as unidades de significado do discurso dos docentes de Enfermagem sobre sua experiência vivida no Ensino do Cuidar. Este estudo permitiu que os docentes de Enfermagem pudessem compartilhar as suas vivências, sentidos e informações sobre o interior de sua ação pedagógica exaltando a interpretação, que surge intencionalmente na consciência, enfatizando a experiência pura do ser-docente, incluindo emoções e afetividades no ensino do cuidar. Na construção dos resultados, três momentos foram desvelados para discussão: o Cuidar Multidimensional; o Cuidar como Prática Profissional; e o Ensino do Cuidar. Os discursos mostraram-se ricos, complexos e por vezes paradoxais. A compreensão de um ensino sensível, que, algumas vezes, chega a se preocupar em resgatar a ternura e a humanidade, vai de encontro ao outros discursos permeados de fragilidades, inconstâncias, tecnificações, que explicitaram falta de preparo pedagógico. O ensino do cuidar precisa adotar uma concepção de ensino/aprendizagem e utilizar metodologias que possam conduzir a uma ação libertadora, capaz de romper com amarras tradicionais e com preconceitos ou hábitos de vida pouco saudáveis, favorecendo a utilização de métodos que promovam o educar pela via do sensível, destacando aspectos que contribuem para esse fim, como a intuição, a emoção, a criação, a percepção e a sensibilidade. Neste sentido, considera-se importante aprofundar questões que possibilitem a criação de estratégias assistenciais e educacionais com a visão do ser humano em sua totalidade, pois se percebe que a abordagem terapêutica precisa ser mais ampla, passando pelo indivíduo, família e suas relações sociais 2014-12-17T14:46:42Z 2010-10-25 2014-12-17T14:46:42Z 2008-12-30 masterThesis BEZERRA, Erica Louise de Souza Fernandes. Vivências de docentes de enfermagem no ensino do cuidar. 2008. 131 f. Dissertação (Mestrado em Assistência à Saúde) - Universidade Federal do Rio Grande do Norte, Natal, 2008. https://repositorio.ufrn.br/jspui/handle/123456789/14691 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Enfermagem Assistência à Saúde |