Metodologias de ensino aplicadas no curso de Enfemagem-impacto no cuidar

Abstract

Historically, the models of education of health professionals, fragment the know, dissociate the theory of practice and disseminate widely the traditional teaching and learning methodologies. The unpreparedness of the professionals to work in the labour market is reflected by the dissociation between training and professional reality. From the end of the 20th century, the field of education in the area of health was marked by transformative changes, with solid foundations in education method of Paulo Freire. The big challenge is through new proposals on educational practices in health and in the development of dialogical relationship between student and teacher, form professionals who exceed the theoretical-practical domain required by the labour market and become innovative agents and processors of reality, inserted and recovered in the world of work. Education and teaching-learning methodologies should be focused on developing skills and critical attitudes, integrated with technical and scientific knowledge of the professional. To be successful educators must be aware and be imaginative, flexible, competent, capable of employing teaching methods and show solid communication skills. This is an integrative literature review which aims to identify how the teaching methodologies in nursing degree impact on care for this professional. The bibliographic survey includes national publications for the period from 2007 to 2013. It was verified the databases BDENF, LILACS and electronic library SCIELO. 47 articles were selected and the results and analysis showed some pedagogical trends adopted by Brazilian nursing, highlighting the active and methodology the methodology of problematization. The analysis also points to the use of participatory methodologies and innovative teaching-learning strategy as simulation, theatre, case study, digital and other methodology. The lack of theoretical references to plan the educational action was evidenced, for only two articles of the sample reported Freire as a benchmark for innovation teaching methods.