Influências da relação professor-aluno no processo de ensino na educação profissional de enfermagem

Abstract

The teacher's role is to develop the action and the pedagogical practice in the classroom, through the discussion of the learning process, the teacher-student relationship, the reorganization of content and methodologies, constant review of assessment processes, choosing those who characterized by incentive and motivation for learning. The aim of this study was to identify within the national scientific literature, relevant aspects of teacherstudent relationship in vocational nursing. This study was used as a methodology to Metasynthesis of qualitative studies, seeking to answer the following question: guiding "which teacher-student relationships influence the teaching-learning process in nursing professional?" The sample was composed by 09 publications identified and selected in the databases LILACS, SCIELO, MEDLINE and the Digital Library of theses and dissertations by means of descriptors in Health Education, teaching, learning and education in nursing. Relevant aspects in the relationship between student teacher in vocational education of nursing identified in the work were: the teaching and learning process is facilitated by the teacher who stimulates critical and reflective process; that uses the problematizing methodology; by professor that points and paths that is capable of establishing bond with their students. Supervised practices are considered members of the learning process in vocational nursing, highlighting the interactions between students, colleagues and the promotion of moments of reflection about the action and the importance of knowledge associated with the behavioral attitudes and practical skills.