Training for integral care: perception of Nursing teachers and students.

Autor/inn/en	Rangel, Rosiane Filipin; Backes, Dirce Stein; Ilha, Silomar; Zamberlan, Claudia; Siqueira, Hedi Crecencia Heckler de; Costenaro, Regina Gema Santini
Titel	Training for integral care: perception of Nursing teachers and students. Gefälligkeitsübersetzung: Formação para o cuidado integral: percepção de docentes e discentes de Enfermagem.
Quelle	In: Revista de Pesquisa: Cuidado é Fundamental Online, 9 (2017) 2, S. 488-494 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2175-5361
DOI	10.9789/2175-5361.2017.v9i2.488-494
URN	urn:nbn:de:0168-ssoar-53577-8
Schlagwörter	Brasilien; Gesundheitswesen; Krankenpflege; Lateinamerika; Südamerika; Ausbildung; Pflegepersonal; Betreuung; Gesundheitswesen; Krankenpflege; Ausbildung; Betreuung; Gesundheitsversorgung; Pflegepersonal; Brasilien; Lateinamerika; Südamerika
Abstract	Objective: To know how the teachers and students of an undergraduate nursing course perceive the approach to the comprehensive/integrative care in the teaching-learning process. Methods: Exploratory-descriptive research, with qualitative approach, performed with seven teachers and six students of the Nursing Course of a Higher Education Institution in Rio Grande do Sul. Collected data, through the focus group technique, were submitted to content analysis in thematic modality. Results: Data analysis enabled the construction of the collective synthesis of a large topic: Training of the nurse for comprehensive/integrative care, of which two subthemes were originated: Allowing the transformation: the training of the nurse from the standpoint of students; Training for the (dis)organization: the training of the nurse from the standpoint of teachers. Conclusion: It is considered essential to expand the comprehensive/integrative care in the teaching-learning process, starting at the first semesters.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/2