Indicators for changing nursing graduation curriculum: professional's expectations and graduates' evalutation of curriculum
DOI:
https://doi.org/10.1590/0080-6234198902300200069Keywords:
Curriculum, Education, nursingAbstract
Two kinds of evidence were used to guide curriculum changes in the Nursing School of Ribeirão Preto (University of São Paulo): J) a survey of nurses' expectations on their profession, their functions, the other members of the team and on the Nursing School teachers; 2) graduates' (ex-students) curriculum evaluation. We inquired 115 nurses working in 5 general hospitals of Ribeirão Preto, and had a return of 49 questionaries (42,6%). This questionary was delivered by the authors personally to the nurses, along with guidances on answering and date for return, and had 9 opened questions. The classification of answers makes possible to assert: the assistance function is the most emphasized by nurses; the student's expectations change during the professional practice; 60% of the informants considered the content of the curriculum disciplines adequate; 69,4% considered the habilitations dispensable.Downloads
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Published
1989-04-01
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Original Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
Tavares, M. S. G., Ruffino, M. C., Santos, B. M. de O., & Casagrande, L. D. R. (1989). Indicators for changing nursing graduation curriculum: professional’s expectations and graduates’ evalutation of curriculum. Revista Da Escola De Enfermagem Da USP, 23(2), 69-82. https://doi.org/10.1590/0080-6234198902300200069