The relationship theory- practice and the teaching-learning process in a Collective Health Nursing Course
DOI:
https://doi.org/10.1590/S0080-62342009000600014Keywords:
Teaching, Nursing, Public health nursing, Education^i2^snursAbstract
This study focused on the relationship theory-practice of the discipline Fundamentals and Practices of Collective Health Nursing, offered to undergraduate students of the Nursing School, University of São Paulo, Brazil. The objectives were: to identify and understand the concepts studied in the discipline and to identify its application in nursing practices among these students Data were collected using a questionnaire and analyzed by content analysis. Results: theoretical dimension only partly allowed students to make syntheses potent to develop social practices consistent with the conceptual framework of Collective Health. To overcome this difficulty - and prepare nurses committed to the interpretation of health and disease as a social process and health as social right and, therefore, the transformation of reiterative practices of the hegemonic model -, it is necessary to clarify the different theoretical and methodological approaches underpinning the practices, having teachers directing students to articulate theory and practice.Downloads
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Published
2009-12-01
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Original Article
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How to Cite
Campos, C. M. S., Soares, C. B., Trapé, C. A., Silva, B. R. B., & Silva, T. C. (2009). The relationship theory- practice and the teaching-learning process in a Collective Health Nursing Course. Revista Da Escola De Enfermagem Da USP, 43(spe2), 1226-1231. https://doi.org/10.1590/S0080-62342009000600014