Faculty's behavior in undergraduate nursing teaching: the students' perception

Authors

  • Maria da Graça da Silva Universidade Federal de Mato Grosso do Sul
  • Márcia Caron Ruffino Universidade de São Paulo; Escola de Enfermagem de Ribeirão Preto; Departamento de Enfermagem Geral e Especializada

DOI:

https://doi.org/10.1590/S0104-11691999000400007

Keywords:

teaching frameworks, educational behavior, undergraduate teaching

Abstract

The purposes of the present study are: to identify faculty's predominant behaviors in undergraduate nursing teaching, according to the students' perception and to classify them in different groups of faculty, relating them to the teaching framework. Data were obtained through questionnaires, applied to fifty-two students from the Federal University of Mato Grosso do Sul. Considering the results obtained from both periods, we can conclude that there is a certain plurality in the faculty behaviors, with a predominance of teachers concerned about contents, methods and techniques, with characteristics of the traditional, behaviorist and cognitive frameworks.

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Published

1999-10-01

Issue

Vol. 7 No. 4 (1999)

Section

Original Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Faculty’s behavior in undergraduate nursing teaching: the students’ perception. (1999). Revista Latino-Americana De Enfermagem, 7(4), 45-55. https://doi.org/10.1590/S0104-11691999000400007