Nurses' pedagogical training: a construction from the problem-based conception

Authors

  • Lorena Teresinha Consalter Geib Universidade de Passo Fundo

DOI:

https://doi.org/10.1590/S0104-11692001000100009

Keywords:

nursing education, universities, science

Abstract

This article describes the environment and the time of academic daily work in its transition from modern rationality to post-modern sociality. By means of an esthetic style and a comprehensive-approach micro-social outline, it looks into questions such as the university entrance exams, reception of freshmen, pedagogical practice, meetings and knowledge distribution, searching for emerging possibilities in the (de)construction of new academic relations.

Downloads

Download data is not yet available.

Downloads

Published

2001-01-01

Issue

Vol. 9 No. 1 (2001)

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

Geib, L. T. C. (2001). Nurses’ pedagogical training: a construction from the problem-based conception. Revista Latino-Americana De Enfermagem, 9(1), 59-65. https://doi.org/10.1590/S0104-11692001000100009