Tutorial programs for nursing courses

Authors

  • Rosita Saupe Universidade Federal de Santa Catarina; Departamento de Enfermagem
  • Lorena Teresinha Consalter Geib Universidade de Passo Fundo

DOI:

https://doi.org/10.1590/S0104-11692002000500015

Keywords:

nursing, curriculum

Abstract

The implementation of political-pedagogical projects, encouraged by health and education policies, generated the need to incorporate in nursing curricula several programs to attend the interests and necessities of undergraduate courses. One of these is the Tutorial Program that aims at considering the student as the subject of the education and care. In this way, this study aimed at contributing to the evaluation of a tutorial model in order to fill in gaps found in the process of construction of political-pedagogical projects. Therefore, the article describes the idealized theoretical model with the purpose to include it in undergraduate nursing programs.

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Published

2002-10-01

Issue

Vol. 10 No. 5 (2002)

Section

Short Communications/Cases Accounts

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

Saupe, R., & Geib, L. T. C. (2002). Tutorial programs for nursing courses. Revista Latino-Americana De Enfermagem, 10(5), 721-726. https://doi.org/10.1590/S0104-11692002000500015