Understanding the theoretical bases of participative planning in the integrated curriculum of a nursing course

Authors

  • Maria Cristina M. Capel Laluna Faculdade de Medicina de Marília
  • Clarice Aparecida Ferraz Universidade de São Paulo; Escola de Enfermagem de Ribeirão Preto

DOI:

https://doi.org/10.1590/S0104-11692003000600011

Keywords:

education, nursing, curriculum, participative planning

Abstract

This paper deals with an exploratory study aimed at identifying the theoretical bases that sustain participative planning as described in the framework of Situational Strategic Planning, which are used in the integrated curriculum of undergraduate nursing education for the development of participative planning performance. Data were obtained through documentary analysis of twenty-two notebooks of the Educational Units that are part of the Marília Medical School Nursing Course curriculum, with a view to recognizing those parts of knowledge that contributed to the formation of the social actor, situation and social production concepts. Result analysis recognized the lack of theoretical bases, as well as the predominance of knowledge aims and the description of performance as objectives. However, attempts were revealed to integrate knowledge and approximate them to participative planning, with a view to achieving coherence with the principles of the integrated curriculum.

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Published

2003-12-01

Issue

Vol. 11 No. 6 (2003)

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

Understanding the theoretical bases of participative planning in the integrated curriculum of a nursing course. (2003). Revista Latino-Americana De Enfermagem, 11(6), 771-777. https://doi.org/10.1590/S0104-11692003000600011