Sensibility in the Relations and Interactions of Teaching and Learning to Be and Do Nursing

Authors

  • Marlene Gomes Terra Universidade Federal de Santa Maria; Departamento de Enfermagem
  • Lucia Hisako Takase Gonçalves Universidade Federal de Santa Catarina; Departamento de Enfermagem
  • Evanguelia Kotzias Atherino dos Santos Universidade Federal de Santa Catarina; Departamento de Enfermagem
  • Alacoque Lorenzini Erdmann Universidade Federal de Santa Catarina; Departamento de Enfermagem

DOI:

https://doi.org/10.1590/S0104-11692010000200010

Keywords:

Philosophy, Qualitative Research, Education, Nursing

Abstract

This qualitative study focused on proxemic feelings and feelings of detachment and ambiguity among professors-nurses concerning their experiences. This study aimed to reveal the meanings of sensibility held by being-professor-nurse in teaching and learning to be and do nursing. The theoretical-philosophical support is based on Merleau-Ponty's existential phenomenological approach and the hermeneutics phenomenology of Paul Ricoeur was used. Nineteen professors-nurses from a Higher Education institution in the South of Brazil were interviewed between November and December 2006. Sensibility was revealed as the capacity to observe details in order to intervene in a situation the best way possible, and also as a way to break with exclusive models of the cognitive-instrumental rationality of science and technique, since sensibility is the basis for developing other ways of teaching and learning to be and do Nursing.

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Published

2010-04-01

Issue

Vol. 18 No. 2 (2010)

Section

Original Articles

License

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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.
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How to Cite

Sensibility in the Relations and Interactions of Teaching and Learning to Be and Do Nursing . (2010). Revista Latino-Americana De Enfermagem, 18(2), 203-209. https://doi.org/10.1590/S0104-11692010000200010