Dialogia e ensino do processo de enfermagem em cursos de graduação do município de Palmas-TO

Abstract

Applying dialogism in the teaching of the Nursing Process can provide encouragement to criticality, autonomy, proactivity and new cognitive skills in nurses in training, since the dialogue favors critical thinking, an indispensable competence in professional practice. Dialogism is the interaction between discourses, which occurs in any form of communication, where reception and understanding of the message produce the dialogue between two or more people. The nursing professional must act based on the nursing process, however, executing this work tool requires clinical reasoning and decision-making skills, skills that have not been included in the training of most professionals. In this context, a descriptive analytical research was developed, with a cross-sectional design, with a qualitative and quantitative approach, with the objectives of: mapping the levels of dialog used in nursing education that are described in the literature; evidence the existence of dialog in the teaching of the nursing process in undergraduate courses; elucidate the teachers' perception regarding the use of dialog; demonstrate the acceptance of teachers about the insertion of technologies as a pedagogical resource, however, combined with dialogue; to evaluate the students' knowledge and learning about the Nursing Process given at graduation; to identify the students' perception regarding the pedagogical methods used by the faculty. Ten teachers and 111 students from 3 faculties in the municipality of Palmas-Tocantins participated in the study. It is perceived that the dialog is present, in a positive way in the speeches of teachers and students, and that the pedagogical methodologies with a dialogical approach integrate the cognitive, affective and psychomotor domains, however, the teachers' knowledge about dialog is superficial and the term is still unknown to most. It was not possible to measure levels of dialog, as it was identified that teachers do not use it. Teachers have a good acceptance of digital technologies and make use of some of them, however, there is no dialogical association. The students positively perceive their training and attach importance to the teaching skills of dialogue, interaction and interpersonal relationships. There was no satisfactory assertiveness in the discursive questions about the Nursing Process. It is concluded that the human dimension has been gaining space on technicality, but, despite the advances, there are still gaps in graduation that must be addressed, such as the implementation of pedagogical methodologies, based on the dialogical relationship.