Abstract

MARQUES, Maria de Fátima Mendes. From Continuity to Innovation. The Nursing Course and the Pedagogical Practices. Rev. Lusófona de Educação [online]. 2005, n.5, pp.153-171. ISSN 1645-7250.

This paper aims at identifying and characterising the changes in the pedagogical practices brought about by the nursing teaching staff as a result of the integration of the nursing course in the Polytechnic Higher Education. Since the goal of the higher education (college education) is to stimulate the development of a scientific spirit, reflective thought and cultural creativity, consequently related to emancipating learning, this has become the goal to achieve as the nursing curriculum reform was done. The major goal would be to promote the student as the major actor of the teaching process, considering his learning needs central to the educational reform. In the teaching process the teacher would be a cooperator with a global view of the student and his relationship with the outside world. The results of this research study showed a dual discourse around two essential ideas: the student’s role in the learning process, and the nursing concept underlying it. While some teachers understood the need for innovation, allowing the student to be the main intervenient of the learning process, and understanding nursing as a profession in which the client is central to the process of nursing care, other teachers took to maintaining the student as having a passive role and the disease central to the nursing concept. This bipolarity suggests some difficult situations among the nursing educators and their practices as they choose between what they want to do and what they do.

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