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.
|
