Objective
To understand experiences in the development of communication skills and the teacher’s role in this teaching-learning process under the perspective of undergraduate nursing students by considering two types of curriculum organization.
Method
Descriptive study with a qualitative approach conducted in two public schools located in São Paulo state, Brazil. Data were collected by means of self-completed forms from 81 students in the second and fourth years of the undergraduate program. Results were analyzed in light of Content Analysis.
Results
Results showed that the development of such skills is related to: students’ individual characteristics, patients’ characteristics, those of the health-disease process, the health-care team’s profile and the theoretical knowledge acquired on communication in health-care provision and nursing. The teacher’s role was perceived as one that supports and encourages interactions with patients and health-care teams by teaching and providing orientation about interpersonal communication.
Conclusions
Students identify and value the importance of their teachers’ performance in the development and acquisition of communication skills. Additionally, students who experience active teaching-learning methodologies acknowledge the teacher as essential to provide opportunities for students to express their knowledge and thoughts.
Communication; Nursing Education; Faculty; Nursing; Nursing Students