SciELO - Scientific Electronic Library Online

 
vol.14 issue5Evaluation of cleaning and disinfection performance of automatic washer disinfectors machines in programs presenting different cycle times and temperaturesTraining program on microbiological test collection material methods at a teaching hospital: investment and result assessment author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Latino-Americana de Enfermagem

Print version ISSN 0104-1169

Abstract

ZANI, Adriana Valongo  and  NOGUEIRA, Maria Suely. Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty. Rev. Latino-Am. Enfermagem [online]. 2006, vol.14, n.5, pp. 742-748. ISSN 0104-1169.  http://dx.doi.org/10.1590/S0104-11692006000500016.

The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.

Keywords : teaching; learning; communication; nursing.

        · abstract in Spanish | Portuguese     · text in English | Spanish | Portuguese     · pdf in English | Spanish | Portuguese