Abstract
Objective:
To understand the connections established between the teaching of research in undergraduate school and reflections on the context of nursing care based on the meanings assigned by nurses and undergraduate nursing students.
Method:
Qualitative research, the theoretical and methodological frameworks of which were Complexity Theory and Grounded Theory. Sixteen nurses and nine undergraduate nursing students participated. Data were collected through semi-structured interviews.
Results:
The study revealed that aspects that structure and maintain the scientific practice of nurses are connected with the teaching of nursing in undergraduate school. The transversality of teaching of research and strategies adopted by professors influence this process.
Conclusion:
In the nursing field, learning through research requires strategies that contextualize research within the context of care delivery, so that students perceive science as an element that structures their profession. For that, research should be a non-linear, transversal procedure that takes place over the course of the undergraduate program.
Keywords:
Nursing; Science; Knowledge Management