The educative dimension of the action of nursing: reflections around the assistance practices of post-graduate teaching

reflexões em torno de práticas assistenciais no ensino de pós-graduação

Authors

  • Flávia Regina Ramos Universidade Federal de Santa Catarina, Programa de Pós-graduação em Enfermagem
  • Kenya Schmidt Reibnitz UFSC, Departamento de Enfermagem
  • Marta Lenise do Prado UFSC, Departamento de Enfermagem , Programa de Pós-graduação em Enfermagem

DOI:

https://doi.org/10.5935/2316-9389.2005.v9.50816

Keywords:

Education, Health Education, Education, Nursing, Nursing Care, Delivery of Health Care

Abstract

This study reflects upon the educational dimension of the action of nursing, based upon the experience within the course, "Assistance Projects in Nursing and in Health", from the Master's Program in Nursing at UFSC. It discusses the commitment to take full opportunity of reflecting about the relationship between care practices, research, and education. The integration of education and intervention was highlighted in the methods in which the educational process was presented and learned, which pointed out the differences of each educational experience within the following categories: the dimension of assistance; the professional's mediation and commitment; qualifications and nursing essence, instrument of intervention, humanization and integrity of actions.

Downloads

Download data is not yet available.

Downloads

Published

2005-09-01

Issue

Vol. 9 No. 3 (2005)

Section

Reflection

License

Copyright (c) 2005 Reme: Revista Mineira de Enfermagem

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

1.
The educative dimension of the action of nursing: reflections around the assistance practices of post-graduate teaching: reflexões em torno de práticas assistenciais no ensino de pós-graduação. REME Rev Min Enferm. [Internet]. 2005 Sep. 1 [cited 2025 Dec. 14];9(3). Available from: https://periodicos.ufmg.br/index.php/reme/article/view/50816

Most read articles by the same author(s)