Revista gaucha de enfermagem · 2025
Reframing pedagogical practices for learning the nursing process during the COVID-19 pandemic.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
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Saldanha Zélia de Oliveira, Borges Silvana Kempfer, Flôr Janaina da Silva, Heidemann Ivonete Teresinha Schülter Buss, Oliveira Marília de Fátima Vieira de, Amadigi Felipa Rafaela, Pires Cláudia Geovana da Silva, Silva Gilberto Tadeu Reis da, Lino Mônica Motta
Аннотация
OBJECTIVE: To understand the teaching strategies implemented by nursing professors for teaching the Nursing Process during the COVID-19 pandemic.
METHOD: Qualitative study with a hermeneutic-phenomenological approach. Online individual interviews were conducted with 27 nursing professors from all five regions of Brazil, between November 2022 and May 2023. The analysis was grounded in the hermeneutic circle, respecting the principles of attentive listening and comprehensive interpretation.
RESULTS: The phenomenological-hermeneutic analysis of the narratives led to the construction of a central interpretive category: Reframing of the pedagogical practices of being-nurse-professor-teaching-the-nursing-process. From this category, themes emerged that expressed dimensions of the experience lived by professors during the pandemic: openness of being-teaching to others; loneliness of remote teaching; technological mediation as a possibility; and teaching as care and projection.
CONCLUSION: In the pandemic context, faculty members projected new possibilities of being in teaching, reframing their practices through openness to the other and existential responsibility. The findings highlight the need for sensitive, flexible methodologies connected to crisis contexts and emerging innovations.
METHOD: Qualitative study with a hermeneutic-phenomenological approach. Online individual interviews were conducted with 27 nursing professors from all five regions of Brazil, between November 2022 and May 2023. The analysis was grounded in the hermeneutic circle, respecting the principles of attentive listening and comprehensive interpretation.
RESULTS: The phenomenological-hermeneutic analysis of the narratives led to the construction of a central interpretive category: Reframing of the pedagogical practices of being-nurse-professor-teaching-the-nursing-process. From this category, themes emerged that expressed dimensions of the experience lived by professors during the pandemic: openness of being-teaching to others; loneliness of remote teaching; technological mediation as a possibility; and teaching as care and projection.
CONCLUSION: In the pandemic context, faculty members projected new possibilities of being in teaching, reframing their practices through openness to the other and existential responsibility. The findings highlight the need for sensitive, flexible methodologies connected to crisis contexts and emerging innovations.