Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty.

Abstract:

: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.

journal_name

Rev Lat Am Enfermagem

authors

Zani AV,Nogueira MS

doi

10.1590/s0104-11692006000500016

subject

Has Abstract

pub_date

2006-09-01 00:00:00

pages

742-8

issue

5

eissn

0104-1169

issn

1518-8345

pii

S0104-11692006000500016

journal_volume

14

pub_type

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