Diagnosis of the teaching-learning process identified by professors and students of a nursing undergraduate course

Abstract

Concerned about traditional education in nurse formation, the present study has the purpose to make with students and professors, a diagnosis of the teaching-learning process considering the relation professor-student in the Nursing course based on the critical-reflexive pedagogical concept. A qualitative research was carried out through the participant comments and interviews with 17 subjects (13 students and 4 professors) taking into consideration the scientific rigor and the ethical rules. The students statements reveal the need of more stimulus from the professor in the pedagogical action an point out the importance of dynamic, practical and creative lessons as more motivating in learning, and suggest a reformulation of methodology. They positively denounce the top-down relation professor-student and point the need of more interaction among them. Professors see the students as critical and active agents and admitting the need of more interaction in discussing issues related to education. Professors and students value a significant learning process, and perceive a contradiction in practice. It was concluded that students as well professors are aware of the present situation, and both show a tendency to a democratization of the learning process.