Professor-student communication: aspects related to the supervised apprenticeship

Abstract

The Foundations of nursing discipline introduces the students in apprenticeship, making it possible to generate anxiety and tension. The objective of this work was identifying positives/negatives aspects related to the professor/student communication in supervised apprenticeship, starting from the critical incidents technique proposed by Flanagan (1973). Subjected to this research were the students of the 2°, 3° and 4° years of the Nursing Course of the State University of Maringá-PR. We identified 331 reports: 63 (19.09%) positive and 268 ( 80.1%) negative. the positivity was due to the solidary presence of the professor, mediating the teaching-learning process and the that the professors have when facing the unreadiness of the students when going through the first contact with the practice. This is seen when the student attributes to the communication teacher-student great part of his/her anguishes and anxieties. Rispid and authoritarian attitudes denote the professor's unpreparedness to work with emergent situations and to conduct the teaching-learning process in an effective way.