Academic monitoring in nursing: perceptions of teacher-advisor and student-monitor
Objectives: To know the conceptions of professors-advisors and students-monitors about academic monitoring; Describe the issues related to the development and preparation of the student-monitor for academic monitoring, identifying potentialities and limiting factors; To analyze the theoretical-pedag...
| Autores: | , , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal do Estado do Rio de Janeiro (UNIRIO) |
| Repositorio: | Revista de Pesquisa: Cuidado é Fundamental Online |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.seer.unirio.br:article/12176 |
| Acesso em linha: | https://seer.unirio.br/cuidadofundamental/article/view/12176 |
| Access Level: | acceso abierto |
| Palavra-chave: | Enfermagem Educação em enfermagem Tutoria Nursing Education, Nursing Mentoring Enfermería Educación en Enfermería Tutoría |
| Resumo: | Objectives: To know the conceptions of professors-advisors and students-monitors about academic monitoring; Describe the issues related to the development and preparation of the student-monitor for academic monitoring, identifying potentialities and limiting factors; To analyze the theoretical-pedagogical aspects that support academic monitoring. Method: A descriptive study, qualitative, of the field research type, carried out at the Faculty of Nursing of the University of the State of Rio de Janeiro. The participants were 11 teachers-advisors of monitoring and 16 students-monitors. Data collection took place through semi-structured interviews between June and July 2021 and the analysis was thematic. The work was approved by the Ethics Committee. Results: two categories emerged: perceptions of professors-advisors and students-monitors about academic monitoring. Conclusion: student-monitors and professors-advisors understand academic monitoring as a training space. Teacher-advisors emphasize the preparation of content for the student-monitor to assume the role. However, some monitors do not recognize such preparation. The analysis detected the insufficiency of theoretical-pedagogical discussion on academic monitoring. |
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