Curricular reforms and their importance for a nursing undergraduate course (1969-1991)
Objective: to historicize the curricular reforms that occurred in the Undergraduate Nursing Course of the Federal University of Santa Catarina (UFSC) (1969-1991) and their influence on academic education from the perception of professors. Method: qualitative, socio-historical research, data collecti...
| Authors: | , , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Federal de Santa Maria (UFSM) |
| Repository: | Revista de Enfermagem da Universidade Federal de Santa Maria |
| Language: | Portuguese English |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/65680 |
| Online Access: | http://periodicos.ufsm.br/reufsm/article/view/65680 |
| Access Level: | Open access |
| Keyword: | Enfermagem História da enfermagem Educação em enfermagem Universidades Currículo Nursing History of nursing Education, nursing Universities Curriculum Enfermería Historia de la enfermería Educación en enfermería |
| Summary: | Objective: to historicize the curricular reforms that occurred in the Undergraduate Nursing Course of the Federal University of Santa Catarina (UFSC) (1969-1991) and their influence on academic education from the perception of professors. Method: qualitative, socio-historical research, data collection performed through thematic oral history, from October to December 2016, with 17 professors. Foucauldian thematic and referential content analysis was used. Results: three categories emerged: The Undergraduate Nursing Course at UFSC and its first curriculum; The influence of the University Reform on curricular changes and; The challenge of implementing Integrated Education. The curricular reforms point to the fundamental role of nursing professors. They increase the visibility of nursing and a change in the perception of the role of nurses for other professionals, patients and for the community. Conclusion: the curricular reforms provided advances both in the implementation of disciplines and in the quality of nursing education. |
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