Processos de aprendizagem de cuidar dos estudantes de enfermagem

Consider the centrality of the student in elaborating the teaching-learning process, assuming their participation with responsibility, encouraging the use of critical thought and building on the core issue of research: How the nursing student lives his emotional experience of caring, as well as the nature of the interaction between the nursing student, teacher and mentor in terms of the emotional experience of caring, these assume the importance to understand the student learning through their own experience, of how they live this experience and they reflect about it, consider theoretical and practical issues to contribute to the building of knowledge and develop the nursing science. We analyzed this particular context in a controlled environment in order to achieve a level of universality in the contexts studied, focusing on dimensions that constitute an explanatory theory of the learning process of caring. The student develops an awareness through real experiences that are significant in the context of clinical practice, thoughts, values, motivations, feelings and emotions through awareness of self, mediated by the ability of self accessment, determining the potential for self improvement knowledge and self concept, essential to understanding oneself and thereby to understanding others. Supported by the conceptual framework and setting up a study that relates to the anthropocentric view of the pedagogical relationship, the concern being about letting emerge and what to identify and account for in the context of emotional competence that enables the student to study the experience, fitting the research strategy in a qualitative paradigm, a format of a single case study. We resorted to a documentary analysis, a log analysis of 252 students’ critical incidents, as well as conducting interviews with eight students, eight nurses’ counselors and 8 teachers from the first clinical teaching to the end of the course.Backing up the data by the main strategy in the content analysis of the speeches, however considering that the triangulation of methods can make the research more consistent, enriching the understanding of the object under study, we also opted for a data quantitative analysis. The three axes of analysis reconstructed a dialogic process between induction and deduction: Be myself in understanding others, Centered on the interaction towards competence to care for others, The learning process of care centered on oneself and on others. Initiated the epistemological rupture, in comparison with the theories and reality, we hold the view that learning in the context of clinical education is fundamental for the nursing student. Focusing attention on the student as an individual who can understand how the process of learning care develops, the contexts in which learned and learns and the emotional involvement and social learning, taking into account that the design and organization of nursing education has evolved into a paradigm of reflective education. The thesis demonstrates the operationalization of the curriculum by the subjects in a process of interaction that contributes to learning to care for. Consolidates tutoring strategies and guidance as important to promote environments that facilitate clinical learning for the student to feel confident and competent between reflexivity of structured interaction, at times around the action committed, other times around the action experienced in a continuum, thus leading to a unique and singular way of being a nurse and being a person