科研之友
微信
新浪微博
Facebook
分享链接
摘要
Nas institui es de ensino, a rela o professor-aluno pode acontecer em situa es conflitantes demandando aten o especial. Da mesma forma, o conflito pode ocorrer entre doente mental e o enfermeiro. Entendendo que o problema do doente mental n o 谷 exatamente sua doen a em si, mas a rela o que se tem com o doente e, tamb谷m, quea postura do enfermeiro tem liga es com sua forma o profissional, buscamos apreender esta pr芍tica do enfermeiro, sobretudo suas concep es educacionais, utilizando-se do m谷todo qualitativo e question芍rio como t谷cnica de coleta de dados, para 6 enfermeiros deum curso de especializa o em enfermagem psiqui芍trica de 2003. Compreendemos que a maioria dos sujeitos se considera democr芍tica, embora hajam sujeitos vivenciando momentos de constru o dessa nova postura. Embora as institui es venham apresentando dificuldades de atender certos objetivos 谷 imprescind赤vel que metodologias reflexivasconsigam espa o maior de considera o, a fim de que mudan as na forma o propiciem transforma es na pr芍tica profissional. In the education institutions, the relation professorstudent can happen in conflicting situations demanding special attention. In the same way, the conflict can occur between mental sick person and the nurse. Understanding that the problem of the mental sick person is not accurately its illness in itself, but the relation that if has with the sick person and, also, that the position of the nurse has linkings with its professional formation, we search to apprehend this practical of the nurse, over all its educational conceptions, using of the qualitative method and questionnaire as technique of data research, for 6 nurses of specialization psychiatric nursing course of 2003. We understand that the majority of the citizens themselves considers democratic, even so have citizens living deeply moments of this new construction position. Although the institutions has been presented difficulties to take care of some objectives, it∩s essential that reflexive methodologies obtain bigger space of consideration, so that changes in the formation propitiate transformations in the professional practice.
- 出版日期2005
