Nóbrega-Therrien Silvia Maria, Guerreiro Maria das Graças da Silva, Moreira Thereza Maria Magalhães, de Almeida Maria Irismar
Universidade Estadual do Ceará, Fortaleza, CE, Brasil.
Rev Esc Enferm USP. 2010 Sep;44(3):679-86. doi: 10.1590/s0080-62342010000300018.
Nursing education and nurses' articulation with the working market are guided on the premise that the quality of nursing service is related to training workers to be reflexive subjects. The main object of the study was to understand nursing education based on the current political pedagogical projects (PPPs) of nursing courses and, more specifically, to verify with coordinators and/or former-coordinators of the referred nursing courses the conception, construction and evaluation of the PPPs and the inclusion of the reflective subject as a proposition when developing the PPPs. An analysis was performed on the PPP of nursing courses of the State (UECE) and Federal (UFC) Universities of Ceará, and interviews were performed with nine coordinators and/or former-coordinators of those courses. Data showed that the PPP is considered a guiding element of educational activities and that its construction results from collective but not permanent initiatives. There is much concern about the critical-reflexive character of nursing education, as well as the evaluation of the PPP.
护理教育以及护士与就业市场的衔接是以护理服务质量与培养具有反思能力的劳动者相关这一前提为指导的。本研究的主要目的是基于当前护理课程的政治教学项目（PPPs）来理解护理教育，更具体地说，是与上述护理课程的协调员和/或前任协调员核实PPPs的概念、构建和评估，以及在制定PPPs时将反思性主体作为一项主张纳入其中的情况。对塞阿拉州立大学（UECE）和联邦大学（UFC）的护理课程PPPs进行了分析，并与这些课程的九位协调员和/或前任协调员进行了访谈。数据表明，PPPs被视为教育活动的指导要素，其构建源于集体但非永久性的举措。人们非常关注护理教育的批判性反思特征以及PPPs的评估。
