Sebold Luciara Fabiane, Carraro Telma Elisa
Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Departamento de Enfermagem, Programa de Pós-Graduação em Enfermagem, Florianópolis-SC, Brasil.
Rev Bras Enferm. 2013 Jul-Aug;66(4):550-6. doi: 10.1590/s0034-71672013000400013.
This is a qualitative study with phenomenological approach. It aimed at showing, under the light of Martin Heidegger's thoughts, the ways of being nurse-teachers in the experience of teaching-learning nursing care in a higher education federal institution in Southern of Brazil. The technique used to capture meanings was the phenomenological interview with 11 teachers. Data analysis allowed the identification of the theme Ways of Being nurse-teachers, which were didactically presented in two units of meaning: Ways of Being nurse for care; Ways of being teacher in teaching care. Some teachers identify themselves as nurses, their professional experiences are their basis and coexistence with others serves as example. Others perceive themselves as nursing teachers and they wish to teach the strengths and difficulties of being a nurse, and improve care through research. By teaching, they need to involve themselves in the teaching-learning universe where caring is also learning and teaching.
这是一项采用现象学方法的定性研究。其目的是在马丁·海德格尔思想的指引下，展现巴西南部一所联邦高等教育机构中护理教师在护理教学学习体验中的存在方式。用于捕捉意义的技术是对11名教师进行现象学访谈。数据分析确定了“护理教师的存在方式”这一主题，该主题在两个意义单元中进行了教学呈现：护理中的护士存在方式；护理教学中的教师存在方式。一些教师将自己视为护士，他们的专业经历是其基础，与他人的共存是范例。另一些教师则将自己视为护理教师，他们希望传授成为护士的优势和困难，并通过研究改进护理。通过教学，他们需要融入教学学习的世界，在这个世界中，护理也是学习和教学。
