Active Methodologies in the Teaching-Learning Process of the Nursing Course

Abstract

Objective: To analyze the perception of professors of the undergraduate nursing course about the active methodologies in the training of nurses. Methods: this is a qualitative and descriptive study. Fifteen professors from an undergraduate nursing course participated in the study. Data collection was carried out through semi-structured interview and analyzed using Bardin's thematic or categorical content analysis technique. Results and discussion: Some teachers are perceived as resistant to implementing the method, teachers perceive that their traditional training negatively influences the change process, in addition to the perception of deficient mastery over the method, and demotivation. They claim that the students also demonstrate resistance and are immature to experience autonomy in the teaching-learning process proposed by the active methodologies, although these students begin to wake up to the importance of the method. Conclusion: The applicability of active methodologies runs through several factors, such as the lack of teaching domain over the method, the resistance of teachers and students, in addition to teacher training in traditional methodology; which highlights the importance of seeking to intervene on these factors, in order to instrumentalize the process of curricular change in undergraduate nursing courses.