Strategies used for teaching urgency/emergency in a nursing undergraduate course

Abstract

Objective: to identify teaching and assessment strategies used for the contents concerning the urgency and emergency in an undergraduate nursing course. Method: single case study with a qualitative approach, which is part of an undergraduate nursing course in the state of Rio Grande do Norte. The data collection was carried out from August to December 2014. We interviewed 13 professors, Brazil, observed 18 practical laboratory classes, and analyzed 13 course plans, in addition to the Pedagogical Project of the Course. The data analysis was anchored in the case study structure and Content Analysis. Results: from the analysis of the data, two categories have emerged: Strategies used in theoretical and practical classes in laboratory and services and Assessment of students in the teaching of urgency and emergency. It was possible to identify that, despite the intentionality, the concept of content transmission was still present, besides the difficulty for its selection. The assessment of the students was also a difficulty, not only for the construction of the instruments, but also due to the way that the teacher has developed this process. Conclusion: there are many possibilities to be explored for the qualification of teaching in nursing, from the adoption of new positions consistent with the educational policies and their intentions, to the use of the most varied ways of teaching and evaluating.