Nursing education in Brazil: A look at holism in care

Fábio da Costa Carbogim, Friedrich DBC, Soares TC, Castro EAB

Abstract


Background: In Brazil, the holism, which is the opposite of fragmentation, emerges as a new paradigm in the process of Nursing Education, favoring the articulation between the curative and preventive dimensions, the clinical, epidemiological and social focuses, and the collective and individual approaches, in the sense of reorienting the current teaching-learning process. The current study sought to analyze clues expressed by participants involved in the process showing ways that would allow transformation of  the teaching process both at micro and macro political levels.

Methods: Qualitative case study, guided by the theoretical and philosophical frameworks of the constructivist historical and cultural approach, developed with 11 professors and 12 students. The techniques utilized for data collection were individual interviews in a semi-structured format and documental analysis. The analysis of the interviews and documents was done under the scope of dialectic hermeneutics.

Results: Respondents point to holism as a multidimensional and interactive approach. However, there is a need to balance the biomedical model with a fuller, more wholesome practice. They report the need for articulation between the institutions’ micro and macro political levels for the achievement of holistic care.

Conclusions: Despite the prevalence of the highly specialized biomedical model in health, integrality of care in nursing is recognized as an ideal practice, supported by a multidimensional approach, with senses that transcend purely biological matters. In regards to holism in care in the teaching of nursing, a preponderant relation between teaching and offer of care was detected, being imperative the involvement of multiple actors in the construction of curricula.

Full Text: PDF DOI: 10.5430/jnep.v3n2p93

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This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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