Epistemological Construction of Disciplinary Knowledge in Nursing Students
Introduction: For nursing discipline, the training of professionals emphasizes the construction of theoretical and practical knowledge, with the intention that these two structures allow for the understanding of reality in the professional care of individuals, families and communities. Objective: To...
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| Outros autores: | , , , |
| Formato: | article |
| Idioma: | Lingua castelá inglés |
| Publicado: |
2025
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| Subjects: | |
| Acceso en liña: | https://revistas.ucu.edu.uy/index.php/enfermeriacuidadoshumanizados/article/view/4550 https://hdl.handle.net/10895/6388 |
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| Summary: | Introduction: For nursing discipline, the training of professionals emphasizes the construction of theoretical and practical knowledge, with the intention that these two structures allow for the understanding of reality in the professional care of individuals, families and communities. Objective: To understand the construction of disciplinary knowledge, from the experiences lived in real practices of nursing students. Methodology: Qualitative, phenomenological research, the informants were five undergraduate nursing students, with a purposive sample. For the collection of information, in-depth interviews were conducted; for the treatment of the information, a four-step phenomenological analysis was chosen. Results: Based on the analysis of the interviews, three units of meaning emerged: 1) The first experiences do not pass through knowledge, 2) Moment of epiphany: the difference between caring and healing, and 3) Learning to apprehend accompanied. Conclusions: The results represent an area of opportunity to articulate the theory that is taught in the classroom and the practice that is strengthened in hospitals, without neglecting the adjacent elements in the teaching and learning process. |
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