EDITORIAL
Academic tutorial program in nursing: the student as object of care
The public policies defined for education in the area of Health, based on the Lei de Diretrizes e Bases da Educação Nacional (LDB), on the Diretrizes Curriculares Nacionais (DCN) and on the Sistema Único de Saúde (SUS), must be consolidated and legitimated. In order for that to happen, the implementation of the Projeto Político-Pedagógico, or Political-Pedagogical Project (PPP), is indispensable the PPP being understood as a way of presenting explicitly the objective of the course and of orienting the strategies that are to be used in order to attain it. It is thus necessary for the courses to invest on the establishment of practices that have the aim of reaching their goals and of making possible the incorporation of new needs. In the majority of Nursing courses there can be seen a gap regarding the attention given to the student. It is important, therefore, to build in this space a wide-ranging work of instrumentation, not only with newly admitted students, but with veteran students as well, so that in the future they will be able to assist their clientele in situations as varied as possible. With this perspective, it is important that the courses use strategies that enable students to get to know their feelings, emotions, shortcomings and potentialities as questions that must be strengthened in their formation so that later they are able to care for the client that is under his/her responsibility.
Thinking along these lines, one of the goals for expansion that Nursing courses can develop is the Programa Tutorial Acadêmico Academic Tutorial Program (PTA). Why? Because this program may be useful for the student to integrate himself/herself in academic life through the orientation of a professor who will help him/her to plan actions that will make easier his/her academic performance in the University.
Who can do that? The tutor-professor can. He/she must be the professor who teaches the discipline Introduction to Nursing. It is his/her responsibility the planning and the execution of the activities that may improve the student's academic performance, as well as addressing his/her specific problems of adjustment, since the age of the majority of the students now entering the university is around 18 and most of them come from other cities. The professor is also supposed to help in the integration of the students and to give support in the situation of exclusion experienced by many of them in the course's daily routine. We consider those problems basic necessities, which at times are expressed as a mere difficulty in adapting, but can also become a true emotional disturbance that may appear in a latent or manifest form and requires action. The Academic Tutorial Program should be considered a privileged space for the attention to the student with respect to daily and therapeutic tasks, and should have as its goal to work with dimensions such as subjectivity and feelings, which are seldom part of student-professor relations.
It is also worth pointing out how important it is that each one of us makes his/her own transformations, investing in therapies aimed at improving interpersonal relations and communications in order to take further our integration with others, particularly with students. Such attitude means that we are trying to offer to the student the possibility of combining technical and emotional competence. By doing so we will help the consolidation of the Political-Pedagogical Process, which seeks to form professionals that are critical and reflexive, have technical-scientific, ethical-political and socio-educational competence, and are capable of establishing effective intra and inter-personal relations, of providing care for the collectivity with quality and of taking into consideration the epidemiological situation of the region and of the country.
Profª DrªFrancisca Lucélia Ribeiro de Farias
Universidade de Fortaleza - UNIFOR
Publication Dates
-
Publication in this collection
06 Mar 2008 -
Date of issue
June 2005
