Representações sociais sobre a morte para docentes enfermeiros e suas influências no ensino

Abstract

Some studies ensure that to approach contents about the death in gym is a challenge for teachers, considering that they often did not receive the training needed to treat this issue in classroom or feel apprehensive. The problem guiding this research is: what are the social representations of death for faculty nurses that influence the teaching of theoretical and practical activities of the Undergraduate Course in Nursing? Therefore, this study had aimed: to understand the social representations about the death for faculties influence in the teaching of theoretical and practical activities of the Undergraduate Course in Nursing. Specific objectives: to learn how faculty nurses represent the death; to describe how these faculties (re) think their training / qualification to experience the death in their daily professional and to experience the teaching of care in such situation, to know what strategies the faculties report to be used in the curriculum disciplines of undergraduate for the teaching of death and to analyze the relationships that faculties make between your (un) preparedness and its influence in the teaching practice. This is a qualitative research based on Social Representations Theory. The study subjects were 14 effective faculty nurses of the Nursing Department at Universidade Federal de Santa Maria, on the campus of Camobi / Santa Maria, being the data collection through sampling by data saturation. The data collection instrument was the semi-structured interview with approval of the Ethics Committee in Research of the University with no 00526612.3.0000.5346. The data analysis was based on Content Analysis of Bardin. The faculties objectified the death as: process, passage and natural stage of the life, anchoring in something of difficult approach (Denied Death). Other objectified as: natural, tranquil, ideal site and possibility of a new life, anchoring the idea of just suffering (Appropriate Death). The feelings raised were: sadness, loss, helplessness and longing. About the relevance to teach about death are the construction of professional identity of the student, the creation of collective spaces of discussion, the inexperience and immaturity student and complexity of each learning area. Some faculties say do not approach this content in practical and theoretical classes, others only when emerge and others mention always, but do not evaluate the teaching and learning or make unsystematic and subjectively. Among the limitations in teaching are: the link with patient and family, death in childhood and youth, feelings and personal values and the absence of specific disciplines. Some teachers had approach this theme in the gym, but others do not. So, some suggest that training helps their teaching practice and others point out that it does not made difference. It was conclude that the social representations of death as "denied" or "appropriate" influence how teachers approach the thematic of death in teaching undergraduate nursing because it raises feelings and values built over the years through beliefs or personal experiences and professional.