The reflexive reading capacity in nursing teachers
Keywords:
Nursing education, Education research, NursingAbstract
Today’s participating orientation of education, learning is a knowledge process in which teachers and students are coparticipants. Teachers aim towards: students development capacity, change of attitudes and to generate anticipated actions, contributing to the transformation of reality. Criticism reading is a capacity that should highly developed. Specifically on nursing profession this historical moment appears to be proper for teaching nurses to make a stop and ask themselves what kind of nurses are forming? Such situation is relevant to the following research question. Which is the development level of teaching-nurses criticism reading capacity of theoretical texts? The objective is to evaluate the capacity of the teaching nurse to make reading of theoretical texts.
Methodology: the study group was formed by 29 nurses. A diagnostic, study was carried out looking to characterize the reading of theoretical texts.
Results: they suggest a low capacity development of criticism reading. The value of the media were on the low stratum. They showed similar in the comprehension and interpretation indicators. There were differences on capacity according with the school of origin. Of great interest is the similitude founded in the criticism reading capacity among teachers of technical and university levels.
Suggestion: the scopes of this diagnostic study constitute a precedent that give the possibility to move forward a useful strategy development to overcome the criticism reading capacity on teachers.
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