Contributions of pathology monitoring in the nursing teaching-learning process
International Journal of Development Research
Contributions of pathology monitoring in the nursing teaching-learning process
Received 29th July, 2017; Received in revised form 14th August, 2017; Accepted 07th September, 2017; Published online 10th October, 2017
Copyright ©2017, Alexsandra Figueiredo de Souza et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The objective of this study was to evaluate the Pathology monitoring from the students' perspective of an educational institution in the state Ceará, Brazil. A cross-sectional descriptive study with a quantitative approach was carried out with a sample of 30 Nursing students. The mean age was 22.4 ± 6.38 years, and the majority of the students were women (83.33%). For 96.67% of the students, the Pathology monitoring contributed to the functioning and the teaching-learning process of the discipline. In addition, contributed to satisfactory performance in the Pathology discipline of 83.33% of the students. Concerning the contribution of monitoring to academic life, 80% stated that they aroused interest in the teaching career, with a statistically significant difference in the contribution of monitoring to academic life in relation to sex, being significant for females (p-value: 0.0229). Thus, the Pathology monitoring contributes to the academic formation and the process of teaching-learning of the discipline of Pathology, promoting a relevant learning of this science.
