Contribution of mentoring in nursing care on emergency and traumas to the teaching-learning process

Objective: Report the mentors’ experience on the subject Nursing Care on Emergency and Traumas in the development of their academic activities, from February to June of 2018. Method: Experience report showing the living of three mentors from University of Amazon, Belem, State of Para, campus AlcindoCacela, about the dynamic developed in teaching-learning process on the subject Nursing Care on Emergency and Traumas, taught at the 8th semester of Nursing graduation, during the first semester of 2018. Results: During the experience of mentoring, activities in the realistic simulation lab were made, as well as in the classroom, intending to reinforce the contents ministered by the professor, also answer some possible doubts of the students about the attention to the health approached inthe classroom by the professor. The relevance of academic mentoring is more than the acquirement of a curricular title; besides the foment to an intellectual gain, it contributes substantially to the knowledge of the monitored students and, specially, in the relation Advisor professor- Mentor student, furthering significantly knowledge exchange. Conclusion: The mentoring contributed to promote mentors’ capacity to concentration, argumentation and domain over the group. It’s emphasized the importance of elaborating studies and researches done, and the knowledge exchanged that contribute to the mentors’ intellectual, emotional and social empowerment, revealing new professional perspectives, as safety, competence and abilities in health education making.