Learning To Learn The Nursing Consultation: Comprehensive Analysis In The Perspective Of The Student

  • Aline Furtado Rosa Faculdade Arthur Sá Earp Neto
  • Ann Mary Machado Tinoco Feitosa Rosas Escola de Enfermagem Anna Nery Universidade Federal do Rio de Janeiro/ Brazil


This is a qualitative study of a descriptive nature with an approach in the sociological phenomenology of Alfred Schutz. Twenty students participated. They were from the Undergraduate Nursing Course of a School in the Serrana Region - RJ, Brazil. Data collection was carried out from April to June 2015, after approval by the Ethics and Research Committee, according to opinion 874.087. Objectives: To describe the students´ learning about the Nursing Consultation Action; to understand the meaning of the Nursing Consultation Assistance Action learning by the students who undertook the supervised internship in the Basic Care Network. For the data collection, a phenomenological interview was performed. The discourse of the students resulted in four categories: Category 1 “Using learning theory and practice in Nursing Consultation”; Category 2 “Learning how to learn about nurses´ assignments”; Category 3 “Building the learning process with satisfaction” and Category 4 “Learning to learn the Social Action of the nurse to resolve”. The answers obtained by the students contributed to understanding the experience in the universe of learning the Social Action of the Nurse - Nursing Consultation. From then, it is possible to devise strategies of teaching and learning, in a way that contemplates the student, considering the singularity.

Keywords: Consultation, Nursing, Learning; Nursing Education.

Jan 25, 2017
How to Cite
ROSA, Aline Furtado; ROSAS, Ann Mary Machado Tinoco Feitosa. Learning To Learn The Nursing Consultation: Comprehensive Analysis In The Perspective Of The Student. International Archives of Medicine, [S.l.], v. 9, jan. 2017. ISSN 1755-7682. Available at: <https://www.imed.pub/ojs/index.php/iam/article/view/2199>. Date accessed: 23 sep. 2021. doi: http://dx.doi.org/10.3823/2259.