Nursing education in the light of the complexity paradigm

Abstract

The objectives of this research were to recognize, interpret and discuss themes that arise out of the speeches of instructors of an undergraduate course of Nursing as guiding sources to a humanized teaching-learning experience in the light of Edgard Morin's Theory of Complexity. It is a qualitative, exploratory and analytic research. The study tried to verify principles of the paradigm of complexity through content analysis, theme modality, in the speeches of 11 instructors, obtained in 2004. The themes that were found were: teaching the instructor's responsibility; combining knowledge: connections and interrelations to face reality; teaching human complexity; stimulating creativity and curiosity; facing uncertainty: building life's continuous, dynamic knowledge; experiencing the teaching-learning process through transdisciplinarity; and teaching citizenship. This study shows that it is possible to have a university education based on the human condition, solidarity and knowledge interconnection.