The teaching of scientific methodology in eight nursing schools of the Southeast Region (of Brazil)

Authors

  • Silvia Helena de Bortoli Cassiani Universidade de São Paulo; Escola de Enfermagem de Ribeirão Preto; Departamento de Enfermagem Geral e Especializada
  • Liliane Passarelli Rodrigues Universidade de São Paulo; Escola de Enfermagem de Ribeirão Preto

DOI:

https://doi.org/10.1590/S0104-11691998000200011

Keywords:

research teaching, scientific initiation

Abstract

Few are the courses of professional formation in nursing that consider teaching activities of the scientific method in the nursing curriculum. This qualitative study identified the real situation of eight undergraduate courses of the southeast region related to the teaching of scientific method. We conclude that, in schools, the discipline in study is compulsory, being denominated Methodology of Nursing Research. The analysed content includes the phases of the research project and the teaching strategy employed was the lecture classes. The evaluations employed were: critical analysis of scientific texts and individual texts. Teachers indicated the importance of a monography at the end of the course and an option for the division of the content in two disciplines with a schedule of 45 hours each.

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Published

1998-04-01

Issue

Vol. 6 No. 2 (1998)

Section

Original Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

The teaching of scientific methodology in eight nursing schools of the Southeast Region (of Brazil). (1998). Revista Latino-Americana De Enfermagem, 6(2), 73-81. https://doi.org/10.1590/S0104-11691998000200011