Academic monitoring in nursing: perceptions of teacher-advisor and student-monitor
DOI:
https://doi.org/10.9789/2175-5361.rpcfo.v15.12176Keywords:
Nursing, Education, Nursing, MentoringAbstract
Objectives: To know the conceptions of professors-advisors and students-monitors about academic monitoring; Describe the issues related to the development and preparation of the student-monitor for academic monitoring, identifying potentialities and limiting factors; To analyze the theoretical-pedagogical aspects that support academic monitoring. Method: A descriptive study, qualitative, of the field research type, carried out at the Faculty of Nursing of the University of the State of Rio de Janeiro. The participants were 11 teachers-advisors of monitoring and 16 students-monitors. Data collection took place through semi-structured interviews between June and July 2021 and the analysis was thematic. The work was approved by the Ethics Committee. Results: two categories emerged: perceptions of professors-advisors and students-monitors about academic monitoring. Conclusion: student-monitors and professors-advisors understand academic monitoring as a training space. Teacher-advisors emphasize the preparation of content for the student-monitor to assume the role. However, some monitors do not recognize such preparation. The analysis detected the insufficiency of theoretical-pedagogical discussion on academic monitoring.
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