Interdisciplinary in Promoting Improvements in the Quality of Undergraduate Education in Clinical Nursing


The university monitoring is an auxiliary activity of educational support offered to students interested in deepening content and solving questions about the topics learned in the classroom, as well as an opportunity for the development in the student-monitor relationship next to the teaching practice. This study aimed to report the experience lived by the student-monitors linked to monitoring project entitled “Interdisciplinary for improving the quality of education: Physiology, Anatomy and Pathology for Clinical Nursing teaching”. It is an experience report experienced by student-monitors linked to the project developed for curriculum component Comprehensive Health Care I, taught in the fifth period of the Undergraduate Nursing course at the Federal University of Rio Grande do Norte, Brazil. This project has four stages: preparation of laboratories and fellows training, construction and application of clinical cases, development of simulations in the laboratory with the students and the final evaluation of the changing process in curriculum practice. The monitoring project has provided contact with a simulation environment for students, for the development of skills and attitudes in solving clinical nursing problems through an innovative approach to integrating disciplinary learning in the classroom and development initiation skills in student-monitors teaching. The approximate relationship with the teacher allows the exchange of knowledge, which makes proactive student-monitor in the very process of teaching and learning, as well as the teacher provides the formation of a more qualified and secure professional for the exercise of appropriate assistance.

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Carvalho, D. , Dantas, A. , de Castro Rego, A. , da Costa Mafra Souza, G. , de Azevedo, I. , Cruz, G. , Meireles, P. , Vitor, A. , Ivo, M. and Júnior, M. (2015) Interdisciplinary in Promoting Improvements in the Quality of Undergraduate Education in Clinical Nursing. Creative Education, 6, 1874-1878. doi: 10.4236/ce.2015.617192.

Conflicts of Interest

The authors declare no conflicts of interest.


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