Professors’ evaluation of the university context, teaching, and learning in nursing education teaching, and learning in nursing education

Abstract

Introduction: The teaching work is permeated by interactions between the human, technical, ethical and political dimensions, shaping the meeting between students and teachers in a privileged environment that is the higher education classroom in which structural conditions, reflections on pedagogical procedures are required, which must be evaluated and monitored daily. Aims: to evaluate the structural conditions and the teaching-learning process of a nursing degree course from the teachers' perspective. Methodology: This is an exploratory, quantitative and qualitative study with professors of a nursing degree course in 2018 and 2019 who answered an online questionnaire. The quantitative data were systematized in absolute and percentage numbers, and the qualitative data treated by using the content analysis. Results and conclusions: Results showed that structural conditions (classrooms, laboratories, library, and didactic resources) and the places where practical classes are conducted require improvements; the management of the teaching-learning process is adequate; instructional planning was a powerful teaching tool; assessment methodologies and strategies can be improved, as well as the relationship among peers and professor-student rapport. Final considerations: It was concluded that teachers fulfill their teaching responsibilities, but experience difficulties in the relational context with students and colleagues, which may be the result of the work process whose structure requires improvement; it highlights the importance of planning to guide the teaching practice and that evaluating the teaching-learning process supports the professionalization of this work.