Curricular Structure And Disciplines

The curricular structure of the graduate program (PPGEnf) is composed of 4 (four) mandatory and 7 (seven) optional subjects. To complete the course, the student must fulfill 32 credits (12 credits of compulsory subjects, 8 credits of elective subjects and 12 credits of writing the Research Report). Each credit is equivalent to 15 class hours.

Mandatory Disciplines Core

• Theoretical Bases and Fundamentals of Nursing Care ( 3 credits)
• Technology and Innovation in Health Care and Nursing ( 3 credits)
• Fundamentals of research in health and nursing ( 3 credits)
• Nursing Education (3 credits)
• Advanced Topics in Nursing I (3 credits)
• Advanced Topics in Nursing II (3 credits)
• Advanced Topics in Nursing III (3 credits)
• Advanced Topics in Nursing IV (3 credits)

Elective Subjects Core

• Qualitative research in health and nursing (4 credits)
• Health management, planning and evaluation (2 credits)
• Epidemiology and quantitative methods applied to health (4 credits)
• Nursing Teaching Practices I (2 credits)
• Nursing Teaching Practices II (2 credits)
• Special Topics in Health and Nursing (2 credits)

Teaching Methodology

The teaching methodology adopted by PPGEnf is based on theoretical-pedagogical bases that allow the student to be the protagonist of their knowledge. Education is considered as a process critically assumed by the student, and it is up to the educator to mobilize the appropriate means to stimulate the apprentice in the teaching and learning process. Therefore, active teaching methodologies are used, in which the student participates in the collective construction of knowledge.

The active model of the PPGEnf’s pedagogical practice is based on the problematization of knowledge, in order to boost reflective and critical thinking. For this, students will be offered theoretical-practical activities, such as dialogued expository classes, seminars, study groups, directed study, team/case/problem-based learning, inverted classroom, among others, in accordance with the teaching plans settled down. The hybrid model (face-to-face and distance activities) will be encouraged using new information and communication technologies to mediate the training process.