Curricularization of the extent and nuances of instituting movements in undergraduate Nursing: Experience report

Abstract

This experience report aims to describe teaching and student practices in an extension discipline and analyze their effects on the training process, in light of the concepts of Institutional Analysis. It presents the process of implementing an extension in the Nursing Care in Urgencies and Emergencies discipline of the undergraduate Nursing course, which took place in 2024, at a private university in Rio de Janeiro. The participants were 42 students from the seventh period of the evening course, and two teachers with previous extension practices. The results revealed the difficulties of teachers and students in developing extramural activities, adapting schedules and, above all, breaking with the practices established in the educational process by placing the student and the community as co-participants in extension activities. As potentialities, it was observed that the evaluation process with the participation of teachers, students and the community reduces the weight of hierarchical positions in addition to developing autonomy, reflective critical thinking and self-confidence in the student as a future health professional. The discipline was presented and discussed in the nursing course board and in the Structuring Teaching Center, which favored the search for strategies to continue actions and minimized teaching resistance in relation to the extension discipline. We consider that the university must expand the debates on these instituting movements in teaching practices so that these innovative actions do not constitute stagnant moments but are thought of as fundamental throughout student training.

Keywords: Community Extension; Teachers; Students; Institutional Analysis.