Ensino remoto em cursos de graduação em Enfermagem no contexto da pandemia da COVID-19 sob a ótica de docentes

Abstract

The study aims to analyze remote teaching in undergraduate Nursing courses in the COVID-19 pandemic from the perspective of professors. This is an exploratory study with a qualitative approach, carried out in two higher education institutions with face-to-face undergraduate nursing courses, one public and the other private, in a municipality in a state in northeastern Brazil. Nineteen professors were interviewed, who actively experienced the development process of remote teaching in the year 2020. The inclusion criteria were professors graduated in Nursing, with or without an employment relationship; and exclusion criteria: professors who were on leave for any reason during 2020 or at the time of the interview. The collection technique was used, the interview, with the aid of a semi-structured form, with closed questions to characterize the participants and two guiding open questions, with the information being exhaustively analyzed according to the precepts of Bardin's Content Analysis. As a result, four categories were identified, category I - use of digital tools, subdivided into: subcategory I - synchronous digital tools, and subcategory II - asynchronous digital tools, with four synchronous digital web conferencing tools and one videoconferencing tool used for communication of text messages; and two asynchronous digital tools, in order to ensure the teaching-learning process. Category II - experience of facilities and facing challenges and/or difficulties by teachers, subdivided into: subcategory I - facilities experienced by teachers, and subcategory II - challenges and/or difficulties faced by teachers , revealing some facilities, such as teacher training for the development of skills with technologies, participation of professionals from other places and discovery of student potential, but also difficulties such as remote work overload, reduction of teaching workload, layoffs and reduction of salary. Category III – need for teacher training; and finally, category IV - use of didactic-pedagogical strategies, which identified different innovative didactic-pedagogical strategies used and applied to students, however, it did not guarantee the quality of this process, as there were obstacles such as, for example, teacher demotivation during remote classes due to low student participation in synchronous classes. From the above results, the study is relevant for contributing to the higher education of undergraduate nursing courses, regarding teaching experiences in public and private institutions for the development of remote teaching, in the face of its adversities and technological mediation, in order to serve as a reference in facing and overcoming moments of crisis in the educational system, to favor the professional training of nurses.