Preceptorship in higher nursing education: an experience report based on freirean problematization
DOI:
https://doi.org/10.62827/eb.v25i1.4211Keywords:
Nursing; Nursing Education; Preceptorship; Learning.Abstract
Introduction: Nursing education in higher education still faces challenges in integrating theory and practice. In this context, preceptorship stands out as an important strategy to connect learning with care, especially when guided by reflective approaches. Objective: To report the experience of nurses in preceptorship during clinical training in nursing, analyzing it through the perspective of Paulo Freire. Methods: Qualitative study, designed as an experience report with a descriptive-reflective approach, conducted in supervised clinical training in a nursing program in southern Brazil. The analysis was based on observation of practices and field diary records. Results: Preceptorship was organized within daily care activities, with nurses acting in supervision and guidance of students. Initially, technical execution predominated, followed by the inclusion of pedagogical strategies that encouraged greater student participation and reflection in care. Conclusion: Preceptorship is a relevant educational space, whose effectiveness depends on the pedagogical intentionality of the preceptor, contributing to a more critical and participatory training process.
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Copyright (c) 2026 Leonardo Amarante, João Nunes Maidana Júnior, Sthefany Rosa da Silva (Autor)
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