The authenticity of the being nursing-professor in the nursing care teaching practice: a Heideggerian hermeneutics

This qualitative study aimed to unveil the authenticity of the being nurse-professor in the nursing care teaching practice. The study applied the theoretical-methodological framework of Heideggerian hermeneutics. The strategy used to capture meaning was the phenomenological interview carried out with 11 professors. The organization and analysis of data allowed for the unfolding of the authenticity of the being nurse-professor, revealing that both are authentic in their professional careers and, as such, teach and learn in a different way. This feature makes a difference in the nursing care teaching practice. When led to states of anguish, they seek to follow other roads in order to ratify their responsibility in the care teaching process. Through their freedom to choose their paths, they are made unique beings and thus reveal their authentic existence.

Bibliographic Details

Main Authors:	Sebold,Luciara Fabiane, Carraro,Telma Elisa
Format:	Digital revista
Language:	English
Published:	Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem 2013
Online Access:	http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072013000100003
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