Contribution of academic monitoring to the teaching-learning process: Experience report of monitors in the discipline Nursing Care in Emergency and Trauma

Abstract

Objective: To report the experience of monitors of the discipline Nursing Care in Emergency and Trauma in the performance of their academic activities, from August to December 2019. Method: Experience report presenting the experiences of the monitors of the Nursing course at UNAMA (University of the Amazon), Belém, State of Pará, Brazil, on the dynamics developed in the teaching-learning process in the discipline Nursing Care in Emergency and Trauma, taught in the 7th semester of the undergraduate nursing course, in the period referring to the second semester of 2019. Result: During the monitoring experience, activities were carried out in the realistic simulation laboratory, as well as in the classroom, with the purpose of reinforcing the contents of the curricular component, as well as clarifying possible doubts from students about the health care process addressed in classroom by the professor. It is considered that the relevance of academic monitoring in higher education goes beyond the acquisition of a curricular title; because in addition to fostering an intellectual gain in the teaching-learning process, it contributes substantially to the knowledge of the monitored students and, especially, in the relationship between the tutor and the monitor student, significantly favoring the exchange of knowledge. Conclusion: The monitoring contributed to promote the capacity of the monitors in terms of concentration, argumentation and mastery over the group. We emphasize the importance of preparing studies and research carried out and exchanging knowledge that contribute to the intellectual, emotional and social empowerment of student monitors, thus revealing new professional perspectives, with security, competence and skills for a qualitative action in the health teaching process.