Authors: Carol Del Carmen Terán
González
Universidad
Nacional Experimental “Rafael María Baralt”, UNERMB
Trujillo, Venezuela
Yurquelis Rico Chacón
Universidad
Nacional Experimental “Rafael María Baralt”, UNERMB
Táchira,
Venezuela
Axiological Look to the Discourse of the Nursing
Professional Training
Abstract
This study tried to come closer to the theoretical axiological reality
of the formative speech of the professional of infirmary from his social
context. In order to that, it took into account certain paragraphs and
processes inside the investigation which had as intention: Interpreting the
speeches of the teacher in the formation of the professional of infirmary from
the axiological elements that appear in the social practice in the University
of the Andes, Trujillo, Venezuela. The explanation that needed the transcendence
of this investigation had its basement from the relation and interaction
between the investigator and the investigated, where representations were
established to construct a theoretical model from the theoretical axiological
reality of the formative speech of the professional of infirmary from his
social context. As for the theoretical argumentation, it developed as thematic
unit from the axiological components and the speech of formation of the
professional of infirmary. For its methodology, it was argued from the
hermeneutics, and interpretive elements were presented from the axiological
formation of the nurse and from the space on which this professional converges. It
came near to the conclusion that focuses axiological the character
distinguishes value from the science of the health, in this case, infirmary;
departing from elementary concepts and from the humanist profile of this
science. For end, beyond this to be able to emphasize the thought value in the
professional of infirmary, from the formation of values in pupils, future
professionals capable of acting and evaluating a certain situation of the
patient, sustained in the human and ethical principles.
Keywords: speech; training; professional.
|
Date Received: 19-01-2017 |
Date Acceptance: 22-05-2017 |
Mirada
Axiológica al Discurso Formativo del Profesional de Enfermería
Resumen
Este estudio buscó
aproximarse a la realidad teórico axiológico del discurso formativo del profesional
de enfermería desde su contexto social. Para ello, se partió de ciertos
apartados y procesos dentro de la investigación la cual tuvo como propósito:
Interpretar los discursos del docente en la formación del profesional de
enfermería desde los elementos axiológicos que se presentan en la praxis social
en la Universidad de los Andes, Trujillo, Venezuela. La explicación que
requirió la trascendencia de esta investigación tuvo su basamento desde la
relación e interacción entre el investigador y lo investigado, donde se
establecieron representaciones para construir un modelo teórico a partir de la
realidad teórico axiológico del discurso formativo del profesional de
enfermería desde su contexto social. En cuanto a la argumentación teórica, se
desarrolló como unidad temática desde los componentes axiológicos y el discurso
de formación del profesional de enfermería. Para su metodología, se argumentó
desde la hermenéutica, y se presentaron
elementos interpretativos desde la formación axiológica del enfermero y desde
el espacio en que este profesional converge. Se llegó a la conclusión que enfoque axiológico destaca el carácter valorativo de la ciencia de la
salud, en este caso, enfermería; partiendo de conceptos elementales y del
perfil humanista de esta ciencia. Por ende, más allá de esto poder enfatizar el
pensamiento valorativo en el profesional de enfermería, a partir de la
formación de valores en educandos, futuros profesionales capaces de actuar y
evaluar una situación determinada del paciente, sustentados en los principios
humanos y éticos.
Palabras clave: discurso; formación; profesional.
|
Fecha de Recepción: 19-01-2017 |
Fecha de Aceptación: 22-05-2017 |
1. Introduction
Exploring
the reality of the discourse of the university teacher, involves scrutinizing
the work and training that is carried out in the student career
professionalization in nursing in the medical school, nursing school at the
University of the Andes, Trujillo state, for this reason The researchers will
conduct an exhaustive search of theories that support the situation of the
object of study and, therefore, its ontology.
The scenario under study focuses on the discourse of
teachers in the training of nursing professionals and their relationship with
ethics and values, that is, the axiological part; However, the research
environment is the Universidad de los Andes, which, according to the online
historical review, states that it originated in 1785, when Fray Juan Ramos de
Lora, the first bishop of Mérida, founded a house in this city. education for
young people with a vocation for the priestly career; in her they would be
taught classes of religion, Latin language and moral. On September 21, 1810,
the Superior Board that governed in Merida granted the Seminar the coveted
title of "Real University of San Buenaventura de Mérida de los
Caballeros".
Later, on September 24, 1883, Guzmán Blanco being
again in the Presidency of the Republic, ordered the sale of all assets of the
University of Merida, which was ruined and became fully dependent on the state
budget. Consequently, in the year 1905 his name was restored. It is from that
date, when he definitely resumed his name University of the Andes; It is an
autonomous national university, financed by the state. It covers an area of
360,719 m2, distributed throughout the three Andean states: Mérida, Táchira
and Trujillo as well as the extensions of the Faculty of Medicine that are
located in the cities of Guanare, Valle de La Pascua and Barinas.
Today and through the data emanating from the main
page of the Universidad de los Andes, the school has two student training
programs: Regular with 10 semesters of attendance directed at students who
graduate from secondary and diversified education. And that of
Professionalization or Prosecution of Studies of University Superior
Technicians with a duration of 3 semesters. This second program is based on the
premises of the andragogic education, the techniques of distance education and
the study-work of the participant, where the permanent and continuous
relationship in the university establishments is not required; aspects that
place it in an innovative educational system. Today, this program is developed
in Mérida, as the main headquarters and has extensions in Barinas, Táchira,
Valera, Guanare, Lara, Apure and Zulia.
Therefore, in the state of Trujillo in the city of
Valera, there is one of these offices where the nursing staff is
professionalized, that is, a degree in nursing; This is where this thought
originates, because the training imparted by university professors does not
agree with what is desired in the practical field of the nurse (a), all this
referring to the axiological. Since the axiology has to do with values and ethics;
values that are taught from the upbringing in their respective homes,
influencing significantly from initial education to university, as the human
being as a society is formed and strengthened with culture, values,
experiences, according to their origin, among other types of situations and
environments that significantly influence the development process of a person.
It can be said that the axiological approach tries to
study the instruction of being from birth through education; that is why family
education has a lot to do, because the relationship and instilling adequate
values will strengthen the personality of each being. Due to this, to
instruct and integrate values and learning in such a way that good women and
men are formed, with personalities that generate a productive change and cuts
in society, with respect, solidarity, responsibility, equality, truth, among
others. And that is where education participates, because in this way the needs
of each individual are met, that is when the student is comforted, and thus
transform their weaknesses into strengths and abilities. Similarly, the
university reflects the universal, that is, the whole or the open to discover,
that is why the university student is prepared to organize and provide a better
professional to the community.
Although, at present, this situation is visualized
differently, since there is a substitution of values that alter the
university praxis, in the case of the nursing professional there has been an
irreversible deficiency in the development of these values such as ethics,
moral, equality, solidarity, respect, responsibility, among ot:
There is a knowledge
that is comprehensive and based on communication, empathy, including sympathy,
intersubjective. So I understand the tears, the smile, the laughter, the fear,
the anger, when I see the alter ego as an alter ego, when I can experience the
same feelings as him. Understanding involves a process of identification and
projection from subject to subject (p.99).
It can be said, then, that the nurse must be trained
with a high ethical sense, trained for the efficient performance of the
functions and tasks of General Nursing. Its exercise is aimed at the promotion,
conservation and restitution of individual and collective health at the level
of establishments and intra- and extra-institutional health programs. The
assistance in nursing is highlighted by being in the practical field where it
plays its essential role, that of helping and facilitating the necessary attention
to a patient; that is, provide direct care, adequate health services.
1.2. Teaching Discourse in
University reality
At
present, the university reality consists of a pertinent and permanent
formation, since it forges the creation of a new citizen, professional and
productive adult; through constant education and at the forefront with other
countries. Because the educational reality has obtained a change that generates
transformation in society, but, however, in many cases it is not what is
expected, university education differs by being more complementary, by
encouraging and demonstrating the educational innovation of each participant
and professional , like that of the teacher trainer.
The teaching discourse focuses on what is observed and
developed with the student or participant, which implies that teacher - student
relationship, the teaching that is transmitted and the learning that is
received; well, the university reflects the universal, a whole in defined area,
that is, a career or professionalization. The university teacher applies
teaching strategies that generate the desired, the change in student's
thinking, the transformation of how to be thinking, as community and society,
providing the university challenge which is productivity and development in
general.
In this way, it is how the knowledge society presents
a historical, cultural, political and ideological consciousness, becoming part
of the Educational System. That is why, the development of a country lies in
the degree of education and training of its teachers; therefore, education is
conceived as the supreme contribution to the future of the current world.
Regarding the university teacher, their points of view, perceptions,
interpretations, experiences of their daily world of pedagogical and andragogic
practice must be listened to, so that an intersubjective interpretation can be
made reflecting a concrete vision of reality, where it is observed, diagnosed
and evaluate the educational practice, as it is presented.
According to this, the teacher's discourse is assumed
as a strategy formed not only by words and expressions, but by values and
ideology that directly influence the educational work of the facilitator, and
the response of the participant. Ricoeur (1995: 394) adds the discourse that
deliberately resorts to living metaphor to obtain new meanings of semantic
impertinence and to reveal new aspects of reality through semantic innovation.
It means then that this phenomenon called discourse, is a key informant of what
happens in the educational activity and what will happen after it, is an
elementary tool of the educational process, with a high incidence in the
behavior of the students, since its action transforms from the meaning of the
discursive thread.
Consequently, we must rediscover the ethical value of
the discourse of the university teacher and in such a way go after the
complexity of the pedagogical discourse, it is necessary to start from the
educational environments where teachers and students meet daily and in
accordance with the paradigm of life that they manage, combine efforts or mark
distance between one and the other. In order to interpret the teaching
discourse in the university reality, through the educational environment, and
the proportion that is framed in society, as a fundamental foundation to be
changing and productive, participate in generating innovation in universal
education.
1.3. Purpose of the investigation
Interpreting the discourses of the teacher in the
training of the nursing professional from the axiological elements that are
presented in social praxis at the University of the Andes, Trujillo, Venezuela.
2. Theoretical Travel
At this
time of the investigation, we turn to the subject and to each of the categories
or dimensions that supported the theoretical proposals. This as a result of
there being an infinity in knowledge, and different details from the discursive
and formative point. Well, these theories have been a light and incentive in
the path undertaken by the author on the discourse, as well as the sap of
knowledge, defined in the five categories displayed, that is, the ethical, the
axiological, the social, the andragogical and the power.
2.1. Speech
The
word discourse is derived from the Latin discursus, the discourse is a
testimony or exposition of thoughts; that is, a message that manifests publicly
or is private. In this way, discourse is the way of expressing words before a
group of people or a person, to convey an argument or thought before a
situation; it deals with what each person considers or thinks as a thinking
being of a topic, indifferently the ideology, culture, religion, among others,
where the same beliefs are not shared, but the difference of the discourse of
each one is made in reference to the reality of the person.
The same, is a means of communication whose objective
is to explain or transmit some type of information. In a broader sense, the
discourse could be specified as any process of broad or fragmented expressions
that serve to enunciate in terms or words. Van Dijk (1999a): outlines,
discourse is power and persuasion is the greatest driver of linguistic acts in
modernity. This refers to the fact that all discourse seeks to create an
intention in the other or an end, which receives the message; it is loaded with
images, symbols, senses that cause a reaction in those who perceive it. In this
way, the discourse generates a story, a journey, where one imagines what they
are listening to and writing and thus understanding the objective of the
issuer.
The authors also consider discourse, as part of social
interaction, that encounter between cultures, thoughts, beliefs, ideologies,
among others; where a consensus is reached between the information and what is
happening; that is why Van Dijk (1999b) characterizes it, citing Fairclough and
Wodak (1994): as a form of social action. Where it is demonstrated that society
is an essential participant in the relationship and development with the
discourse regardless of its nature.
Now, once pointed out the approach to the definition
of discourse is important to note that it is nurtured within its discursive
argument within the axiological, ethical, andragogic, social and power, under
the context of university education . So, it is through the discourse and the aforementioned
statements that the future nursing professional feeds in the different labor
fields.
2.2. Axiological speech
Within
this study, when speaking about formative discourse, I refer to the statements,
allegations and discursive foundations used in the classroom by the teacher in
the different areas of knowledge, in the case of research, the university
professor who trains the nursing professional. For this reason the language,
speech or teaching discourse, as an educational tool and training can promote
the intellectual, emotional, moral or social increase of the student, according
to the objectives pursued. The use of discourse in the classroom, in large
part, generates different characteristics of the teacher-student relationship.
The foregoing means that the educational discourse of
the teacher causes an impact on the student. According to Martínez and Pérez
(sf), the teacher's speech in the classroom has a semiotics, which derives from
dimensions or functions, such as the instructive one, which indicates the
knowledge and mastery of the subject or subject of the university professor,
also the dimension affective and motivational in which discourse influences in
a subjective and intersubjective manner, as there is expression of moods or
affective words and stimulus. In addition to the social and ethical dimension,
which must be highlighted due to its attribution in the student's forging
action, in regard to personal development and reality in the community.
The type of role of the teacher also intervenes in the
formative discourse since it argues what position it takes before a situation
or topic; because he stars in the tools to be used and developed in his area;
this represents the teacher's thinking and the way to discuss them. That is to
say, the instructive discourse is a key instrument for the understanding and
improvement of the educational quality, therefore, the construction of the
personal reality as a human formation is explained, through the educational
discourse and the intervention that it produces.
It should be noted that discourse in general, and
educational discourse specifically, are not a simple representation of thought
in language, but must be treated as a social way of thinking (Mercer, 1996:
94). Therefore, the educational discourse is responsible not only for the
construction of knowledge in the field of study, but also for the reality
itself in the community as part of the social interaction.
2.3. The ethical discourse in the
training of the nursing professional
It can
be said that with the above defined with respect to the ethical discourse, we
have a notion or idea of what it represents to speak with ethics and
morality; because the dialogue generates respect, property, belief in what is
being transmitted. In this way, the ethical discourse in the training of the
nursing professional is reflected when the nursing student is being instructed,
in his vocation, performance and cognitive development; that is to say, the
education that is imparted through the talk, fomented in values that
originate a personal and professional development in the student.
Therefore, nursing is characterized by being ethical
and humanistic, by direct contact with their profession and social praxis, as
the nurse transmits empathy, respect, responsibility, among other values that
flow to a professional ethic. However, this situation does not happen, because
the formative ethical discourse is not what is wanted in reality and actuality,
since it is not forged and does not emerge as it should be, it is through this
discourse that transformation must be brought about of thoughts and attitudes,
as nature or reference in health and thus demonstrate the characteristic that
is the professional in nursing.
3. Ontoepystemic and methodological
representation of research
The
specific methodological approach of this research refers to the need to
identify the formative, pedagogical and reintegration discourses from the
different contexts of the informant that will allow the author to approach the
meaning of the study, trying to locate the diversity of perspectives of the
actors investigated. In this way, it was introduced in the relevant sources of
the study: the formative discourse and its referents as the axiological, power,
social, andragogic and ethical discourse in the nursing professional of the
Universidad de los Andes, Valera, Trujillo State; for later, with this
collection of information, address the interpretation; then here we will try to
capture the discernment of the experience, from the significant categories the
stories will be located, until discovering the lived and real process.
Making noteworthy, that teachers were investigated
from their experiences in the training of nursing professionals, how discourses
are enunciated in their educational praxis, to then understand the meanings
that they gave to the usual during the training of these students; and thus
contribute to the educational reality and therefore social, all this from the
teaching discourse and its different modes of use.
When sketching the hermeneutics, Ibáñez (2005):
sustains that all knowledge finds its contexts of intelligibility in the
hermeneutic circle. Considering the deferred, the essence is not constructed by
the simple fact of annexing discrete elements, but it supposes a constant
movement and consensus from the integrity and totality of the text.
For this reason, each one of the different elements
favors the construction of the global meaning, and each one of them achieves
its meaning in function of that integral meaning. That is, nothing acquires
meaning if it is not through its incorporation into an interpretative
framework, which determines in part the possible meaning of any partial
element, together with its sociohistorical conditions.
It is from these premises, where the importance and
discursive relevance of teachers is acquired, in relation to their expression
in daily educational practice, taking into account the set of elements from
their own social and educational reality to converge in a total interest.
Figure 1. Hermeneutical circle. Theories
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
Finally, it can be observed in the mental schema
presented previously and called "Hermeneutic Circle", where the
research process already described from the hermeneutic method and its main
approaches is projected. Which is the view of the authors for the development
of the methodological and ontoepistemic moment of the research in progress.
Figure 2. Research approaches. Epistemological, Axiological,
Ontological and Methodological.
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
4. In conclusion
The nursing
professional stands out for being trained and competent when giving a health
service; since its mission is to safeguard the life of the human being, promote
the health and physical and mental well-being of all, in addition to treating
in illnesses or even death a being that needs or merits nursing care, that is,
the function Nursing is to be: Substitute: replaces what the patient lacks,
Assistant: provides clinical care, and Companion: fosters the therapeutic or
transpersonal relationship. With the aforementioned, the nurse, through his
personality and attitude, guides the learning results during the period in
which the care is provided. This interpersonal process is an educational
instrument, a force that helps mature and that aims to facilitate a life in all
its fullness. It should be noted that training health professionals implies
taking on the challenge of creating and developing an inquisitive mind,
prepared to be in permanent questioning, that is, to consolidate researchers,
who from different disciplines, contribute to the collective knowledge of
society, Rodríguez (2013). For this, it is essential to mold a positive
attitude towards the generation of knowledge and science. The practice of
medical sciences, such as nursing, is generally established to eradicate the
alterations that affect the health of the individual, that is, the disease; It
can be psychological or physiological.
However, man is thus
forgotten as a social being and the marked human character that should prevail
in medical care; This and other observations lead us to reflect on the
axiological vision of the health sciences, for which reason the present study
is aimed at investigating the axiological approach and highlighting the
evaluative nature of health science, in this case, nursing; starting from
elementary concepts and the humanistic profile of this science. Therefore,
beyond this we can emphasize the value thinking in the nursing professional,
from the formation of values in students, future professionals capable of
acting and evaluating a specific situation of the patient, based on human and
ethical principles. Formalizing a strategy as a tool in the care provided to
the user, where values prevail, wisdom, confidentiality and bioethics as a
foundation to safeguard the life of every being, that is served.
4.1.
The space as a training discourse for the nursing professional
The space as a
university classroom has always been intended as a type of human field in which
people who characteristically assume two types of roles converge: there are
those who exercise the role of participants in a process of acquisition and /
or construction of knowledge of order academic, personal and social, that
frequently must show competences in the learning of such knowledge (students);
On the other hand, there are those who have the responsibility to guide,
mediate or facilitate this academic process, using a learning perspective in
accordance with a particular theoretical model and an andragogic model, which
in turn is related to behaviorism, cognitivism, humanism and the current theory
constructivism, (teachers).
According to the formal
experience of teaching - learning strategies, in which both teachers and
students participate, the classroom must also be seen as a habitat with a
particular ecology, in which the success of the academic process depends less
on the foundation psychological / pedagogical that the teacher adopts and more
of the conditions for the exchange and cooperation between people. In effect,
the space as geographical location of a place, seeks to demonstrate in this
case the interpretation of training incentives, according to Terán (2016a: 85),
"space as a discourse of silence that manifests itself in the production
of meanings and signifiers of the fact educational, which forms the thought of
the other. " This means that space is all the center of concentration for
a given purpose, as is the formation of knowledge.
Therefore, the actors
of the training process must be attentive and at the forefront, as well as
understand that everything that surrounds the human being is the voice of
discourses, for this reason, the university space is a macro world filled with
a lot of signifiers that they show the trajectory of each student and teacher
that evolves or disperses from that environment; as a physical, educational,
affective, among others. Space is an agitator of thought, because it causes
alteration or harmony in those who inhabit it and thereby influences the
current or ideology of its interest. Terán Review (2016b: 87), the space in the
context where the "you", the "me" and the "we" converge.
That place where a collective - individual is formed, exchanges thoughts,
knowledge and knowledge with all those who live in it.
That departo in the
study scenario as a space, produces a perspective, where a series of symbols and
images are represented on the walls, doors and all the elements that are
presented there, in order to show their origin, mission, vision, objectives,
leaders, and many more. For this reason, the world called
"university" has a semantic load full of elements, both natural and
artificial, spaces dyed green colors and blue skies as white spaces, laden with
"graffiti" that show an aesthetic of chaos, of little sense of
identity and belonging of those who inhabit it.
5. References
Ibáñez, T.
(2005). Elementos críticos de la
hermenéutica. México: Editorial Siglo XXI.
Martínez, V., & Pérez, O. (s.f.). Semiótica del discurso desde el aula.
Barcelona, España: CCS.
Mercer, N. (1996). Las perspectivas socioculturales y el estudio del discurso en el aula. En
Coll, C., & Edwards, D. (eds.), Enseñanza, aprendizaje y discurso en el
aula. Aproximaciones al estudio del discurso educacional (11-21). Madrid,
España: Fundación Infancia y Aprendizaje.
Morín, E. (1999). La cabeza bien puesta. Repensar la reforma. Reformar el pensamiento.
Buenos Aires, Argentina: Ediciones Nueva Visión.
Rodríguez,
J. (2013). Aptitud para la lectura crítica de trabajos de
investigación clínica en residentes de cirugía general. México: Ediciones Modernidad.
Ricoeur, P. (1995). La metáfora viva. Madrid, España: Ediciones Europa.
Terán, C. (2016a,b). Aproximaciones teóricas al discurso docente en la formación de
estudiantes de educación. Tesis Doctoral. Venezuela: Universidad Nacional Experimental “Rafael María Baralt”.
Van Dijk, T. (1999a,b). El análisis crítico del discurso. Anthropos (Barcelona), 186, págs. 23-36.
Recuperado de:
http://www.discursos.org/oldarticles/El%20an%E1lisis%20cr%EDtico%20del%20discurso.pdf
Carol del
Carmen Terán González
e-mail: carolteranula@gmail.com
Born in the city of Valera Trujillo State, Venezuela.
Doctoral studies in Education course at the Universidad Rafael María Baralt, has
a Masters in Teaching for Higher Education at the same university, a Master's
in Latin American Literature at the Universidad de los Andes and a Bachelor's
Degree in Education, Spanish Mention and Literature ULA-NURR, the Center's
researcher of literary and linguistic research Mario Briceño Iragorry. (CILL)
ULA-NURR, Head of the research and project unit of the Casa de Historia
Trujillo, writer and researcher with 14 years of service in the area of
education and literature. Speaker at national and international events. Guest
professor in undergraduate and postgraduate, ULA, UNERMB, UNESR. Coordinator of
the research line Memory, Education and Emerging Discourses (UNERMB), member of
the Citizenship Research Line, hermeneutics and social projects. (UNERS). She
has published articles in different refereed journals of the country including
Sapiencia, Cifra Nueva, Culture Magazine, National History Center, UVM
Engineering Magazine, among others.
Yurquelis Rico Chacón
e-mail: yurquelisricoch@gmail.com
He was born in San
Juan de Colon State Táchira, Venezuela. Higher technical study in nursing at
the Instituto Universitario Gran Colombia in San Cristóbal, Edo. Táchira,
Bachelor of Nursing at the Universidad de los Andes in Valera Edo. Trujillo,
Teacher of Teaching for Higher Education at the Universidad Nacional
Experimental Rafael María Baralt, works as a University professor at the
Universidad Nacional Experimental de las Fuerzas Armadas, research line Memory,
education and emerging discourses. UNERMB.
The content of this manuscript is
disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike
4.0 International
- Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.3.61-79