Abstract
Objective
To analyze the said and the unsaid in the teaching of Sexually Transmitted Infections in an Undergraduate Nursing Course in the South Region of Brazil.
Methods
Social-historical research with a qualitative approach, using oral and documentary sources. The oral sources were 13 professors of the course and the documentary sources were Official Catalogs produced by the institution, the Political Pedagogical Project available online and the teaching plans of the disciplines. Data was collected from December 2018 to April 2019. Data analysis was based on Minayo’s operational proposal and discussed through the theoretical framework of Vulnerability.
Results
Three categories of analysis emerged: Professors’ and health professionals’ preparation, or lack thereof, for dealing with the subject; Students’ preparation, or lack thereof, for their own vulnerability to Sexually Transmitted Infections; Focus on vulnerable populations in the curriculum of the nursing course. The teaching of sexual education, sexually transmitted infections and vulnerable populations was highlighted as a topic that involves many difficulties and is still associated with taboos and stigma. There is a concern regarding the preparation of the professor, as well as the future health professionals and their professional practice in the area. Nursing students do not perceive their own vulnerability and difficulties towards the approach of vulnerable groups during the training process.
Conclusion
Aspects related to sexuality, sexually transmitted infections and vulnerable populations are present in teaching and professional nursing practice. These topics are a response to the needs of society and to the importance of intervening and reflecting on these issues.
Education, nursing; Sexually transmitted diseases; Faculty; Students, nursing; Vulnerable populations