Abstract:
This research seeks to identify the insertion of the graduates in the job offers and continued education and to contribute to the debate on the relationship between theory and practice and between the academic world and the world of work both supporting the assessment of academic training. The subjects were graduates of nursing of the years 2007 to 2010. The data collection instrument was a quantitative and qualitative questionnaire. Quantitative analysis was as absolute frequencies and percentages. Qualitative analysis used the method of interpretation of meanings. As a result, we obtained responses from 32% of the graduates. The most of them were inserted in the job market with high employability in the public services having attended or being enrolled in a postgraduate course. It was observed that the assumptions are present in the curriculum of graduates and active methods of teaching and learning foster their professional development. The weaknesses points were the difficulty of dealing with the course proposal to form professionals committed to the NHS, the adaptation to teaching methodologies employed, the deficiency of learning procedures and little incentive to research. These results suggest the necessity of planning strategies to overcome them, and thus reaffirm the commitment to training and the quality of peoples’ life.
Key words:
Evaluation; Nursing education; Institutional assessment