Challenges in the end-of-course paper for nursing technical training

A cross-sectional study with a qualitative and quantitative approach. A total of 94 students participated from a Nursing Technical course of an institution in the State of São Paulo. A questionnaire was used with assertions, followed by a "Likert Scale" and open field for additional comments.

Results:

The students gave a positive evaluation of the stages involved in completing the paper, but negative responses regarding the time available and obligatory nature (38%). Nevertheless, they understood the essence of the task, in order to foster personal and professional growth; with perspectives to advance in other modalities of the course.

Conclusion:

It is important that course administrators and professors are prepared to support their students, aiming at an effective transformation for the way of thinking and practice in health care.

Descriptors:
Teaching; Monograph; Nursing Technician; Students; Support for Human Resources Development

Characteristics	Variable	n	(%)
Sex	Female	81	86
	Male	13	14
Age group (yrs)	18-20	48	51
	21-30	24	26
	31-40	12	13
	41-50	06	06
	51-60	04	04
Exercises professional activity	Sim	49	52
Activity in the field of the course	Sim	33	35.1

Assertions		Frequency (%)
Assertions		C^* * C = Agreement Pole (totally agree + agree); I (Indifferent); D = Disagreement Pole (disagree + totally disagree). Different letters on the same line represent statistically significant differences (p ≤ 0.05). Equal letters on the same line no statistically significant difference (p ≥ 0.05) between them;	I^* * C = Agreement Pole (totally agree + agree); I (Indifferent); D = Disagreement Pole (disagree + totally disagree). Different letters on the same line represent statistically significant differences (p ≤ 0.05). Equal letters on the same line no statistically significant difference (p ≥ 0.05) between them;	D^* * C = Agreement Pole (totally agree + agree); I (Indifferent); D = Disagreement Pole (disagree + totally disagree). Different letters on the same line represent statistically significant differences (p ≤ 0.05). Equal letters on the same line no statistically significant difference (p ≥ 0.05) between them;
01	I received clear guidance on the purpose and preparation of the ECP^ End-of-Course Paper (ECP)	89^a	9^b	2^b
02	The choice of theme was guided by the teacher	61^a	13^b	27^c
03	Delimitation of the topic was a quick step in ECP planning	64^a	14^b	22^c
04	All the curricular components collaborate in some way to choose the theme of the work	64^a	16^b	20^c
05	One of the reasons for choosing the theme was the experiences in the field of clinical experience	59^a	22^b	19^c
06	The reason for choosing the theme was the social reality and health scene	83^a	14^b	3^b
07	The school library is up-to-date and easily accessible	65^a	17^b	18^c
08	I have computer skills needed to format the work	61^a	23^b	16^c
09	Realizing ECP is contributing to your personal growth	83^a	13^b	4^b
10	Two semesters are enough for the ECP	44^a	16^b	40^c
11	I experienced feelings of fear, frustration and incapacity while preparing the ECP	77^a	11^b	13^b
12	Time is spent outside classes for preparing the ECP of more than one hour	80^a	12^b	9^b
13	Affinity with the course tutor is satisfactory	87^a	12^b	1^b
14	Management and coordination are supportive for the ECP preparation	70^a	24^b	5^b
15	The exchange of experiences between the students was stimulated during the work development process	82^a	13^b	5^b
16	I agree with the compulsory ECP in technical education	44^a	18^b	38^c

Associação Brasileira de Enfermagem SGA Norte Quadra 603 Conj. "B" - Av. L2 Norte 70830-102 Brasília, DF, Brasil, Tel.: (55 61) 3226-0653, Fax: (55 61) 3225-4473 - Brasília - DF - Brazil
E-mail: reben@abennacional.org.br

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[1] CORRESPONDING AUTHOR Adriana de Oliveira E-mail: adrianadrienf@hotmail.com