Banca de DEFESA: SUELLY ARAÚJO DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SUELLY ARAÚJO DE SOUZA
DATE: 29/10/2025
TIME: 09:00
LOCAL: https://meet.google.com/oow-xpvw-osr
TITLE:

IMPACTS OF THE MONITORING PROGRAM ON ACADEMIC AND PROFESSIONAL TRAINING

KEY WORDS:

Nursing. Nursing Education. Mentoring.

PAGES: 64
BIG AREA: Ciências da Saúde
AREA: Saúde Coletiva
SUMMARY:

Introduction: The academic tutoring program, offered by Higher Education Institutions (HEIs) and Technical Level Institutions, runs parallel to formal education. It involves activities related to teaching, research, and extension, aiming to integrate the student-tutor into teaching practice within a specific thematic area. They are supervised by faculty advisors who can grant increasing degrees of independence, allowing the tutors to plan, execute, and evaluate educational activities that facilitate the teaching-learning process for the monitored students. Objective: To analyze the perception of faculty advisors and student-tutors regarding the contributions of academic tutoring to the teaching-learning process in nursing education. Materials and Methods: This is a descriptive-exploratory study with a qualitative approach, conducted with faculty advisors and student-tutors from an undergraduate Nursing program between January and July 2025. Data were collected through individual semi-structured interviews. Data analysis utilized the Content Analysis method proposed by Bardin, with the aid of the IRaMuTeQ ® software. Results: The final sample consisted of 12 participants: 8 student-tutors and 4 faculty advisors. From the students' perspective, the academic tutoring program impacted the teaching-learning process by promoting: improved public speaking, deeper knowledge of the discipline, the adoption of new personal and study routine habits, development of pedagogical skills, knowledge and practice of new teaching methodologies, the awakening or confirmation of interest in a teaching career, and valuable experience for future academic and career opportunities. From the faculty advisors' perspective, the selection of tutors integrates a broader assessment of competencies and interests, in addition to analyzing academic performance. They also highlight the importance of planning, continuous monitoring, and evaluation for the project's success, as well as the need to incorporate new technologies and encourage greater faculty involvement in tutoring as a measure for improvement. The accounts converge in affirming the transformative impact on the tutors' academic performance and professional profile, and in consolidating tutoring as a strategy to encourage interest in a teaching career. Conclusions: The reports reveal, in the perception of the interviewees, that the experiences within the academic tutoring project brought positive repercussions for academic performance, contributing to the student formation process and encouraging interest in a teaching career.

COMMITTEE MEMBERS:
Presidente - 2724246 - CECILIA NOGUEIRA VALENCA
Interna - 1652946 - RAFAELA CAROLINI DE OLIVEIRA TAVORA
Externa à Instituição - SILVIA KALYMA PAIVA LUCENA