A empatia como pilar de formação do enfermeiro

Abstract

This study investigates empathy as a fundamental pillar of nursing education to practice comprehensive, ethical, and humanized care in healthcare work. It seeks to answer: What is the part of empathy in nursing education? The main objective is to analyze how empathy is positioned in nursing college. The specific objectives are: to understand how empathy become reality and how it is integrated into Pedagogical Projects (PPC) of nursing programs from Higher Education Institutions in Curitiba; to analyze joint between the National Humanization Policy´s principles and National Curricular Guidelines for Nursing, considering advisory opinions that guide and recommend pedagogical adaptations to implemented this suggestion; to discuss the empathy as an integrator of holistic care practice on nursing education. The theoretical foundation regarding empathy is grounded in the following approaches: Phenomenological approach (Stein, 2005), which realizes empathy as an original experience of alterity; Humanistic approach (Rogers, 2001), defined as an ethical and communicational attitude; Dialogical-humanistic (Freire, 2005), understood in ethical-political and dialogical dimension, as well the praxiological one (Schön, 2000), related on reflexive practice and experimental learning. Such references support the understanding of empathy as a multidimensional phenomenon and as a pillar of nursing education promoting humanizing care. This study consists of documentary research, and it is based on Cellard (2004), about the interpretation and analysis of the document contents, namely: curricular guidelines, resolutions, and Pedagogical Course Projects (PCP). The research is organized into three stages: survey of theses and dissertations on Capes’catalog (2022-2024); analysis of frameworks, regulations, as well as public policy, and examination of current PCPs. Results of research point that, although empathy is recognized in regulatory documents and speeches as a more humanistic education, its integration into the curriculum is implied and a cross-cutting approach, lacking a pedagogical structure. Document analysis about PCPs (Pedagogical Courses Projects) revealed consistency with National Curricular Guidelines for Nursing and National Humanization Policy; however, it identified gaps regarding clarity, methodological strategies, and assessment tools aimed at intentional development of empathy. In conclusion, consolidating empathy as a formative axis requires greater coherence between the Pedagogical Course Projects, teaching practices, and curricular devices, to ensure and actualize empathy as a pillar of nursing education, more compassionate practice.