Análise situacional do processo de ensino-aprendizagem no curso de enfermagem da UFFS sob a perspectiva docente a partir da matriz SWOT/FOFA

Abstract

In light of social transformations and the guidelines that shape the educational profile of nurses, the continuous evaluation of training environments and the Teaching-Learning Process (TLP) becomes essential. It is understood that the TLP in Nursing is dynamic and requires constant assessment and adaptation in order to provide high-quality education to nursing students. Thus, the primary objective of this study is to analyze the situational diagnosis and describe the process of constructing strategic actions to improve the course’s TLP, based on the analysis of the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Matrix. This is a descriptive-exploratory, qualitative study, derived from a larger research project and supported by the principles of the Convergent Care Research (CCR). The investigation was carried out with 10 faculty members of the program, using convergence groups and data analysis through the SWOT Matrix. The results highlight multiple internal and external factors that affect the TLP, indicating a context in transition, with weaknesses related to student policies and a shortage of continuous faculty development. The study described the construction of strategies to strengthen the TLP, reinforcing existing potentials and identifying the need for structural interventions. The main product was the proposal of a didactic material focused on the teaching of clinical reasoning. This work supports future validation steps and contributes to strategic management and the improvement of Nursing education.