Undergraduate education in family nursing: perspectives of coordinators, professors, and pedagogical projects

Abstract

ABSTRACT Objective: To understand how Family Nursing is taught in undergraduate programs from the perspective of program coordinators, faculty members, and Pedagogical Policy Documents. Method: A qualitative, descriptive, and exploratory study conducted in eight undergraduate nursing programs at state institutions in Paraná. Source triangulation was employed, involving a documentary analysis of eight Educational Projects and a thematic analysis of 14 interviews with program coordinators and faculty members, informed by the principles of Family Nursing. MAXQDA 24® was used for data analysis. Results: Two categories were identified: “Theoretical foundation of family-centered care” and “Inclusion and valorization of the family in practice settings.” Although faculty members and program coordinators demonstrate a broad understanding of the concept of the family as a unit of care, the documents reveal a fragmented approach, a lack of theoretical models, and a failure to integrate the theme across the curriculum. Final considerations: The training program proved to be fragmented, with discrepancies between pedagogical practices and institutional documents, highlighting the need for greater coherence between the training process and the curricular structure. Revisions to the Pedagogical Projects are necessary to consolidate Family Nursing as a core component of nurse education.