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    Can reflective practice prevent the violence of disproportionate treatments to the end-of-life person?
    (Maltepe Üniversitesi, 2020) Caseiro, Helena; Pinto, Mario Rosario
    Learning is central to the development of the person throughout his or her life cycle, enabling the student to acquire skills that enable him / her to take appropriate interventions, meeting the needs of the end-of-life person, meaning that as teachers we have a dual responsibility as actors in the teaching-learning process of the nursing student at the 1st cycle level. The use of disproportionate treatments and intervention that are not appropriate for end-of-life people can be understood as a form of violence against them (Serrão, 2015). This is how we can learn how to use the reflective process on student practices, help them understand their real needs, and tailor their interventions to provide appropriate care. Reflecting on the practices, based on the evidence of the Nursing Discipline, in its academic and professional aspects, transports us to a transformative dimension of the way we position ourselves as facilitating agents, intervening in the process of training nursing students. In the same sense, by valuing reflective practice as a pedagogical strategy, we highlight the teaching-learning process of students in the development of competences, mediated by the facilitating role of the teacher and nurses in the context of clinical practice in nursing. We drew our work from the critical reflections made by students in the course “Evaluation and control of symptoms in palliative care II” about a situation of caring for the end-of-life person with uncontrolled symptoms, in which we analyzed the reflective process in the light of the Reflective Process Model proposed by Atkins and Murphy (1993, 2003). In continuity, from the students’ reflections on situations experienced in clinical teaching, as “important space of knowledge and skills, promoter of reflective practice” (Madeira, p. 48, 2015) we seek to understand how the use of the reflective process by students, can be transformative of their practice. The analysis of the students’ reflections revealed that a reflexive practice actively contributes to the provision of nursing care centred on people’s real needs, avoiding the implementation of disproportionate treatments and care to the end-of-life person.