Using the theory of meaningful learning in nursing education.

OBJECTIVE: to synthesize the scientific literature about the Theory of Meaningful Learning in the process of teaching and learning in nursing. METHOD: this is an integrative review conducted in the databases MEDLINE, LILACS, SciELO, BDENF and CINAHL with studies addressing the subject or aspects of the theory of meaningful learning of David Ausubel. Ten studies were included, from which six were written in Portuguese and four in English, published from 1998 to 2013. RESULTS: five studies used the theory of meaningful learning, four studies cited Ausubel as the author of this theory and only two studies followed the framework for the application of the theory completely. There are only a few studies on this subject and those which explore it are not correlated with Ausubel's theory. CONCLUSION: it is necessary to break with the dichotomy between theory and practice and promote the articulation of content with action, introducing the student as the author of their own knowledge.

[Burnt children care procedure: experience in family]. / Processo de cuidar da criança queimada: vivência de familiares.

This study aimed to describe the family experience in the care of the child who got burnt. An exploratory study was conducted in a hospital emergency room in the city of João Pessoa - PB, with ten companions of hospitalized burnt children. The results showed that the thermal agents were the biggest cause of children's burns. The speech of the participants shows that most accidents occurred in the presence of the caregiver, point out some wrong procedures after the accident, while some consider the experience of taking care of burnt children as negative, so highlighting the need for guidance of population as a whole and participation in the care of the burnt child.