Admission system and its relationship with access, permanence and success of students of the Technical Nursing Course at the Federal Institute of Santa Catarina

Abstract

Introduction: The selection process for admission to education courses at the Federal Institute of Education, Science and Technology of Santa Catarina (IFSC) has changed changes over the years in the perspective of expanding professional inclusion and access. However, there is no evidence that admission through contribution to student access and permanence. Objective: to analyze whether the change in the way of entering the Technical Nursing Course (CTE)/IFSC influenced the socioeconomic profile, permanence and success of students enrolled in the Technical Nursing Course at the Federal Institute of Santa Catarina.  Method: it was research with an analytical approach, of the descriptive and analytical type. The sample corresponded to 100% of the students enrolled in the IFSC technical nursing course from 2015 to 2019. Result: The selection by lot allowed that a larger portion of the population had the opportunity to participate in the event, going from 298 registered in 2015 to. respectively from 6.6% and 3.9% in 2015 to 22.8% and 12% in 2019. 5% in 2019. Conclusion: There were many students who remained and occurred in the number of students who remained and occurred. It is inferred that democratizing teaching does not depend only on the established entry system, but on providing conditions for these students to achieve success in their training.

Keywords: Nursing Education. Teaching. Educational Assessment. Affirmative Actions. Diversity.