Analyzing nursing activity to negotiate the relevance of knowledge in public health and design learning models

In the context of a health system crisis involving necessary transformations in clinical and training environments, we examined the role of public health within nursing practices. Our professional didactic approach aimed to identify the potential of care situations for public health learning in order to derive relevant training models. We conducted an ethnographic study combining observations and interviews. Interactions between the researcher and the participants fostered a shift in how they engage with public health, which we propose to analyze from the perspective of knowledge negotiation. Three levels of knowledge negotiation were identified; we will discuss their implications for the learning process. Our results indicate that the research setting can serve as a learning opportunity and that new teaching methods based on activity analysis should be developed and tested.