Introduction

Stories constitute a way of inquiring on the construction of Reading and writing practices in the intensive care nursing classroom.

Objective

Herein, this work sought to visualize the Reading and writing practice of constructing stories in intensive care.

Materials and Methods

This was a descriptive cross-sectional study, with quantitative-qualitative approach using participative action research. The inquiry was made through the stories of students and analysis of the teaching proposal. The characteristics of the stories and peculiarities of the teaching proposal were analyzed. The sample was comprised by 32 stories from the participants.

Results

Story construction is a teaching activity. From the sample, 62.5% chose to write about the process of practices; the same proportion narrated regarding an event about the same process, while 37.5% did so about a particular situation. All the participants carried out diverse actions, procedures, and care. The learning, reflections, and meanings account for knowledge situated and experience. Intensive care introduces and develops contents to care for critical adult patients and question the practices from its teaching proposal.

Discussion and Conclusions

Reading improves writing and, in turn, permits reflecting upon the action of caring. Teaching-learning skills promote other inquiries to delve into the practices, where stories have the potential of evoking and narrating events for analysis from diverse perspectives.

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