de Melo MC (2018) New Perspectives of Epidemiology Teaching in Nursing Graduation. Clin Res HIV/AIDS 5(1): 1046.

Nurses professional smake use of epidemiological tools from the research developed by the matriarch of the profession Florence Nightingale between the years 1853-1856. The kills acquired through teaching epidemiology leverage the professional performance withthe use of existing resources (according to the epidemiological approach), awareness and organization of ideas on the health problems of a particular area, community or person, sets targets for achieving of investigations to evaluations and enables the nurse to clearly identify identification, analysis and interpretation of possible social, economic and/or political determinants that aims at solving problems [1].

By using epidemiology as a tool for promotion, evention and evaluation of care within the various thematic areas of the discipline, instructs nursing students to have a planto look at the iractions, health services, the possibility of building programs improvement of care and strategies for research and control of morbidities and health indicators [2]. At the core of cognitive development of educational activities aimed at the practice, discipline and provides new care management models that qualify the care of future professionals.

Given the current health scenario, we infer that the role played by the nurse professional is more active in the reorientation of actions. The debate carried out bythe discipline of epidemiology within the academy (be it publicorprivate) supports the discussion among the various sectors of public management and healthcare as a regulatory framework for health policies, access programs, control of endemics, and social control. It is a political insertion that directs undergraduates tofocus on changes, breaking paradigms, intersectoral relations and articulation with the various State equipment, encompassing the processes of search and synthesis, care practices and the actors involved [3].

The practicer out in aggregates in the production of Brazilian nursing knowledge that recognizes the set of works articulated between epidemiology and other practices, as well as it constitutes a strong tool in political discussions and planning of goals with the population, whether for formative education, teaching, health services, administrative activities and investigations. There are many subsidies offered by the teaching of epidemiology that become indispensable for future effective interventions in all areas where the nurse canact. The student is responsible for a mutual association between what is indispensable in professional practice and what brings them closer to the different realities of practice [4]. Epidemiology is their role to intervene in the reflections of what isbest for a particular place, time and particular population becoming more effective and aware of the practice of care actions.

1. Gomes DL. Epidemiology for nurses. Rev Latino Am Nursing. 1994; 2: 31-39.

2. Kirchhof ALC. Epidemiology and Research in Health and Nursing. Cogitare Enferm. 2009; 14: 212-216.

3. Miranda MG, Saraiva JB, Amaral MC, Silva WF. Epidemiology in Graduation in Nursing: Report of an Experience of Commitment To Sus. FIEP BULLETIN. 2012; 82.

4. Souza SS, Costa R, Nascimento KC, Francioni FF, Pires DEP. Epidemiology as Instrumental in Knowledge Production in Nursing. 2008; 16: 58-63