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Abstract(s)
Contextualização: Evidência internacional revela que os enfermeiros na saúde escolar assumem condição privilegiada para influenciar a saúde das crianças e adolescentes no contexto escolar, sendo percecionados como profissionais merecedores de confiança e cuidadores pelos profissionais do setor da educação, dimensões que considerámos relevantes poderem constituir-se como foco de interesse para um estudo de doutoramento , por acrescentarem valor e conhecimento à disciplina e profissão de enfermagem. Definimos como objetivos: (1) conhecer as caraterísticas do processo de cuidados dos enfermeiros na saúde escolar; 2) desenvolver uma teoria substantiva, sobre o processo de cuidados de enfermagem na Saúde escolar. Metodologia: delineámos um desenho de estudo de abordagem qualitativa uma vez que possibilita explorar áreas substanciais onde ainda não existe, ou existe muito pouco conhecimento. Esta abordagem permite construir uma nova compreensão de fenómenos pouco explorados ou estudados, assim como produzir teorização fundamentada nos dados. O método da Grounded Theory possibilita a integração de várias técnicas de colheita de dados, sendo utilizadas neste estudo, técnicas de observação dos participantes, entrevista narrativa e focus grupo com os participantes. Os participantes do estudo foram enfermeiros das equipas de saúde escolar de quatro unidades de cuidados na comunidade (UCC`s), assim como profissionais da educação docentes e não docentes, pais/encarregados de educação, adolescentes e profissionais de entidades da comunidade. Em termos de considerações éticas foram pedidas as necessárias autorizações para realização do estudo. Resultados: O cuidado de enfermagem com adolescentes na escola revelou multiplicidade de interações com diferentes atores a diferentes níveis: organizacional, grupal e dual. Caraterizou-se este cuidado dos enfermeiros que constituiu a base de toda a conceptualização para a teoria fundamentada. Desocultou-se um cuidado predominantemente colaborativo, mas com expressão autónoma relevante do cuidado de enfermagem na Saúde Escolar. Discussão: Empreendemos um caminho socio-histórico que nos permitiu identificar a raiz dos cuidados de enfermagem nas escolas, que acompanhou as etapas da História de Enfermagem e a repetibilidade dos papéis das enfermeiras como “auxiliares do médico” para a aquisição de outro vasto núcleo de papeis, apreendendo-se um cuidado com caraterísticas próprias, com valor social, evidenciando os padrões de conhecimento da disciplina: ético, estético, empírico, pessoal e emancipatório.
Background: International evidence shows that school health nurses are in a privileged position to influence the health of children and adolescents in schools, being perceived as professionals who are trusted and cared by education professionals. We defined the following study objectives: (1) identify the characteristics of the nurses' care process in school health; (2) develop a substantive theory on the nursing care process in school health. Methodology: We designed a qualitative study as it allows exploring substantive areas where there is not or it was very few knowledge. This approach allows building a new understanding of little explored phenomena, as well as producing substantive theory. The Grounded Theory method allows for integration of various data collection techniques as: participant observation, narrative interview and focus group, that we use with participants being used in this study. The study participants were nurses of the school health teams of four community care units, as well as teaching and non-teaching education professionals, parents/guardians, adolescents and professionals from community entities. In terms of ethical considerations, the necessary authorisations to conduct the study were requested. Results: The nursing care provided to adolescents at school revealed a multiplicity of interactions with different actors at different levels: organisational, group and dual. This nurses' care was characterized, which formed the basis for the whole conceptualisation for grounded theory. We found a predominantly collaborative care, but with a relevant autonomous expression of nursing care in School Health. Discussion: We undertook a socio-historical path that allowed us to identify the root of nursing care in schools, which followed the stages of Nursing History and the repetition of the nurses' roles as "doctors's assistants" to the acquisition of another vast nucleus of roles, apprehending a care with its own characteristics, with social value, highlighting the discipline's patterns of knowledge: ethical, aesthetic, empirical, personal and emancipatory.
Background: International evidence shows that school health nurses are in a privileged position to influence the health of children and adolescents in schools, being perceived as professionals who are trusted and cared by education professionals. We defined the following study objectives: (1) identify the characteristics of the nurses' care process in school health; (2) develop a substantive theory on the nursing care process in school health. Methodology: We designed a qualitative study as it allows exploring substantive areas where there is not or it was very few knowledge. This approach allows building a new understanding of little explored phenomena, as well as producing substantive theory. The Grounded Theory method allows for integration of various data collection techniques as: participant observation, narrative interview and focus group, that we use with participants being used in this study. The study participants were nurses of the school health teams of four community care units, as well as teaching and non-teaching education professionals, parents/guardians, adolescents and professionals from community entities. In terms of ethical considerations, the necessary authorisations to conduct the study were requested. Results: The nursing care provided to adolescents at school revealed a multiplicity of interactions with different actors at different levels: organisational, group and dual. This nurses' care was characterized, which formed the basis for the whole conceptualisation for grounded theory. We found a predominantly collaborative care, but with a relevant autonomous expression of nursing care in School Health. Discussion: We undertook a socio-historical path that allowed us to identify the root of nursing care in schools, which followed the stages of Nursing History and the repetition of the nurses' roles as "doctors's assistants" to the acquisition of another vast nucleus of roles, apprehending a care with its own characteristics, with social value, highlighting the discipline's patterns of knowledge: ethical, aesthetic, empirical, personal and emancipatory.
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Keywords
Enfermagem na Saúde Escolar Teoria substantiva Cuidado de enfermagem colaborativo cuidado enfermagem autónomo School nursing care substantive theory collaborative nursing care autonomous nursing care