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Representações dos alunos de enfermagem sobre as competências profissionais e sobre contributos do ensino clínico para o desenvolvimento dessas competências
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Orientador(es)
Resumo(s)
É crença corrente que o ensino clínico na formação inicial em enfermagem
constitui um processo privilegiado de aquisição de saberes profissionais, permitindo
aos estagiários desenvolver competências profissionais para actuar em situações
reais e imprevisíveis do mundo do trabalho, que se constituem como um "corpus" de
novos saberes.
Neste âmbito, realizámos um estudo descritivo e exploratório, tendo como
objectivo principal identificar as representações dos alunos sobre as competências
profissionais dos enfermeiros e o contributo do ensino clínico para o
desenvolvimento dessas competências. Os vinte e nove alunos do nosso estudo
frequentavam o quarto ano de uma Escola Superior de Enfermagem situada na zona
de Lisboa. O estudo foi realizado, durante o ensino clínico. Os dados foram
recolhidos a partir de episódios significativos narrados pelos alunos, que, na voz
desses alunos, contribuíram para o desenvolvimento de saberes profissionais no
ensino clínico. Construímos um instrumento baseado na técnica do incidente crítico,
desenvolvido por Estrela & Estrela (1979). O conteúdo das narrativas foi analisado
sob dois aspectos: global e individual. Os resultados obtidos permitiram-nos
reconhecer o que os alunos consideraram ser os contributos do ensino clínico para o
desenvolvimento de saberes profissionais, através da vivência de situações
complexas, sob a perspectiva social biopsicológica e cultural, no contexto da prática
profissional.Podemos inferir que os alunos aprendem pela observação, confronto e
interacção com o doente, família, orientadores e colegas, culminando num processo
de reflexão individual e conjunta.
O estudo sugere que durante o ensino clínico, os alunos desenvolvem uma
crescente tomada de consciência dos limites e da complexidade da intervenção dos
enfermeiros, bem como o tipo de competências profissionais utilizadas na resolução
de problemas, relação de ajuda, ético profissionais, orientação, ensino na promoção da saúde e competências técnicas.
Quanto ao tipo de saber que consideraram ter adquirido durante a fase de
formação, os saberes técnicos são os menos valorizados. Os alunos relevam ter
melhorado a relação humana, a comunicação, a resolução de conflitos, a resolução
de problemas e o trabalho de equipa. Além disso, referem também uma consciência
crítica e reflexiva que os motiva a melhorar a sua prática e a desenvolver uma
identidade profissional.
Os conteúdos teórico práticos ministrados na Escola a experiência de vida e
valores individuais de cada formando, e o quadro deontológico da enfermagem
foram também reconhecidos e referidos como mobilizados em situações reais, bem
como as situações de sucesso na prática, os dilemas, as situações-problema e os
conflitos foram os principais responsáveis pela mobilização dos conhecimentos
adquiridos na Escola e das experiências anteriores, fomentando a construção activa
de saberes.
It's a commonly held belief that clinical teaching in nursing initial formation constitutes a privileged process for the acquisition of professional knowledge enabling the probationer nurses to develop professional competences to act in real context and/or unpredictable situations that will configure a “corpus” of new knowledge. Within this scope, we have carried out a descriptive and explanatory study, whose main aim is to identify students’ representations of nurses’ professional competences for care of clinical teaching towards the development of professional knowledge. The twenty-nine subjects in our study were attending the 4th year in a Nursing High School located in Lisbon area. The study was carried out during the clinical teaching stage. The data were collected from significant episodes narrated by student that have contributed, according to the students to implement professional knowledge in clinical teaching. We designed an instrument based on the critical incident technique developed by Estrela e Estrela (1979). The contents of the narratives were analysed from two different aspects: comprehensive and detailed (individual) perspectives. The conclusions drawn have enabled us to recognize what the students considered to be the contribution given by clinical teaching to the construction of professional knowledge under social bio-psychological and cultural perspectives in the professional practice context. We could infer that students learn from observation, confrontation and interaction with the patient and the patients’ family, tutors, their workmates, culminating in a personal and team reflection process. This study suggests that during the clinical teaching stage, students develop a growing awareness of the limits and complexity of nurses’ interventions, as well as the type of professional knowledge used in problem solving episodes, inter-help relationship, ethic-professional, supervising teaching strategies in promotion health populations and nurses technical skills. As to the type of knowledge considered acquired during training stage, the technical knowledge is the less valued one. Students enhanced the improvement in human relationship, communication, problem-solving and team work competences. Furthermore, they also refer to a critical and reflective awareness that motivates them to improve their practice and develop a professional identity. The theoretical and practical contents taught at school, as well as life experience, individual values and the nursing deontological code were also recognized and referred to by students as being mobilized in real professional set. Successful situations during practice stage, problematic situations, dilemmas and conflicts were greatly responsible for eliciting what students had learned at school, as well as their previous experience, thus promoting active knowledge acquisition.
It's a commonly held belief that clinical teaching in nursing initial formation constitutes a privileged process for the acquisition of professional knowledge enabling the probationer nurses to develop professional competences to act in real context and/or unpredictable situations that will configure a “corpus” of new knowledge. Within this scope, we have carried out a descriptive and explanatory study, whose main aim is to identify students’ representations of nurses’ professional competences for care of clinical teaching towards the development of professional knowledge. The twenty-nine subjects in our study were attending the 4th year in a Nursing High School located in Lisbon area. The study was carried out during the clinical teaching stage. The data were collected from significant episodes narrated by student that have contributed, according to the students to implement professional knowledge in clinical teaching. We designed an instrument based on the critical incident technique developed by Estrela e Estrela (1979). The contents of the narratives were analysed from two different aspects: comprehensive and detailed (individual) perspectives. The conclusions drawn have enabled us to recognize what the students considered to be the contribution given by clinical teaching to the construction of professional knowledge under social bio-psychological and cultural perspectives in the professional practice context. We could infer that students learn from observation, confrontation and interaction with the patient and the patients’ family, tutors, their workmates, culminating in a personal and team reflection process. This study suggests that during the clinical teaching stage, students develop a growing awareness of the limits and complexity of nurses’ interventions, as well as the type of professional knowledge used in problem solving episodes, inter-help relationship, ethic-professional, supervising teaching strategies in promotion health populations and nurses technical skills. As to the type of knowledge considered acquired during training stage, the technical knowledge is the less valued one. Students enhanced the improvement in human relationship, communication, problem-solving and team work competences. Furthermore, they also refer to a critical and reflective awareness that motivates them to improve their practice and develop a professional identity. The theoretical and practical contents taught at school, as well as life experience, individual values and the nursing deontological code were also recognized and referred to by students as being mobilized in real professional set. Successful situations during practice stage, problematic situations, dilemmas and conflicts were greatly responsible for eliciting what students had learned at school, as well as their previous experience, thus promoting active knowledge acquisition.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Pedagogia do Ensino Superior), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Qualificações profissionais Enfermagem escolar Ensino superior