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Entre o hospital e o centro de saúde : um estudo extensivo sobre as opções profissionais à saída da escola dos alunos do ano complementar de formação em enfermagem
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Orientador(es)
Resumo(s)
O presente estudo visa identificar as estratégias de integração dos alunos do Ano
Complementar de Formação em Enfermagem (ACFE) no mundo do trabalho.
O referencial teórico inicia-se com a sociologia das profissões, a fim de contextualizar as
estratégias de profissionalização da enfermagem, com destaque para a formação inicial.
Recorremos ainda aos conceitos de representações e identidades sociais, no sentido de
compreender o comportamento dos actores traduzido sob a forma de lógicas de acção.
A problemática da investigação aponta para um estudo extensivo, feito a partir de uma
amostra intencional de sete escolas, num universo de 33 Escolas Superiores de
Enfermagem.
O questionário, instrumento central da investigação, foi aplicado a 250 alunos, sendo
objecto de tratamento estatístico. Numa primeira fase, procedeu-se a uma abordagem
descritiva e, numa segunda fase, a uma abordagem interpretativa dos dados.
Em termos de resultados, 66,8% dos sujeitos iniciaram a sua actividade profissional, dos
quais, 96,3% trabalham em hospitais. Para 56,0% dos inquiridos, as características de
alguns campos de estágio são determinantes na escolha do local de trabalho. A flexibilidade
de horários na instituição hospitalar constitui, para 94,8% dos sujeitos, o motivo principal
por essa opção.
As principais conclusões do nosso estudo confirmam que as Escolas privilegiam a prática,
de uma forma geral, e os estágios hospitalares, de uma forma particular. Os enfermeiros
estão unidos pela mesma essência do cuidar, sendo as práticas em diferentes contextos que
os diferenciam. A lógica pela qual os nossos actores se movem à entrada no mundo do
trabalho é uma lógica hospitalar, sendo esta em simultâneo uma lógica de mercado. Dentro
da lógica hospitalar dominante, os nossos actores enveredam por uma outra subjacente: a
lógica territorial. Parece ainda surgir, a par destas lógicas, a necessidade de passar pela
experiência do complicado, para mais tarde perceber a beleza do complexo.
The purpose of this study is to identify the strategies of integration of the students attending the Nursing Training Complementary Year (NTCY) into the world of labour. The theoretical frame of reference opens with the Sociology of the Professions, in order to set the Nursing professionalisation strategies into the right context, with a special accent on the initial training. We still made appeal to the representation concepts and social identities, to try and understand the actors' behaviour, translated under the form of logic of action. The problematic of the research points out to an extensive study, made out from an intentional sample of seven Schools in a universe of 33 Nursing Schools. The questionnaire, an instrument essential for the research, has been distributed to 250 students, it having been submitted to statistical study. A descriptive approach was carried out at a first stage and an interpretative approach of the data at a second one. In terms of results, 66.8% of the subjects started their professional activities, 96.3% of which in hospitals. For 56.0% of the inquired, the characteristics of some training areas are determinant for the choice of their place of work. The flexible hospital schedule make up, for 94.8% of the subjects, the main reason for following that option. The principal conclusions of our Study confirm that the Schools favour practice as a general rule and, in particular, hospital training. The nursing staff is united by the same essence of the health caring, it being the practices under different contexts that differentiate it. The logic that moves our actors at the threshold of the world of labour is hospital logic, this being at the same time a market logic. From the point of view of the dominant hospital logic, our actors direct their steps towards a subjacent reasoning: the territorial logic. Along with this, still, it seems to arise the need to pass through the experience of the complicated, to later on better perceive the beauty of the complex.
The purpose of this study is to identify the strategies of integration of the students attending the Nursing Training Complementary Year (NTCY) into the world of labour. The theoretical frame of reference opens with the Sociology of the Professions, in order to set the Nursing professionalisation strategies into the right context, with a special accent on the initial training. We still made appeal to the representation concepts and social identities, to try and understand the actors' behaviour, translated under the form of logic of action. The problematic of the research points out to an extensive study, made out from an intentional sample of seven Schools in a universe of 33 Nursing Schools. The questionnaire, an instrument essential for the research, has been distributed to 250 students, it having been submitted to statistical study. A descriptive approach was carried out at a first stage and an interpretative approach of the data at a second one. In terms of results, 66.8% of the subjects started their professional activities, 96.3% of which in hospitals. For 56.0% of the inquired, the characteristics of some training areas are determinant for the choice of their place of work. The flexible hospital schedule make up, for 94.8% of the subjects, the main reason for following that option. The principal conclusions of our Study confirm that the Schools favour practice as a general rule and, in particular, hospital training. The nursing staff is united by the same essence of the health caring, it being the practices under different contexts that differentiate it. The logic that moves our actors at the threshold of the world of labour is hospital logic, this being at the same time a market logic. From the point of view of the dominant hospital logic, our actors direct their steps towards a subjacent reasoning: the territorial logic. Along with this, still, it seems to arise the need to pass through the experience of the complicated, to later on better perceive the beauty of the complex.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Formação de Adultos), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Formação em enfermagem Lógica hospitalar