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Authors
Advisor(s)
Abstract(s)
O presente estudo incide na área da Supervisão Clínica na formação
inicial em enfermagem e o seu objecto de investigação são as
representações dos enfermeiros das Instituições de Saúde sobre a
supervisão em ensino clínico.
Por considerarmos que a participação na actividade supervisiva exige o
desenvolvimento de saberes e de competências adquiridas por via da
formação, este trabalho teve como finalidade identificar necessidades de
formação, operacionalizadas como a expressão de preocupações,
dificuldades, expectativas e desejos manifestados pelos supervisores em
exercício.
O quadro conceptual engloba uma revisão da literatura sobre conceitos
como, necessidade, análise de necessidades, concepções de supervisão,
supervisão e parcerias, papel e funções do supervisor e ainda as
competências supervisivas e a formação dos supervisores.
Desenvolvemos um estudo exploratório-descritivo, de natureza
qualitativa, com um grupo de 11 sujeitos, enfermeiros supervisores de
uma unidade hospitalar de Lisboa.
Para a recolha de dados recorremos à entrevista semi-directiva.
Os resultados obtidos permitem-nos constatar que os supervisores
gostam de exercer a função supervisiva considerando-se modelos
profissionais cujo papel é avaliar mas simultaneamente facilitar a
aprendizagem, transmitir conhecimentos técnicos, científicos e também
pedagógicos. Em termos relacionais, valorizaram múltiplos papéis tais
como: colega, amigo, confidente, conselheiro...
As competências mais valorizadas foram as competências técnicas,
expressas sob formas como "ter domínio das práticas" e "ter experiência
clínica". Seguidamente foram valorizadas as competências pessoais,
relacionais e comunicacionais e, só por último, as cognitivas.
As grandes dificuldades experimentadas relacionam-se por um lado,
com a falta de interacção e de apoio por parte das Escolas Superiores de
Enfermagem, por outro, com o sentimento de impreparação para a
função manifestado por: dificuldades relacionadas com a avaliação dos
estudantes, dificuldades relativas ao contexto, dificuldades na
conciliação das funções supervisiva e de enfermeiro e ainda dificuldades
relacionais supervisor/estudante.
As expectativas de mudança traduzem-se em obter mais conhecimentos,
melhorar o desempenho e obter segurança e correcção nas práticas.
Relativamente ao dispositivo organizacional desejado, apesar de alguma
indefinição, parece emergir do discurso dos entrevistados, a vontade de
que seja efectuado em parceria num clima de co-responsabilização e
complementaridade, utilizando estratégias reflexivas e diversificadas,
abordando domínios como a psicologia, a pedagogia, o planeamento,
execução e avaliação do processo de ensino aprendizagem e também
áreas específicas da enfermagem.
No que respeita às características desejáveis no formador são
valorizados genericamente o saber, o saber-fazer e o saber-ser/estar.
The present study focuses on the field of Clinical Supervision of initial training in nursing and its object of investigation is the health centre nurses' concepts of supervision in clinical education. Since we consider that participation in supervision demands the development of know-how and acquired abilities through training, the objective of this work is to identify training needs, ascertained through the practising supervisors' expressed concerns, difficulties, expectations and desires. The conceptual picture encompasses a literature review of concepts such as, necessities, conceptions of supervision, supervision and partnerships, supervisor's role, supervision relationship and also the supervisors' training and skills. We develop a descriptive-explorative study, of a qualitative nature, with a group of eleven individuals, supervisory nurses, from a Lisbon hospital unit. For the data retrieval we resorted to a semi-directed interview. The obtained results allow us to verify that the supervisors like to exercise the supervision function, considering themselves professional role models whose role is to evaluate but simultaneously facilitate learning and transmit technical, scientific and pedagogical knowledge. Regarding relationships, they value multiple roles, such as: colleague, friend, confident and adviser... The most valued abilities are technical skills, expressed in the form of "having command over the practices" and "having clinical experience". Next, are valued personal, interpersonal and communicatory skills and lastly are cognitive abilities valued. The major difficulties encountered relate, on the one hand, to the lack of interaction and support from the Superior Schools of Nursing and, on the other, to the feeling of unpreparedness for the function manifested by the following problem areas: the evaluation of the students, local resources, reconciling the roles of nurse and supervisor and also the relationships between supervisor and student. The expectations for change are expressed as the whish of obtaining more knowledge, improving performance and attaining safer and more correct practices. Regarding the desired organizational structure, although not clearly defined, the desire seems to emerge from the interviewees' discourse that it is effected in partnership, in a climate of co-responsibility and reciprocity, using reflexive and diversified strategies, approaching fields such as psychology, pedagogy, planning, execution and evaluation of the teaching-learning process and also specific areas of nursing. Concerning the desired characteristics of the tutor, knowledge, know-how and knowing how to be and how to behave are generally valued.
The present study focuses on the field of Clinical Supervision of initial training in nursing and its object of investigation is the health centre nurses' concepts of supervision in clinical education. Since we consider that participation in supervision demands the development of know-how and acquired abilities through training, the objective of this work is to identify training needs, ascertained through the practising supervisors' expressed concerns, difficulties, expectations and desires. The conceptual picture encompasses a literature review of concepts such as, necessities, conceptions of supervision, supervision and partnerships, supervisor's role, supervision relationship and also the supervisors' training and skills. We develop a descriptive-explorative study, of a qualitative nature, with a group of eleven individuals, supervisory nurses, from a Lisbon hospital unit. For the data retrieval we resorted to a semi-directed interview. The obtained results allow us to verify that the supervisors like to exercise the supervision function, considering themselves professional role models whose role is to evaluate but simultaneously facilitate learning and transmit technical, scientific and pedagogical knowledge. Regarding relationships, they value multiple roles, such as: colleague, friend, confident and adviser... The most valued abilities are technical skills, expressed in the form of "having command over the practices" and "having clinical experience". Next, are valued personal, interpersonal and communicatory skills and lastly are cognitive abilities valued. The major difficulties encountered relate, on the one hand, to the lack of interaction and support from the Superior Schools of Nursing and, on the other, to the feeling of unpreparedness for the function manifested by the following problem areas: the evaluation of the students, local resources, reconciling the roles of nurse and supervisor and also the relationships between supervisor and student. The expectations for change are expressed as the whish of obtaining more knowledge, improving performance and attaining safer and more correct practices. Regarding the desired organizational structure, although not clearly defined, the desire seems to emerge from the interviewees' discourse that it is effected in partnership, in a climate of co-responsibility and reciprocity, using reflexive and diversified strategies, approaching fields such as psychology, pedagogy, planning, execution and evaluation of the teaching-learning process and also specific areas of nursing. Concerning the desired characteristics of the tutor, knowledge, know-how and knowing how to be and how to behave are generally valued.
Description
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, 2005
Keywords
Teses de mestrado - 2005 Supervisão clínica Enfermagem Supervisores Necessidades de formação