Navegando por Assunto "Nursing education"

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Acesso aberto (Open Access)
Formação de enfermeiras e enfermeiros de instituições públicas da Amazônia brasileira sobre saúde da população negra
(Universidade Federal do Pará, 2023-11-10) FARIAS, Iago Sergio de Castro; CASTRO, Nádile Juliane Costa de; http://lattes.cnpq.br/2532971599666350; https://orcid.org/0000-0002-7675-5106
The processes of exclusion of the black population in society stem from Brazil's slaveholding roots, based on theories of population whitening and racial superiority. Through a false racial democracy, these theories obstruct the access of the black population to education and health. This study aims to understand how this exclusion institutionally affects health training about the black population and access to this training. Objective: This research aims to understand the construction of knowledge and nursing training regarding the health of the black population in the Amazon. Method: It is a documentary study based on the analysis of Pedagogical Political Projects of Nursing courses in public universities in the North region. The study was theoretically based on Vygotsky's historical-social theory and Bell Hooks' concepts of transformative education, under thematic analysis according to Bardin. Results: In total, 12 PPPs were analyzed, identifying 10 curricular activities, of which 04 were about black populations and 06 were extension and research projects on the subject. From the findings, four thematic axes emerged: "Training and Health in the Amazon," "Educational Triad and Influence on Complementary Training," "Affirmative Actions and the Paradigm of Higher Education," and "Scientific and Structural Racism in the Educational Process." Final Considerations: There are deficits in health training across the entire university triad, demonstrated by low production, projects, and absence in PPPs. It is necessary to reformulate the PPPs to provide genuinely equitable and comprehensive health training and care.
Acesso aberto (Open Access)
Formação didático-pedagógica em programas de pós-graduação em enfermagem da região norte do Brasil
(Universidade Federal do Pará, 2019-12-18) SILVEIRA, Stelacelly Coelho Toscano; BACKES, Vânia Marli Schubert; http://lattes.cnpq.br/2282823329376580; https://orcid.org/0000-0002-8898-8521; MENEGAZ, Jouhanna do Carmo; http://lattes.cnpq.br/2423764452219953; https://orcid.org/0000-0002-7655-9826
Study analyzed the Action and Pedagogical Reasoning of permanent teachers for the pedagogical didactic formation in stricto sensu Nursing postgraduate programs of the Northern region of Brazil. METHOD: Mixed Methods Research. This research included permanent PGGENF teachers in the Northern region, listed on the Sucupira Platform as a permanent teacher in PPGENF in the Northern region, who taught discipline in one of the areas of concentration in 2018. For data collection, oral and documentary sources were used. Lattes curriculum, Sucupira Platform and interviews. The process took place in three stages, consisting of (1) Characterization of teachers, (2) Analysis of the structure of the Pedagogical Political Project (PPP) and (3) Semistructured Interview, interconnected with each other and with the proposed study object, indicating to find the relations of action and pedagogical action of teachers of postgraduate programs in the Northern region. Data analysis occurred in two moments through qualitative approaches through the Constant Comparison Method proposed by Strauss and Corbin (2008) and quantitative through the descriptive statistical technique. The guidelines and norms for research with human beings established in Resolution 466/2012 of the National Health Council were obeyed. RESULTS AND DISCUSSION: Initially 23 codes aligned with Shulman's proposal emerged. This grouping occurred due to the magnitude and significance of the data considering the interview and PPP of the programs. For the organization of the results, two goalscategories were established: “General pedagogical knowledge, Knowledge of the educational context and Students knowledge and its characteristics shaping the understanding of the pedagogical didactic formation” and “The academic formation and the Wisdom acquired with the teaching practice as reinforcers of an Action and Pedagogical Reasoning ”. CONCLUSION: Among the Pedagogical Action and Reasoning Model (APRM), the most expressive observation was the phases of comprehension and transformation, respectively, shown more objectively in the teaching phase. This movement allowed us to understand a cycle of reflections to new ways of learning, even if incipiently. It is important to highlight the contribution of the program, and how much the APRM can contribute to help explain the development of teacher education of future trainers within the field of nursing knowledge, contributing to further education, starting from the resignification of those who teach.
Acesso aberto (Open Access)
Percepção dos preceptores da residência em enfermagem obstétrica sobre o processo ensino aprendizagem à luz da teoria de Edgar Morin
(Universidade Federal do Pará, 2022-08-19) AMARAL, Elannira Sozinho; CARNEIRO, Márcia Simão; http://lattes.cnpq.br/3702559186954581; https://orcid.org/0000-0001-7732-1310
The object of this study is the obstetric nursing residency preceptors’ perception about the teaching-learning process on the light of Edgar Morin's theory. The residency is a lato sensu postgraduate course in which teaching is effective during practical training in healthcare services. The preceptor is the professional working in the healthcare services who is responsible for the practical training of the resident. Guiding question: What is the obstetric nursing residency preceptors’ perception about the teaching-learning process? General objective: To analyze the perception about the teaching-learning process among the obstetric nursing residency preceptors. Methodology: This is a descriptive study with a qualitative approach. The research was set in the Obstetric Nursing Residency Program at the Federal University of Pará (UFPA). The study participants were 16 preceptors. Inclusion criteria: Being a specialist in Obstetric Nursing; having two years' experience in obstetrics; Acting as a preceptor for at least two years. Exclusion criteria: Preceptors absent due to vacation or leave of absence. Data collection took place through a semis-tructured interview in May 2022. The interviews were audio recorded using an electronic device (cell phone) with an average duration of 14 minutes, later it was transcribed their full content, analyzed and interpreted using the methodological technique of content analysis, proposed by Bardin (2016), to assist in the treatment of the results, the IRAMUTEQ software was used. Edgar Morin was used as a theoretical reference. Results: Sociodemographic profile: the mean age was 44 years; 87.5% (14) were female; 37.5% (06) declared themselves single; 50% (08) married and 12.5% (02) in a stable union. All graduates from public universities; 68.8 (11) completed a lato sensu postgraduate course with a workload of 360 hours and 31.2% (05) in the residency modality; 12.5% (02) had a master's degree. Three analyzes generated by IRAMUTEQ were used. For analysis, word cloud techniques and similarity analysis and Descending Hierarchical Classification (DHC) were used. It was found 6 classes separated into 4 categories, entitled TeachingLearning Process; Challenges for the Realization of the Teaching-Learning Process; Teaching Focused on Comprehensive Care; The Importance of Residency for the Teaching-Learning Process Effectiveness. Conclusion: The study revealed the importance of the preceptor for the teaching-learning process in the residency modality. It was evident that teaching is focused on techniques and procedures based on institutional protocols. As challenges, the absence of pedagogical planning stood out; distance between university and hospital institution; lack of preceptors’ pedagogical preparation as well as incentives to exercise preceptorship; the existence of dispute over the teaching scenario and accumulation of tasks that compromise efficient teaching for residents. The need for teaching focused on Morin's complex thinking is highlighted, which articulates teaching, it aims at the multidimensional, transdisciplinary, favors self-criticism and reflection with the goal of changing realities.
Acesso aberto (Open Access)
Perfil acadêmico-profissional de professores de pós-graduação stricto sensu em enfermagem: análise por subárea de conhecimento
(Universidade Federal do Pará, 2022-08-01) TRINDADE, Ricky Falcão Silva; VENDRUSCOLO, Carine; http://lattes.cnpq.br/2297459405565528; https://orcid.org/0000-0002-5163-4789; MENEGAZ, Jouhanna do Carmo; http://lattes.cnpq.br/2423764452219953; https://orcid.org/0000-0002-7655-9826
Introduction: The area of Nursing has eight suba-reas of knowledge: fundamental nursing; emerging, reemerging, and neglected disease nursing; adult and elderly health nursing; women's health nursing; child and adolescent health nursing; nursing in management and management; mental health nursing; Collective health nursing. It is suggested that each of the nursing subareas has well-defined and distinct characteristics for teaching and research, whether in the sources or in the production of knowledge. Objective: To analyze the academic-professional profile of professors of stricto sensu graduate programs in Nursing by subarea of knowledge, based on the concepts of asymmetry, cooperation, and social insertion. Method: This is a cross-sectional, documentary study with a quantitative approach, which was structured from the steps proposed by Gil (2022): a) formulation of the problem and objectives; b) identification of sources; c) location of sources and access to documents; d) evaluation of documents; e) selection and organization of information; f) analysis and interpretation of data; g) writing of the report[.] Data collection took place from March 2020 to December 2020, with the main data sources being: Plataforma Sucupira and Plataforma Lattes. Results: The sample focused on the subarea of nursing care for the health of adults and the elderly, suggesting that it is the priority focus for Nursing, while nursing care for emerging and reemerging diseases had an insignificant representation. It was identified that nursing professors predominantly perform the following activities: they teach classes at the undergraduate level (93.68%), at the graduate level (93.26%), they are journal reviewers (90.88%) and they are project coordinators of research (96.77%). The inequality in the distribution of graduate programs in nursing in Brazil is equally represented when looking at the place of training, at all levels, especially when comparing the Southeast and North regions. Except for coordinating extension and teaching projects, more than half of the teachers develop a set of activities that demand time, knowledge, management, and diverse knowledge. Final considerations: It was possible to carry out an evaluation of the nursing area, and it was possible to detect asymmetrical organization processes, mainly in the location of the programs and the number of professors, which are concentrated in the Southeast region, while the North and Midwest are passed over. In relation to the asymmetric process, the lack of doctoral courses in the North Region stands out, which seems to be hampered in several aspects, such as: distance from the training center of the area Southeast , low availability of resources and financing, evaluation metrics that do not match the Amazonian context. The study provides subsidies for a deep analysis of the state of the area in the observed period and it is believed that they are possible contributions to the refinement of evaluation metrics of funding agencies.
Acesso aberto (Open Access)
Os significados entre residentes de enfermagem obstétrica sobre o processo de ensino-aprendizagem no campo de prática assistencial
(Universidade Federal do Pará, 2022-08-29) MOURA, Letícia Diogo de Oliveira; PEREIRA, Audrey Vidal; http://lattes.cnpq.br/2510148795147954; https://orcid.org/0000-0002-6570-9016; RODRIGUES, Diego Pereira; http://lattes.cnpq.br/8470989067617455; https://orcid.org/0000-0001-8383-7663
The teaching learning process in Obstetric nursing education seeks to include technical recommendations that significantly contribute to the transformation of the obstetric care scenario. Understanding the importance of the teaching-learning process in the qualification of new professionals is part of the transformation of this scenario. Object of study: the meanings amongst residents about the teaching-learning process in the practice scenarios of the Residency Program in Obstetric Nursing. Guiding question: What are the meanings amongst residents about the teaching-learning process carried out in the practice scenario of obstetric nursing? General objective: to analyze the meanings amongst residents about the teaching-learning process in the practice scenarios of the Residency Program in Obstetric Nursing. Specific objectives: to describe the teaching-learning process experience with residents in obstetric nursing; to discuss the possible obstacles in the practice scenario that impact the teaching-learning process. Methodology: a qualitative case study approach. The research was carried out in the obstetric nursing residency program at the Institute of Health Sciences of the Federal University of Pará. The research participants were twenty-two residents of the 1st and 2nd year of the program, which followed the intentional recruitment and application of the following inclusion criteria: being regularly enrolled as residents; have spent at least 1 month at the UBS, hospital and management level. The following exclusion criteria were established: residents on maternity leave or due to illness; residents who dropped out of the program. Data collection was carried out through four focus groups with both classes, being three groups with six residents and one group with 4 residents, obtaining two refusals to participate. The groups had two face-to-face meetings and an average lenght of 120 minutes. A conceptual map on positive and negative aspects of the residence was also used. Audio recording was used, which was transcribed in full with the information. The study was approved by the Research Ethics Committee of the Institute of Health Sciences of the Federal University of Pará, under No. 5.443.574/2022. The data were submitted to content analysis in the thematic modality with organization support of the ATLAS.ti 22.7 software, with the realization of the following codes: Preceptorship; resident R2; residency reception; the residency course in obstetric nursing. The results showed that preceptorship is a facilitating and integrating link in learning, with many professional references focused on training new qualified obstetric nurses. But also, the need of reception, empathy, involvement and integration in the training of preceptorship and with scientific evidence, aligned with theory and practice. Also, the extension of investment in preceptorship as a foundation to grant better formation. However, the second-year resident constitutes an important strategy for the aggregation of preceptorship with the firstyear residents, with their reception and conflict mediation. However, the lack of a sense of belonging and the management organization are important senses that must be worked along with the course and the practice scenario. It is concluded that this study achieved its initial objectives, elucidating the meanings of residents in obstetric nursing about the learning teaching process and provided support for future changes to be thought and carried out in the training of new obstetric professionals.