Construção de diretrizes para o ensino do processo de enfermagem na formação do profissional de enfermagem de nível técnico.
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Data
2021-03-01
Autores
Oliveira, Telma Cristiani Gasparini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Espera-se que o técnico em enfermagem contribua com a implementação do processo de enfermagem, contudo sua participação no processo de enfermagem ainda não se mostra consolidada, assim se faz necessário avanço no processo formativo desse profissional. Objetivo: Elaborar material de apoio de cunho didático ao planejamento de ensino para os docentes de nível técnico abordando o processo de enfermagem de forma transversal, a partir da perspectiva de docentes de enfermagem de escola pública do estado de São Paulo. Métodos: A pesquisa foi desenvolvida em duas etapas. Etapa 1 - Estudo descritivo e exploratório com abordagem qualitativa, conduzido em 14 escolas técnicas do Centro Paula Souza nas regiões administrativas de Sorocaba, Marilia e Bauru, em escolas que oferecem o curso de técnico em enfermagem. Foram convidados a participarem do estudo professores enfermeiros e coordenadores das escolas e os dados foram analisados pela técnica de análise de conteúdo na modalidade temática. Etapa 2 – Pesquisa metodológica resultando na construção de material de apoio com estratégias de ensino e aprendizagem sobre o processo de enfermagem que foram propostas a partir do currículo de formação do técnico em enfermagem no Centro Paula Souza. Resultados: Foram realizadas dez entrevistas com docentes e surgiram dois temas de análise: Dificuldades do professor no ensino do processo de enfermagem aos alunos de nível técnico; e Momentos favoráveis para discutir o conteúdo de processo de enfermagem na formação do técnico em enfermagem. A partir dos temas da análise foi desenvolvido material de apoio para o ensino do processo de enfermagem para a formação do profissional de enfermagem de nível técnico. Conclusão: Este estudo é relevante na medida em que identifica as percepções dos docentes de ensino técnico sobre o processo de ensino aprendizagem dos alunos, na perspectiva do ensino do processo de enfermagem, e pode colaborar para a revisão de práticas de ensino e estimular os professores e a gestão na capacitação, de modo a permitir que o ensino promova a autonomia para a vida e para o trabalho da enfermagem.
It is expected that the nursing technician contributes to the implementation of the nursing process, however, his participation in the nursing process is not yet consolidated, so it is necessary to advance in the training process of this professional. Objective: To elaborate didactic support material for teaching planning for teachers of technical level approaching the nursing process in a transversal way, from the perspective of nursing teachers from public schools in the state of São Paulo. Methods: The research was carried out in two stages. Stage 1 - Descriptive and exploratory study with a qualitative approach, conducted in 14 technical schools at the Paula Souza Center in the administrative regions of Sorocaba, Marilia and Bauru, in schools that offer the nursing technician course. Nurse teachers and school coordinators were invited to participate in the study and the data were analyzed using the content analysis technique in the thematic modality. Step 2 - Methodological research resulting in the construction of support material with teaching and learning strategies on the nursing process that were proposed from the nursing technician training curriculum at Centro Paula Souza. Results: Ten interviews were conducted with teachers and two themes of analysis emerged: difficulties of the teacher in teaching the nursing process to students at technical level; and favorable moments to discuss the content of the nursing process in the training of nursing technicians. Based on the themes of the analysis, a support material was developed to teach the nursing process for the training of nursing professionals at the technical level. Conclusion: This study is relevant to the extent that it identifies the perceptions of technical teaching teachers about the teaching-learning process of students, from the perspective of teaching the nursing process, and can collaborate for the revision of teaching practices and stimulate teachers and management in training, in order to allow that teaching promotes autonomy for life and nursing work.
It is expected that the nursing technician contributes to the implementation of the nursing process, however, his participation in the nursing process is not yet consolidated, so it is necessary to advance in the training process of this professional. Objective: To elaborate didactic support material for teaching planning for teachers of technical level approaching the nursing process in a transversal way, from the perspective of nursing teachers from public schools in the state of São Paulo. Methods: The research was carried out in two stages. Stage 1 - Descriptive and exploratory study with a qualitative approach, conducted in 14 technical schools at the Paula Souza Center in the administrative regions of Sorocaba, Marilia and Bauru, in schools that offer the nursing technician course. Nurse teachers and school coordinators were invited to participate in the study and the data were analyzed using the content analysis technique in the thematic modality. Step 2 - Methodological research resulting in the construction of support material with teaching and learning strategies on the nursing process that were proposed from the nursing technician training curriculum at Centro Paula Souza. Results: Ten interviews were conducted with teachers and two themes of analysis emerged: difficulties of the teacher in teaching the nursing process to students at technical level; and favorable moments to discuss the content of the nursing process in the training of nursing technicians. Based on the themes of the analysis, a support material was developed to teach the nursing process for the training of nursing professionals at the technical level. Conclusion: This study is relevant to the extent that it identifies the perceptions of technical teaching teachers about the teaching-learning process of students, from the perspective of teaching the nursing process, and can collaborate for the revision of teaching practices and stimulate teachers and management in training, in order to allow that teaching promotes autonomy for life and nursing work.
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Palavras-chave
Processo de enfermagem, Sistematização da assistência de enfermagem, Educação técnica em enfermagem, Nursing process, Systematization of nursing care, Technical education in nursing