Formação e avaliação de competência na área de enfermagem pediátrica: perspectiva de docentes universitários.
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2018-02-27
Autores
Regino, Daniela da Silva Garcia
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Universidade Estadual Paulista (Unesp)
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Resumo REGINO, D.S.G. Formação e avaliação de competência na área da Enfermagem pediátrica: perspectiva de docentes universitários. 2018. 110 f. Tese (Doutorado em Enfermagem) - Faculdade de Medicina de Botucatu, Universidade Estadual Paulista, Botucatu, 2018. Introdução: este estudo apresenta como tema a formação e a avaliação de competência profissional em cursos de graduação em enfermagem, elegendo como objeto a formação e avaliação de competência na área de enfermagem pediátrica. Objetivo: analisar a formação e a avaliação de competência profissional na enfermagem pediátrica, a ser desenvolvida por cursos públicos de graduação em enfermagem do Estado de São Paulo. Método: pesquisa exploratória, com análise qualitativa de dados, que adotou como referencial teórico os postulados do processo ensino-aprendizagem de Philippe Perrenoud e as premissas das proposições oficiais educacionais e de atenção à saúde da criança, correlatas e vigentes. Realizou-se, inicialmente, revisão integrativa da literatura nacional e internacional dos últimos cinco anos sobre formação e avaliação de competência profissional do enfermeiro. Na sequência, foi realizada análise documental dos projetos políticos pedagógicos de cursos públicos de graduação em enfermagem do estado citado, no que se relaciona ao tema em foco. Por fim, foram realizadas entrevistas semiestruturadas gravadas com 16 professores de enfermagem pediátrica de seis cursos, com mesmos perfis de mantenedoras e de compromisso sócio sanitário, com facilidade para o acesso aos aspectos descritos dos projetos políticos pedagógicos (PPP) nos respectivos websites, de modo a identificar as perspectivas de formação e avaliação de competência de seus egressos. visando apreender suas concepções e experiências sobre o assunto. Aos dados de cunho qualitativo foram aplicadas técnicas de análise de conteúdo, na vertente temática, proposto por Lawrence Bardin. Esta pesquisa obteve aprovação por comitê de ética em pesquisa local. (Parecer n°1.526.327). Resultados: a análise dos 20 artigos possibilitou a identificação de duas categorias “Estratégias para a formação de competência profissional durante a graduação em Enfermagem” e “Aspectos a serem considerados na avaliação da aquisição da competência profissional pelos estudantes de graduação em enfermagem”. A análise dos seis projetos políticos pedagógicos estudados revelou a aproximação do perfil desejado do egresso, ao conteúdo proposto, à utilização de métodos de aprendizagem e à perspectiva sobre trabalho em saúde e divergiram quanto aos objetivos do curso de enfermagem, à organização curricular e especialmente às características da avaliação do desempenho do estudante. Foram apreendidas as concepções e as experiências de professoras de enfermagem pediátrica e sistematizadas em cinco principais temas, sendo; definição de competência, atributos para atuar com crianças, avanços na formação de competência profissional, desafios para viabilizar a formação de competência profissional pediátrica e métodos e instrumentos para a avaliação da aquisição de competência para atuar na área de enfermagem pediátrica Considerações finais: tomando por base o apontado pela literatura revisada, verificou-se consonância entre as propostas políticas, pedagógicas e técnicas dos projetos políticos pedagógicos das instituições e as concepções e experiências das professoras quanto a vários aspectos da formação e avaliação de competência profissional do enfermeiro na área de enfermagem pediátrica. Constatando-se diferenças entre o que foi identificado nas instituições e o apreendido junto às respectivas professoras. Os depoimentos obtidos se aproximaram ao indicado pela literatura revisada na valorização da participação ativa e corresponsável dos estudantes para o desenvolvimento de competência profissional. Pelos achados, pode-se inferir que se faz necessário investir em processos institucionais de revisão de seus projetos político-pedagógicos e de capacitação docente, de modo a subsidiarem suficientemente a formação e avaliação de estudantes de enfermagem nas diferentes dimensões da competência profissional da área pediátrica, com destaque à atitudinal.
Introduction: This study presents as a theme a training and assessment of professional competence in nursing undergraduate courses, electing as an object of training and assessment of competence in the area of pediatric nursing. Objective: to analyze a training and an evaluation of professional competence in pediatric nursing, to be developed by public undergraduate courses in nursing in the State of São Paulo. Method: exploratory research, with analytical data analysis, as adopted as theoretical reference of the post-launches of Philippe Perrenoud’s teachinglearning and the premises of normative educational proposals and child’s health care, related and current. Initially, an integrative review of the national and international literature of the last five years on the training and evaluation of the professional competence nurses was carried out. Afterwards, a documentary analysis of the political pedagogical projects of nursing undergraduate public courses in the mentioned state was concluded as relate in the subject in focus. Finally, semistructured interviews were conducted with pediatric nursing teachers of the author's rights, aiming at learning their conceptions and experiences about the subject. To the qualitative data were applied techniques of content analysis, in the thematic area, proposed by Lawrence Bardin. This research was approved by a local research ethics committee. (Opinion No. 1,526,327). Results: the analysis of the 20 articles reviewed allowed an identification of training structure and evaluation of professional competence. The analysis of the six pedagogical political projects studied revealed convergences and divergences in several points relevant to a thematic has studied. They were apprehended as concepts and as experiences of 16 pediatric nursing teachers and systematized in five main themes that defined competence and attributes relevant to nurses to work with children, advances and challenges to enable competency training and methods and instruments for an assessment of acquisition competency to act in the area of pediatric nursing. Final considerations: based on what was pointed out in the revised literature, there was a consonance between the political, pedagogical and technical proposals of the pedagogical political projects of the institutions and the concepts and experiences of teachers regarding the various methods of training and evaluation of the professional competence of nurses in the area of pediatric nursing. It is possible to distinguish between the institutions identified and those apprehended with the respective teachers. The testimonials obtained approximate the one indicated by the revised literature in the valuation of participation and correction of students for the development of professional competence. Based on the findings, it can be inferred if it is necessary to invest in institutional processes to review their political-pedagogical projects and teacher training, in order to subsidize, the training and evaluation of nursing students in the different dimensions of the professional competence of the pediatric area , with emphasis on the attitudinal.
Introduction: This study presents as a theme a training and assessment of professional competence in nursing undergraduate courses, electing as an object of training and assessment of competence in the area of pediatric nursing. Objective: to analyze a training and an evaluation of professional competence in pediatric nursing, to be developed by public undergraduate courses in nursing in the State of São Paulo. Method: exploratory research, with analytical data analysis, as adopted as theoretical reference of the post-launches of Philippe Perrenoud’s teachinglearning and the premises of normative educational proposals and child’s health care, related and current. Initially, an integrative review of the national and international literature of the last five years on the training and evaluation of the professional competence nurses was carried out. Afterwards, a documentary analysis of the political pedagogical projects of nursing undergraduate public courses in the mentioned state was concluded as relate in the subject in focus. Finally, semistructured interviews were conducted with pediatric nursing teachers of the author's rights, aiming at learning their conceptions and experiences about the subject. To the qualitative data were applied techniques of content analysis, in the thematic area, proposed by Lawrence Bardin. This research was approved by a local research ethics committee. (Opinion No. 1,526,327). Results: the analysis of the 20 articles reviewed allowed an identification of training structure and evaluation of professional competence. The analysis of the six pedagogical political projects studied revealed convergences and divergences in several points relevant to a thematic has studied. They were apprehended as concepts and as experiences of 16 pediatric nursing teachers and systematized in five main themes that defined competence and attributes relevant to nurses to work with children, advances and challenges to enable competency training and methods and instruments for an assessment of acquisition competency to act in the area of pediatric nursing. Final considerations: based on what was pointed out in the revised literature, there was a consonance between the political, pedagogical and technical proposals of the pedagogical political projects of the institutions and the concepts and experiences of teachers regarding the various methods of training and evaluation of the professional competence of nurses in the area of pediatric nursing. It is possible to distinguish between the institutions identified and those apprehended with the respective teachers. The testimonials obtained approximate the one indicated by the revised literature in the valuation of participation and correction of students for the development of professional competence. Based on the findings, it can be inferred if it is necessary to invest in institutional processes to review their political-pedagogical projects and teacher training, in order to subsidize, the training and evaluation of nursing students in the different dimensions of the professional competence of the pediatric area , with emphasis on the attitudinal.
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Palavras-chave
Enfermagem pediátrica, Competência profissional, Educação em enfermagem, Avaliação educacional, Pediatric nursing, Professional competence, Nursing education, Educational evaluation