Competências de estudantes do curso de graduação em enfermagem para o cuidado em saúde sexual e reprodutiva de mulheres que fazem sexo com mulheres
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Data
2021-12-14
Autores
Sase, Mariana Kaori
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Universidade Estadual Paulista (Unesp)
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Introdução: Dentro de contextos históricos e socioculturais, as mulheres com relacionamentos homoafetivos são alvos duplos de preconceito, discriminação e silenciamento, pela desigualdade de gênero e homofobia. A partir disso e com base em busca na literatura, é possível afirmar a necessidade de os cursos na área da Saúde, como o de Enfermagem, realizarem mudanças curriculares para melhor preparo dos discentes, futuros profissionais, na abordagem da Saúde Sexual e Reprodutiva de mulheres, com destaque para aquelas que fazem Sexo com Mulheres. Assim, o objetivo deste estudo foi analisar, na perspectiva de estudantes de último ano do curso de graduação em Enfermagem, as competências adquiridas para atenção em saúde sexual e reprodutiva de mulheres, em cenários da atenção primária à saúde, a aplicação das mesmas na prática e identificar competências necessá¬rias para que equipes atuem na atenção à saúde sexual e reprodutiva de mulheres que fazem sexo com mulheres. Método: Estudo transversal, que incluiu 21 (67,7%) estudantes concluintes de curso de graduação em Enfermagem, de uma Universidade Pública do interior do Estado de São Paulo. Para análise das competências empregou-se o referencial proposto por Telo & Witt (2018) – “Competências Transversais para a Atenção em Saúde Sexual e Reprodutiva na Atenção Primária à Saúde a partir da Visão de Especialistas”, composto por quatro Domínios: I -“Ética e Princípios Profissionais”, II - “Liderança e Gestão”, III - “Trabalho com a Comunidade, Saúde e Educação, Aconselhamento e Avaliação” e IV - “Provisão do Cuidado”, compreendendo 32 competências. O convite aos estudantes e a coleta de dados foi realizada por meio digital, empregando formulário elaborado no Google Forms, composto de três partes: dados sociodemográficos, questionamento sobre ter recebido formação na graduação para o desempenho da competência e autoavaliação sobre seu desempenho nos cenários de prática e sugestão de competências relacionadas ao cuidado de mulheres que fazem sexo com mulheres. O projeto desta pesquisa foi submetido e aprovado pelo Comitê de Ética em Pesquisa local, parecer Nº 4.891.498. Resultados: a maioria dos participantes era do sexo feminino (95,2%), na faixa etária de 21 a 25 (85,7%), branca (61,9%), não convivendo com parceria (85,7%) e egressa de escola pública (61,9%). As competências do Domínio I foram as mais apontadas como aprendidas e aplicadas em cenários de prática. Entretanto, referiram despreparo e não realização ou realização parcial de competências fundamentais deste mesmo Domínio, como “Demonstra capacidade de acolhimento livre de preconceitos e julgamentos” (14,3%) e “Reconhece o outro como uma vida que vale o investimento profissional” (14,3%). Na promoção da intersetorialidade, longitudinalidade e cuidado em rede de atenção, os estudantes apontaram presença desses temas na graduação, mas menor desempenho prático dos mesmos. Quando as competências foram mais focadas na sexualidade e reprodução, notou-se déficit de preparo, com consequente menor desempenho na prática. Foram sugeridas 10 competências específicas para o cuidado de Mulheres que fazem sexo com Mulheres, sendo as mais apontadas “Promove a prevenção de infecções sexualmente transmissíveis por meio de educação em saúde dialógica, discutindo estratégias de sexo seguro” (n = 8) e “Promove a dignidade de mulheres que fazem sexo com mulheres, realizando cuidado livre de estigmas e preconceito ampliando seu acesso” (n = 3). Conclusão: conclui-se que há necessidade de adequação curricular quanto ao ensino e promoção de oportunidades de aplicação prática, principalmente voltadas às competências dos Domínios III “Trabalho com a Comunidade, Saúde e Educação, Aconselhamento e Avaliação” e IV “Provisão do Cuidado”. Destaca-se a necessidade de revisão do processo formativo quanto às competências do Domínio I “Ética e Princípios Profissionais”, que devem ser desempenhadas integralmente pelos estudantes.
Introduction: In historical and sociocultural contexts, women in homoaffective relationships are deeply affected by prejudice, discrimination and silencing, related to gender inequality and homophobia. Based on that statement and literature evidence, it is possible to affirm the necessity of curricular changes in healthcare graduation programs, such as Nursing, as a form to prepare students to approach Sexual and Reproductive health in women, highlighting those who engage in sexual activities with other women. Therefore, the aim of this study is to analyze senior year nursing students’ competences in sexual and reproductive health of women inside of primary care contexts, as well as the competences needed in healthcare professionals to act in the sexual and reproductive health care applied to women who have sex with women. Method: Cross-sectional study that includes 21 (67.7%) senior year nursing students from a public University in the interior of Sao Paulo. To analyze the competences, it was used the referential made by Telo and Witt (2018) - "Transversal Competences in the Sexual and Reproductive Health in Primary Health Care services based on specialists' point of view", composed by four Domains: I - "Ethics and Professional Principles"; II - "Leadership and Management"; III - "Community Work, Health, Education, Advicing and Evaluation", IV - "Care Provision", comprehending 32 competences. The invitation and data collection were made through a Google Forms questionnaire, composed of three steps: socio-demographic data, questions about being taught about the subject within the graduation program and self-evaluation of their performance and competences suggestion for women who have sex women care. The project was submitted and approved by the local Research Ethics Committee, with number 4.891.498. Results: most participants were females (95.2%), in the age gap of 21 to 25 (85.7%), white (61.9%), not in a relationship (85.7%), and egress from public schools (61.9%). Competences from the first Domain were the ones pointed to be the most learned and applied during practice setting. However, it was referred desprepare and non-realization or partial realization of fundamental competences from this Domain, as "Demonstrate capacity to welcome people free of prejudice and judgement" (14.3%) and "Recognize other people as someone that is worth professional investment" (14.3%). About the promotion of intersectionality, longitudinally and network care, the students pointed that those themes were seen during graduating, although they have worse practice performance. When the competences were focused in sexuality and reproductive care, it was noticed that people were less prepared and had worse practice performance too. The students also suggested 10 specific competences about women who have sex with women care. "Promote sexual transmissible infections' prevention by dialogic health education and discussing safe sex methods" (n = 8) and "Promote dignity to women who have sex with women, by taking care with no prejudice and stigmas and expanding care for them" (n = 3) were the most pointed competences by the students. Conclusion: the study concludes that there is a necessity to curricular adequation of teaching and performing during practice actions, mostly about the competences on Domain III and IV. Stands out the need to review the graduation process about the competence on Domain I "Ethics and Professional Principles", that must be performed integrally by the students.
Introduction: In historical and sociocultural contexts, women in homoaffective relationships are deeply affected by prejudice, discrimination and silencing, related to gender inequality and homophobia. Based on that statement and literature evidence, it is possible to affirm the necessity of curricular changes in healthcare graduation programs, such as Nursing, as a form to prepare students to approach Sexual and Reproductive health in women, highlighting those who engage in sexual activities with other women. Therefore, the aim of this study is to analyze senior year nursing students’ competences in sexual and reproductive health of women inside of primary care contexts, as well as the competences needed in healthcare professionals to act in the sexual and reproductive health care applied to women who have sex with women. Method: Cross-sectional study that includes 21 (67.7%) senior year nursing students from a public University in the interior of Sao Paulo. To analyze the competences, it was used the referential made by Telo and Witt (2018) - "Transversal Competences in the Sexual and Reproductive Health in Primary Health Care services based on specialists' point of view", composed by four Domains: I - "Ethics and Professional Principles"; II - "Leadership and Management"; III - "Community Work, Health, Education, Advicing and Evaluation", IV - "Care Provision", comprehending 32 competences. The invitation and data collection were made through a Google Forms questionnaire, composed of three steps: socio-demographic data, questions about being taught about the subject within the graduation program and self-evaluation of their performance and competences suggestion for women who have sex women care. The project was submitted and approved by the local Research Ethics Committee, with number 4.891.498. Results: most participants were females (95.2%), in the age gap of 21 to 25 (85.7%), white (61.9%), not in a relationship (85.7%), and egress from public schools (61.9%). Competences from the first Domain were the ones pointed to be the most learned and applied during practice setting. However, it was referred desprepare and non-realization or partial realization of fundamental competences from this Domain, as "Demonstrate capacity to welcome people free of prejudice and judgement" (14.3%) and "Recognize other people as someone that is worth professional investment" (14.3%). About the promotion of intersectionality, longitudinally and network care, the students pointed that those themes were seen during graduating, although they have worse practice performance. When the competences were focused in sexuality and reproductive care, it was noticed that people were less prepared and had worse practice performance too. The students also suggested 10 specific competences about women who have sex with women care. "Promote sexual transmissible infections' prevention by dialogic health education and discussing safe sex methods" (n = 8) and "Promote dignity to women who have sex with women, by taking care with no prejudice and stigmas and expanding care for them" (n = 3) were the most pointed competences by the students. Conclusion: the study concludes that there is a necessity to curricular adequation of teaching and performing during practice actions, mostly about the competences on Domain III and IV. Stands out the need to review the graduation process about the competence on Domain I "Ethics and Professional Principles", that must be performed integrally by the students.
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Palavras-chave
Saúde sexual e reprodutiva, Homossexualidade feminina, Graduação em enfermagem, Perfil de competências de enfermeiros, Sexual and reproductive health, Female homosexuality, Nursing graduation, Nurses' competences