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O ensino clínico: influência positiva no desenvolvimento de competências dos estudantes de Enfermagem
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Abstract(s)
Enquadramento: Os processos de ensino-aprendizagem suportam a edificação da competência
profissional, onde a supervisão assume relevância na promoção da reflexão sobre a
prática, através da monitorização sistemática e desenvolvimento da responsabilização pelo
desempenho. Objetivos: Avaliar a perceção dos estudantes finalistas de enfermagem acerca
dos fatores com mais influência positiva no seu desenvolvimento de competências. Metodologia:
O estudo é de cariz exploratório e descritivo. Aplicou-se um questionário com questões
abertas a 199 estudantes finalistas do curso de licenciatura em Enfermagem, tendo a informação
sido analisada pela técnica de análise de conteúdo, com categorização a posteriori. Foi
determinada a frequência absoluta das unidades de enumeração (UE), a partir das unidades
de registo. Resultados: Os fatores com mais influência positiva categorizam-se em variáveis
do contexto educativo (UE=225) e, em variáveis intrínsecas ao estudante (UE=50). O ensino
clínico é percecionado com mais influência positiva no desenvolvimento das competências
requeridas para o exercício da enfermagem, salientando-se com 160 UE (58,2%), pela diversidade
e adequação das estratégias pedagógicas, pela diversidade das experiências e pela promoção
da mobilização de saberes, face aos outros fatores. Discussão: A formação em contexto
clínico é percecionada com mais influência positiva no desenvolvimento das competências
requeridas para o exercício da enfermagem, certificando a evidência acerca da importância
da aprendizagem arquitetada na experiência e no agir refletido, numa dialética de permanente
desconstrução implicando a mobilização de saberes e recursos. Similarmente, fortalece-
se a importância dos contextos e das estratégias curriculares definidas. Conclusão: As experiências
contribuem para o desenvolvimento de competências pressupondo uma dinâmica
interação com o ambiente, onde o professor e o estudante têm um papel ativo na construção
da tomada de decisão autónoma que sustenta a competência, atribuindo qualidade ao agir
profissional. O estudo possibilita um balanço do percurso pessoal e uma redefinição ou otimização
das estratégias supervisivas adotadas.
Background: The teaching-learning processes support the edification of professional skills, where supervision is relevant in promoting reflection on practice, through systematic monitoring and the development of the accountability for performance. Objectives: We intend to evaluate the nursing graduate students’ perception of the factors with the most positive influence on the development of their skills. Methodology: In an exploratory-descriptive study, an open question query to 199 nursing graduate students was applied. The information was processed by the technique of content analysis, in which the categorization was done a posteriori and with the determination of the absolute frequency enumeration units (EU) from the registry units. Results: The factors with the most positive influence are categorized in variables of educative context (EU = 225) and in student intrinsic variables (EU = 50). The clinical training is perceived with more positive influence, with 160 EU (58.2%), in the development of skills required for the practice of nursing, by the diversity and the appropriateness of teaching strategies, the diversity of experiences, and the promotion of the mobilization of knowledge. Discussion: Training in clinical context was perceived as a more positive influence in the development of required skills for the nursing practice, corroborating the evidence about the importance of learning based on the experience, and in the action reflected in a dialectic of permanent deconstruction involving the mobilization of knowledge and resources. Similarly, the importance of the contexts and curriculum strategies defined were strengthened. Conclusions: Experiences contribute to skills development assuming a dynamic interaction with the environment, where teacher and student have an active role in the construction of autonomous decision-making that underpins competence, assigning quality to professional act. The study allowed an assessment of the personal journey and a redefinition or optimization of supervisory strategies adopted.
Background: The teaching-learning processes support the edification of professional skills, where supervision is relevant in promoting reflection on practice, through systematic monitoring and the development of the accountability for performance. Objectives: We intend to evaluate the nursing graduate students’ perception of the factors with the most positive influence on the development of their skills. Methodology: In an exploratory-descriptive study, an open question query to 199 nursing graduate students was applied. The information was processed by the technique of content analysis, in which the categorization was done a posteriori and with the determination of the absolute frequency enumeration units (EU) from the registry units. Results: The factors with the most positive influence are categorized in variables of educative context (EU = 225) and in student intrinsic variables (EU = 50). The clinical training is perceived with more positive influence, with 160 EU (58.2%), in the development of skills required for the practice of nursing, by the diversity and the appropriateness of teaching strategies, the diversity of experiences, and the promotion of the mobilization of knowledge. Discussion: Training in clinical context was perceived as a more positive influence in the development of required skills for the nursing practice, corroborating the evidence about the importance of learning based on the experience, and in the action reflected in a dialectic of permanent deconstruction involving the mobilization of knowledge and resources. Similarly, the importance of the contexts and curriculum strategies defined were strengthened. Conclusions: Experiences contribute to skills development assuming a dynamic interaction with the environment, where teacher and student have an active role in the construction of autonomous decision-making that underpins competence, assigning quality to professional act. The study allowed an assessment of the personal journey and a redefinition or optimization of supervisory strategies adopted.
Description
Keywords
Competências clínicas Educação em enfermagem Ensino clínico Estudantes de enfermagem
Citation
Publisher
Escola Superior de Enfermagem do Porto