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Características e competências dos supervisores no acompanhamento de estudantes de enfermagem em contexto de pediatria
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Esta investigação teve como objetivo caracterizar as competências e características dos supervisores envolvidos na formação clínica de estudantes de enfermagem em contexto pediátrico. Especificamente, pretendeu-se identificar as competências técnicas, pedagógicas e relacionais valorizadas na supervisão clínica, bem como comparar as perceções de enfermeiros supervisores e estudantes do Curso de Licenciatura em Enfermagem (CLE) sobre essas competências. A investigação adotou uma abordagem quantitativa de natureza descritivo-exploratória, utilizando a Escala de Avaliação de Características e Competências do Supervisor Clínico em Enfermagem, validada por Correia (2018), como instrumento de recolha de dados. A amostra incluiu 50 enfermeiros com experiência em supervisão clínica e 40 estudantes do CLE a realizarem formação em unidades pediátricas, pertencentes a uma Unidade Local de Saúde da região norte de Portugal, durante o ano letivo de 2024/2025. Os dados foram analisados com recurso ao software Statistical Package for the Social Sciences®, recorrendo a testes estatísticos como para avaliar diferenças entre grupos. Os resultados indicaram que os estudantes do CLE atribuem maior relevância a competências relacionais, como tolerância, empatia e apoio emocional, enquanto os enfermeiros destacam competências práticas, incluindo resolução de problemas, comunicação eficaz e gestão de situações clínicas complexas. Não se observaram diferenças estatisticamente significativas entre as perceções dos enfermeiros especialistas e as dos enfermeiros de cuidados gerais, o que sugere existir uniformidade nas perceções independentemente do nível de especialização. Uma limitação identificada foi a falta de formação dos supervisores em supervisão clínica, o que poderá ter comprometido a qualidade da supervisão dos estudantes do CLE a realizar formação em contexto pediátrico. Conclui-se que a supervisão clínica constitui um pilar essencial na formação de futuros enfermeiros em pediatria, sendo imperativo investir em programas de capacitação contínua para supervisores, com foco em competências pedagógicas e emocionais. Sugere-se o desenvolvimento de futuras investigações qualitativas que explorem em profundidade as dinâmicas relacionais e contextuais da supervisão clínica, contribuindo para a melhoria da prática e da formação nesta área.
This research aimed to characterize the competencies and attributes of supervisors involved in the clinical training of nursing students within pediatric settings. Specifically, it sought to identify the technical, pedagogical, and relational competencies valued in clinical supervision, as well as to compare the perceptions of nurse supervisors and undergraduate nursing students regarding these competencies. A quantitative, descriptive-exploratory design was adopted, using the Clinical Nursing Supervisor Characteristics and Competencies Assessment Scale, validated by Correia (2018), as the data collection instrument. The sample comprised 50 nurses with experience in clinical supervision and 40 undergraduate nursing students undertaking clinical placements in pediatric units belonging to a Local Health Unit in northern Portugal during the 2024/2025 academic year. Data was analyzed using the Statistical Package for the Social Sciences® (SPSS), employing statistical tests to assess differences between groups. The results indicated that undergraduate nursing students attributed greater importance to relational competencies—such as tolerance, empathy, and emotional support—whereas nurses emphasized practical competencies, including problem-solving, effective communication, and the management of complex clinical situations. No statistically significant differences were found between the perceptions of specialist nurses and those of general care nurses, suggesting uniformity in perceptions regardless of specialization level. A limitation identified in the study was the lack of specific training in clinical supervision among supervisors, which may have compromised the quality of supervision experienced by nursing students in pediatric contexts. It is concluded that clinical supervision constitutes a cornerstone in the education of future pediatric nurses, making it imperative to invest in continuous training programs for supervisors, with a particular focus on pedagogical and emotional competencies. Future qualitative research is recommended to explore, in depth, the relational and contextual dynamics of clinical supervision, thereby contributing to the improvement of both practice and education in this field.
This research aimed to characterize the competencies and attributes of supervisors involved in the clinical training of nursing students within pediatric settings. Specifically, it sought to identify the technical, pedagogical, and relational competencies valued in clinical supervision, as well as to compare the perceptions of nurse supervisors and undergraduate nursing students regarding these competencies. A quantitative, descriptive-exploratory design was adopted, using the Clinical Nursing Supervisor Characteristics and Competencies Assessment Scale, validated by Correia (2018), as the data collection instrument. The sample comprised 50 nurses with experience in clinical supervision and 40 undergraduate nursing students undertaking clinical placements in pediatric units belonging to a Local Health Unit in northern Portugal during the 2024/2025 academic year. Data was analyzed using the Statistical Package for the Social Sciences® (SPSS), employing statistical tests to assess differences between groups. The results indicated that undergraduate nursing students attributed greater importance to relational competencies—such as tolerance, empathy, and emotional support—whereas nurses emphasized practical competencies, including problem-solving, effective communication, and the management of complex clinical situations. No statistically significant differences were found between the perceptions of specialist nurses and those of general care nurses, suggesting uniformity in perceptions regardless of specialization level. A limitation identified in the study was the lack of specific training in clinical supervision among supervisors, which may have compromised the quality of supervision experienced by nursing students in pediatric contexts. It is concluded that clinical supervision constitutes a cornerstone in the education of future pediatric nurses, making it imperative to invest in continuous training programs for supervisors, with a particular focus on pedagogical and emotional competencies. Future qualitative research is recommended to explore, in depth, the relational and contextual dynamics of clinical supervision, thereby contributing to the improvement of both practice and education in this field.
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Preceptoria Enfermagem Pediátrica Estágio Clínico Estudantes de Enfermagem