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Competências dos supervisores de estudantes de enfermagem na educação clínica: Uma scoping review
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Resumo(s)
Introdução: A aprendizagem em contexto clínico constitui um pilar fundamental
da formação em Enfermagem, na medida em que possibilita aos estudantes a
aplicação do conhecimento teórico, adquirido em sala de aula, a situações reais.
Nos contextos clínicos, espera-se que os supervisores clínicos desempenhem
um papel exemplar, adotando práticas pedagógicas sólidas e eficazes, apoiando
os estudantes no processo de transposição da teoria para a prática, no
desenvolvimento de competências técnicas e na promoção do seu crescimento
profissional.
Objetivo: Mapear as competências dos supervisores dos estudantes de
enfermagem.
Métodos: Desenvolvida uma scoping review de acordo com as orientações
metodológicas do Joanna Briggs Institute e apresentada em conformidade com
a checklist Preferred Reporting Items for Systematic Reviews and Meta-Analyses
– Extension for Scoping Reviews (PRISMA-ScR). Incluídos estudos publicados
e sem restrições linguísticas, abrangendo o período de 1993 até julho de 2025,
incluindo supervisores clínicos de estudantes de enfermagem, com foco nas
competências dos supervisores (conhecimentos, habilidades e atitudes) em
diferentes contextos de ensino clínico, como hospitais, comunidade e simulação.
Resultados: Os 15 estudos incluídos foram organizados em duas categorias:
estudos de desenvolvimento e validação de instrumentos, que demonstraram a
possibilidade de avaliar de forma consistente as competências dos supervisores
nos domínios do conhecimento, das capacidades e das atitudes; e estudos
empíricos, que evidenciavam a influência de fatores individuais, contextuais e
interculturais. Os resultados apontam ainda que os programas educativos
constituem uma estratégia eficaz para reforçar as competências e o
desempenho dos supervisores.
Conclusão: A presente scoping review permitiu identificar as competências
nucleares dos supervisores clínicos de estudantes de enfermagem em diferentes
contextos de prática; confirmar que a utilização de instrumentos validados
constitui uma ferramenta fiável para avaliar e reforçar essas competências, e que
as competências dos supervisores são moldadas por fatores individuais,
contextuais e interculturais; programas educativos e estratégias de simulação
mostram-se eficazes no aprimoramento das capacidades supervisivas. Assim, o
fortalecimento da competência requer uma aposta contínua na educação, a
implementação de processos de avaliação estruturados e o estabelecimento de
uma colaboração institucional sustentada.
Introduction: Clinical learning constitutes a cornerstone of nursing education, as it enables students to apply the theoretical knowledge acquired in the classroom to real-world situations. Within clinical settings, clinical supervisors are expected to assume an exemplary role, adopting robust and effective pedagogical practices that support students in translating theory into practice, developing technical competencies, and fostering their professional growth. Objective: To map the competencies of nursing student supervisors. Methods: This scoping review was conducted in accordance with the methodological guidelines of the Joanna Briggs Institute and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). Published studies were included without language restrictions, from 1993 to July 2025, focusing on clinical supervisors of nursing students and addressing competencies (knowledge, skills, and attitudes) in different clinical education settings, including hospitals, community health contexts, and simulation laboratories. Results: The 15 included studies were grouped into two categories: instrument development and validation studies, which demonstrated the consistent assessment of supervisors’ competencies across knowledge, skills, and attitude domains; and empirical studies, which highlighted the influence of individual, contextual, and intercultural factors. Findings also indicate that educational programs are effective strategies to strengthen supervisors’ competencies and performance. Conclusion: This scoping review identified the core competencies of clinical supervisors of nursing students across diverse practice settings. Validated instruments provide reliable tools for assessing and strengthening these competencies. Evidence shows that competence is shaped by individual, contextual, and intercultural factors, while educational programs and simulation strategies have proven effective in enhancing supervisory skills. Strengthening competence, therefore, requires continuous professional education, the implementation of structured assessment processes, and sustained institutional collaboration.
Introduction: Clinical learning constitutes a cornerstone of nursing education, as it enables students to apply the theoretical knowledge acquired in the classroom to real-world situations. Within clinical settings, clinical supervisors are expected to assume an exemplary role, adopting robust and effective pedagogical practices that support students in translating theory into practice, developing technical competencies, and fostering their professional growth. Objective: To map the competencies of nursing student supervisors. Methods: This scoping review was conducted in accordance with the methodological guidelines of the Joanna Briggs Institute and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). Published studies were included without language restrictions, from 1993 to July 2025, focusing on clinical supervisors of nursing students and addressing competencies (knowledge, skills, and attitudes) in different clinical education settings, including hospitals, community health contexts, and simulation laboratories. Results: The 15 included studies were grouped into two categories: instrument development and validation studies, which demonstrated the consistent assessment of supervisors’ competencies across knowledge, skills, and attitude domains; and empirical studies, which highlighted the influence of individual, contextual, and intercultural factors. Findings also indicate that educational programs are effective strategies to strengthen supervisors’ competencies and performance. Conclusion: This scoping review identified the core competencies of clinical supervisors of nursing students across diverse practice settings. Validated instruments provide reliable tools for assessing and strengthening these competencies. Evidence shows that competence is shaped by individual, contextual, and intercultural factors, while educational programs and simulation strategies have proven effective in enhancing supervisory skills. Strengthening competence, therefore, requires continuous professional education, the implementation of structured assessment processes, and sustained institutional collaboration.
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Palavras-chave
Competência Clínica Supervisão Clínica Supervisor Clínico Educação baseada em Competências Estudantes de Enfermagem