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Estudantes da licenciatura em enfermagem em ensino clínico de cirurgia: elaboração de um guia orientador de supervisão clínica
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| 2.68 MB | Adobe PDF |
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Abstract(s)
Ao longo do Curso de Licenciatura em Enfermagem, os estudantes realizam ensinos clínicos, onde necessitam de mobilizar e articular a teoria com a prática clínica, de forma a desenvolver o seu processo de tomada de decisão autónoma em enfermagem, impulsionando a aquisição de novas aprendizagens e competências. Neste contexto, há uma parceria entre estudante, supervisor clínico e docente, em prol da construção do conhecimento, das competências e da identidade profissional dos estudantes.
O presente trabalho de investigação teve como finalidade contribuir para melhorar a qualidade da formação dos estudantes, a partir da definição dos elementos integrantes de um Guia Orientador de Supervisão Clínica de estudantes da Licenciatura em Enfermagem, em ensino clínico de cirurgia.
Desenvolveu-se um estudo qualitativo, exploratório-descritivo, sendo a amostra intencional, constituída por onze supervisores clínicos de estudantes, que desenvolvem o seu trabalho em serviços de cirurgia de um hospital do Norte de Portugal. A técnica de recolha de dados foi o focus group, apoiado num guião de entrevista. A informação foi submetida a análise de conteúdo segundo Bardin.
Identificaram-se os elementos integrantes de um guia orientador: listagem de normas/protocolos hospitalares; informação sobre patologias e fármacos; plano de estudos; guia do ensino clínico; procedimentos lecionados da escola; checklist de procedimentos do ensino clínico; plano de progressão de atividades; estratégias e modelos de supervisão clínica; instrumento de avaliação e competências dos enfermeiros de cuidados gerais.
Consideramos que a criação de um guia orientador poderá otimizar o processo supervisivo de estudantes da Licenciatura, em ensino clínico de cirurgia, possibilitando a uniformização das práticas de supervisão e a integração dos estudantes, no ambiente clínico, contribuindo para uma formação mais sistematizada e consistente.
Throughout the nursing degree program, students undertake clinical teaching, where they must integrate and apply theoretical knowledge to clinical practice to develop autonomous decision-making skills in nursing, facilitating the acquisition of new knowledge and competencies. In this context, a collaborative partnership between the student, clinical supervisor, and faculty member supports the development of the student’s knowledge, skills, and professional identity. The aim of this research project was to contribute to the improvement of student training quality by defining the core elements of a Guide for the Clinical Supervision of undergraduate nursing students during surgical placements. A qualitative, exploratory-descriptive study was conducted with a purposive and heterogeneous sample of eleven clinical supervisors who work with students in the surgical departments of a hospital in northern Portugal. Data were collected through focus groups, guided by a structured interview protocol, and analysed using Bardin's content analysis method. The core elements of a guiding manual were identified as follows: a list of hospital standards/protocols; information on pathologies and medications; a syllabus; a clinical teaching guide; the school's teaching procedures; a checklist of clinical teaching procedures; an activity progression plan; clinical supervision strategies and models; and an assessment and competency tool for general care nurses. We believe that creating a guide could optimize the process of supervising undergraduates in surgical clinical teaching, allowing for the standardization of supervision practices and enhancing student integration into the clinical environment, thus contributing to more systematic and consistent training.
Throughout the nursing degree program, students undertake clinical teaching, where they must integrate and apply theoretical knowledge to clinical practice to develop autonomous decision-making skills in nursing, facilitating the acquisition of new knowledge and competencies. In this context, a collaborative partnership between the student, clinical supervisor, and faculty member supports the development of the student’s knowledge, skills, and professional identity. The aim of this research project was to contribute to the improvement of student training quality by defining the core elements of a Guide for the Clinical Supervision of undergraduate nursing students during surgical placements. A qualitative, exploratory-descriptive study was conducted with a purposive and heterogeneous sample of eleven clinical supervisors who work with students in the surgical departments of a hospital in northern Portugal. Data were collected through focus groups, guided by a structured interview protocol, and analysed using Bardin's content analysis method. The core elements of a guiding manual were identified as follows: a list of hospital standards/protocols; information on pathologies and medications; a syllabus; a clinical teaching guide; the school's teaching procedures; a checklist of clinical teaching procedures; an activity progression plan; clinical supervision strategies and models; and an assessment and competency tool for general care nurses. We believe that creating a guide could optimize the process of supervising undergraduates in surgical clinical teaching, allowing for the standardization of supervision practices and enhancing student integration into the clinical environment, thus contributing to more systematic and consistent training.
Description
Keywords
Ensino Clínico Licenciatura em Enfermagem Supervisão Clínica