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Publication
Acompanhamento dos Estudantes / Supervisão
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Advisor(s)
Abstract(s)
Problemática: A formação inicial em Enfermagem envolve duas componentes essenciais:
teórica e prática, que se articulam e se vão complementando ao longo dos quatro anos de
formação académica. Enquanto a primeira aprendizagem decorre nas escolas superiores de
Enfermagem, a segunda normalmente é nas instituições de saúde. Esta componente prática
inclui os estágios do 4.º ano do curso de licenciatura em Enfermagem, que envolve estudantes
e docentes das escolas superiores de Enfermagem e enfermeiros da prática clínica onde
decorrem os estágios, designados por tutores. A motivação e justificação, para estudar esta
temática, encontram-se na necessidade de reflexão acerca do acompanhamento dos estudantes/
supervisão e do papel do tutor. Metodologia: Optámos pelo modo de investigação um estudo
de caso único, centralizando a nossa atenção no acompanhamento dos estudantes duma
Escola Superior de Enfermagem da região Norte, em ensino clínico. Recorremos à observação
participante, diários de aprendizagem e focus group. Dos dados recolhidos através da observação
participante e do focus group emergiu o domínio “acompanhamento dos estudantes”,
a partir do qual foi possível construir a taxonomia: como categorias e subcategorias, respetivamente:
apoio: tutor, docente e equipa de enfermagem e papel do tutor: orientar, servir de
espelho, prestar atenção e encorajar. Relevância e pertinência do trabalho para a área de
pesquisa: Contribuir para um modelo de formação clínica onde o tutor é um profissional experiente,
mais velho, que fica responsável pela formação do estudante. Um fator preocupante
para os investigadores e mencionado por vários autores é a qualidade do acompanhamento
dos estudantes, considerada por muitos como fator determinante para o sucesso do processo
ensino/aprendizagem em contexto da prática clínica. Esta partilha de uma relação de parceria
entre a escola e a instituição de saúde onde decorre o estágio, entre a teoria e a prática,
entre docente/tutor e estudante, são essenciais na formação e no desenvolvimento de competências
pelo estudante. Para além das questões relacionadas com o acompanhamento dos
estudantes em contexto da prática clínica pelos tutores, existe ainda a questão da supervisão
feita pelos docentes das escolas de Enfermagem. Apesar de desempenharem papéis diferentes,
não são opostos, os seus papéis complementam-se numa relação de parceria, com vista a
atingir o mesmo objetivo: o desenvolvimento profissional e humano do estudante, ou seja, o desenvolvimento de competências nas diferentes áreas do saber. Relação com a produção da
área: O apoio do tutor na perspetiva do docente e comungada pela opinião dos estudantes é
considerado um momento privilegiado, de reflexão, comunicação, visando o desenvolvimento
de competências no estudante, e deve promover neste uma atitude de confiança, empatia
e responsabilidade pela qualidade do ensino. O apoio do docente aborda a perspetiva da dimensão
relacional e a importância da presença do docente no local de estágio como continuidade
da escola. Embora, os estudantes considerem os enfermeiros da prática de cuidados
como exemplo, também é de referir a alusão feita pelos tutores no sentido de que a presença
do docente no local de estágio é um referencial, exercendo forte influência sobre a construção
da identidade do estudante enquanto futuro profissional.
Problem: The initial training in nursing involves two essential parts: theoretical and practical, working and complementing themselves over the four years of academic training. While the first theoretical concepts are learned in higher schools of nursing, the practical concepts are typically trained in health institutions. This practical component includes clinical practices in the fourth year of the Nursing degree course, which involves students, teachers and nurses, known as tutors, in clinical practice. The motivation and justification to study this issue is the need of reflection about students monitoring and supervision and the role of the tutor in the learning process. Methodology: A single case study research was used in this study, centering our attention on monitoring students in clinical practices, attending a school of Nursing in the north region of Portugal. Participant observation design was used, as well as learning diaries and focus group. From the data collected through participant observation and focus group emerged the domain “follow-up of students”, from which it was possible to build the taxonomy, categories and subcategories, respectively: support: tutor, lecturer and nursing team and tutor’s role: guide, serve as a mirror, watching and encouraging. Relevance for practice: The study contributes to a clinical training model where tutors are experienced professionals, older, responsible for the students training. A worrying factor for researchers, and mentioned by several authors, is the quality of students monitoring, considered by many to be the determining factor for the success of teaching/learning process in the context of clinical practice. This sharing of a partnership between schools and health institutions where clinical practices occur, between theory and practice, between teacher, tutor and student, are essential in training and development of skills by students. In addition to the issues related to tutor’s monitoring of students in clinical practice contexts, there is still the issue of supervision by teachers of nursing schools. Although playing different roles, their performance is complementary to each other in a spirit of partnership, trying to achieve the same goal: the professional and human development of students, namely, the development of skills in different areas of knowledge. Connection with the state of the art: The tutor support, from the teacher and student point of view, is considered a privileged moment for reflection and communication, aiming at the development of students’ skills and must promote in them a trustworthy emphatic and responsible attitude enhancing the quality of the learning process. The support of the teacher addresses the perspective of the relational dimension and the importance of their presence in clinical practices context as an extension of the school. Although students consider nurses in clinical contexts as an example, it is also worth of note that tutors mention that the presence on-site of a teacher in clinical practices is a benchmark, exerting strong influence on the construction of student’s identity as a future professional.
Problem: The initial training in nursing involves two essential parts: theoretical and practical, working and complementing themselves over the four years of academic training. While the first theoretical concepts are learned in higher schools of nursing, the practical concepts are typically trained in health institutions. This practical component includes clinical practices in the fourth year of the Nursing degree course, which involves students, teachers and nurses, known as tutors, in clinical practice. The motivation and justification to study this issue is the need of reflection about students monitoring and supervision and the role of the tutor in the learning process. Methodology: A single case study research was used in this study, centering our attention on monitoring students in clinical practices, attending a school of Nursing in the north region of Portugal. Participant observation design was used, as well as learning diaries and focus group. From the data collected through participant observation and focus group emerged the domain “follow-up of students”, from which it was possible to build the taxonomy, categories and subcategories, respectively: support: tutor, lecturer and nursing team and tutor’s role: guide, serve as a mirror, watching and encouraging. Relevance for practice: The study contributes to a clinical training model where tutors are experienced professionals, older, responsible for the students training. A worrying factor for researchers, and mentioned by several authors, is the quality of students monitoring, considered by many to be the determining factor for the success of teaching/learning process in the context of clinical practice. This sharing of a partnership between schools and health institutions where clinical practices occur, between theory and practice, between teacher, tutor and student, are essential in training and development of skills by students. In addition to the issues related to tutor’s monitoring of students in clinical practice contexts, there is still the issue of supervision by teachers of nursing schools. Although playing different roles, their performance is complementary to each other in a spirit of partnership, trying to achieve the same goal: the professional and human development of students, namely, the development of skills in different areas of knowledge. Connection with the state of the art: The tutor support, from the teacher and student point of view, is considered a privileged moment for reflection and communication, aiming at the development of students’ skills and must promote in them a trustworthy emphatic and responsible attitude enhancing the quality of the learning process. The support of the teacher addresses the perspective of the relational dimension and the importance of their presence in clinical practices context as an extension of the school. Although students consider nurses in clinical contexts as an example, it is also worth of note that tutors mention that the presence on-site of a teacher in clinical practices is a benchmark, exerting strong influence on the construction of student’s identity as a future professional.
Description
Keywords
Acompanhamento dos estudantes Supervisão Tutor
Citation
Publisher
Escola Superior de Enfermagem do Porto