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O trabalho do tutor na aprendizagem clínica dos estudantes: recurso ao processo supervisivo
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Advisor(s)
Abstract(s)
A investigação sobre supervisão e ensinos clínicos dos estudantes do curso de licenciatura
em Enfermagem tem vindo a realçar a centralidade do tutor. Häggman-Laitila et al. (2007)
sugerem a sistematização do seu trabalho. A pesquisa é parte de outra mais abrangente que
circunda a complexidade da formação dos estudantes de enfermagem em contexto clínico,
sendo o focus de atenção a intervenção supervisiva do tutor. Os objetivos foram: analisar
atividades de orientação dos estudantes; caraterizar expectativas em relação ao tutor; avaliar
como as parcerias interferem no trabalho do tutor e identificar fatores contextuais que se
interpõem com as funções do tutor. Recorremos à observação etnográfica em três contextos
distintos durante seis meses: USF, UCP e unidade de cirurgia. Socorremo-nos de um grupo de
peritos e à análise documental. As representações em relação às problemáticas apresentadas
foram assentes através da análise de conteúdo temática. Os principais resultados situam-se
nas seguintes dimensões: atividades cuidativas e formativas do tutor, expetativas dos atores
sobre o trabalho do tutor, recurso a estratégias supervisivas (reflexão, observação, questionamento,
comunicação e avaliação) e a avaliação do desempenho do tutor. As dificuldades
manifestas no decurso da tutoria situam-se fundamentalmente em áreas com sentido para
a Enfermagem (promoção do autocuidado, gestão do regime terapêutico, gestão de sinais e
sintomas). Concluímos que o tutor evidencia uma preocupação com a relação entre pares e
com a gestão de emoções. O acompanhamento do estudante é pouco sistematizado e colocase
também em evidência a necessidade de uma avaliação consistente do tutor.
The research on supervision and clinical education of nursing degree students has been highlighting the central role of the tutor. Authors as Häggman-Laitila et al. (2007) suggest the systematization of this work. The research is part of a broader study that includes the complexity of the education of nursing students in clinical context, being the focus of attention the supervision intervention of the tutor. The goals hare: to analyze activities of students’ orientation; to characterize expectations in relation to the tutor; to evaluate as the partnerships intervene with the tutor’s work and identify contextual factors that interposes with the tutor work. The study is based on an ethnographical research in three distinct contexts during 6 months: USF, UCP and surgery ward and was used an expert group and documents analysis design. The scrutiny of the representations was made through the thematic analysis. The results are placed in the following dimensions: caring and education activities of the tutor, expectations of the actors on the tutor’s work, usage of supervisive strategies (reflection, questioning, communication and evaluation) and the assessment on tutor’s performance. The manifested difficulties in the continuous tutorship are placed basically in nursing relevant areas (self-care promotion, therapeutic regimen management, signs and symptoms management). We conclude that the tutor evidences a concern with the relation between peers and emotions management. The follow-up of the student is somewhat systematic and places in evidence the necessity of a consistent evaluation of the tutor.
The research on supervision and clinical education of nursing degree students has been highlighting the central role of the tutor. Authors as Häggman-Laitila et al. (2007) suggest the systematization of this work. The research is part of a broader study that includes the complexity of the education of nursing students in clinical context, being the focus of attention the supervision intervention of the tutor. The goals hare: to analyze activities of students’ orientation; to characterize expectations in relation to the tutor; to evaluate as the partnerships intervene with the tutor’s work and identify contextual factors that interposes with the tutor work. The study is based on an ethnographical research in three distinct contexts during 6 months: USF, UCP and surgery ward and was used an expert group and documents analysis design. The scrutiny of the representations was made through the thematic analysis. The results are placed in the following dimensions: caring and education activities of the tutor, expectations of the actors on the tutor’s work, usage of supervisive strategies (reflection, questioning, communication and evaluation) and the assessment on tutor’s performance. The manifested difficulties in the continuous tutorship are placed basically in nursing relevant areas (self-care promotion, therapeutic regimen management, signs and symptoms management). We conclude that the tutor evidences a concern with the relation between peers and emotions management. The follow-up of the student is somewhat systematic and places in evidence the necessity of a consistent evaluation of the tutor.
Description
Keywords
Tutor Ensino Clínico Supervisão Clínica
Citation
Publisher
Escola Superior de Enfermagem do Porto