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Influência da relação supervisiva no processo de ensino-aprendizagem de estudantes de Licenciatura em Enfermagem: Scoping Review
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A supervisão clínica constitui um elemento central na formação de estudantes de enfermagem, especialmente em contexto hospitalar, onde se desenvolvem competências fundamentais para a prática profissional. A qualidade da relação entre supervisor e estudante influencia diretamente o processo de ensino-aprendizagem, afetando o bem-estar, a motivação e a construção da identidade profissional.
O presente trabalho consistiu numa scoping review com o objetivo de mapear a evidência científica sobre a influência da relação supervisiva no processo de ensino-aprendizagem de estudantes de Licenciatura em Enfermagem em contexto clínico hospitalar, identificando fatores facilitadores e dificultadores dessa relação. A revisão seguiu a metodologia do Joanna Briggs Institute (JBI), com base na estratégia PCC (População, Conceito, Contexto). A pesquisa bibliográfica foi realizada em bases de dados científicas e literatura cinzenta, culminando na inclusão de 12 estudos.
A análise dos estudos permitiu agrupar os resultados em três categorias principais: 1) facilitadores da aprendizagem relacionados com a relação supervisiva; 2) barreiras à aprendizagem associadas com a relação supervisiva; e 3) impacto da relação supervisiva no bem-estar, adaptação e desenvolvimento pessoal e profissional dos estudantes.
Concluiu-se que as relações supervisivas positivas, baseadas na empatia, confiança, escuta ativa e apoio contínuo, potenciam experiências de aprendizagem mais significativas e promotoras de desenvolvimento profissional. Reforça-se a necessidade de formação pedagógica específica para os supervisores clínicos e de uma maior articulação entre os contextos académico e clínico. Esta revisão contribui para a valorização da supervisão clínica como eixo estruturante da formação em enfermagem e aponta caminhos para futuras investigações sobre a temática.
Clinical supervision represents a cornerstone of nursing education, particularly in hospital settings where essential professional competencies are developed. The quality of the supervisory relationship between clinical supervisors and students plays a decisive role in shaping the teaching–learning process, influencing students’ well-being, motivation, and the construction of their professional identity. This dissertation presents a scoping review aimed at mapping the existing scientific evidence regarding the influence of the supervisory relationship on the teaching–learning process of undergraduate nursing students in hospital clinical placements. It also identifies the key factors that facilitate or hinder this relationship. The review was conducted following the Joanna Briggs Institute (JBI) methodology and guided by the PCC framework (Population, Concept, Context). A comprehensive search was carried out across scientific databases and grey literature, leading to the inclusion of twelve studies. Data analysis enabled the synthesis of findings into three major thematic categories: (1) facilitators of learning related to the supervisory relationship; (2) barriers to learning associated with supervisory dynamics; and (3) the impact of supervisory relationships on students’ well-being, adaptation, and personal and professional development. Findings highlight that positive supervisory relationships—characterized by empathy, trust, active listening, and consistent support—foster meaningful learning experiences and promote professional growth. The results underscore the importance of specific pedagogical training for clinical supervisors and the need for stronger collaboration between academic and clinical settings. This review reinforces the central role of clinical supervision as a structuring pillar of nursing education and provides valuable insights for future research in this field. Keywords: Clinical supervision; Supervisory relationship; Clinical education; Nursing students
Clinical supervision represents a cornerstone of nursing education, particularly in hospital settings where essential professional competencies are developed. The quality of the supervisory relationship between clinical supervisors and students plays a decisive role in shaping the teaching–learning process, influencing students’ well-being, motivation, and the construction of their professional identity. This dissertation presents a scoping review aimed at mapping the existing scientific evidence regarding the influence of the supervisory relationship on the teaching–learning process of undergraduate nursing students in hospital clinical placements. It also identifies the key factors that facilitate or hinder this relationship. The review was conducted following the Joanna Briggs Institute (JBI) methodology and guided by the PCC framework (Population, Concept, Context). A comprehensive search was carried out across scientific databases and grey literature, leading to the inclusion of twelve studies. Data analysis enabled the synthesis of findings into three major thematic categories: (1) facilitators of learning related to the supervisory relationship; (2) barriers to learning associated with supervisory dynamics; and (3) the impact of supervisory relationships on students’ well-being, adaptation, and personal and professional development. Findings highlight that positive supervisory relationships—characterized by empathy, trust, active listening, and consistent support—foster meaningful learning experiences and promote professional growth. The results underscore the importance of specific pedagogical training for clinical supervisors and the need for stronger collaboration between academic and clinical settings. This review reinforces the central role of clinical supervision as a structuring pillar of nursing education and provides valuable insights for future research in this field. Keywords: Clinical supervision; Supervisory relationship; Clinical education; Nursing students
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Supervisão clínica Relação supervisiva Educação clínica Estudantes de enfermagem