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Este relatório descreve o percurso realizado nos diferentes contextos de estágio, com o intuito de refletir sobre os objetivos e as atividades desenvolvidas, tendo em vista a aquisição de um novo corpo de competências. A metodologia adotada baseou-se na metodologia de projeto, sustentada por uma reflexão crítica sobre a prática, alicerçada em modelos teórico-conceptuais de enfermagem e fundamentada na evidência científica.
O trabalho é orientado pela Teoria das Transições de Afaf Meleis, a qual oferece suporte para lidar com as transições de forma saudável e adaptativa. Além disso, as intervenções de enfermagem foram sustentadas pelas filosofias de Cuidados Centrados na Família e de Cuidados não Traumáticos.
A transição para a parentalidade é um dos eventos mais significativos no desenvolvimento da vida adulta, sendo que assumir pela primeira vez o papel social de pai ou mãe implica a aquisição de conhecimentos e competências, geralmente aprendidos no contexto familiar. Este facto evidencia que a parentalidade é um processo que requer aprendizagem, não sendo um instinto inato. Para enfrentar os desafios e barreiras associados a este processo, algumas intervenções de enfermagem podem ser implementadas com o objetivo de promover a vinculação entre pais e filhos, como a promoção do contacto pele a pele, a amamentação, a capacitação parental e a alteração do ambiente hospitalar.
Conclui-se que a hospitalização do recém-nascido pode comprometer a vinculação, contudo, intervenções de enfermagem baseadas em evidências podem minimizar este risco. A promoção da vinculação é fundamental para o desenvolvimento físico, emocional e social do recém-nascido, sendo que os enfermeiros desempenham um papel crucial neste processo.
A experiência de aprendizagem decorrente deste percurso permitiu alcançar os objetivos gerais estabelecidos, nomeadamente o desenvolvimento de competências de mestre e de enfermeiro especialista em enfermagem de saúde infantil e pediátrica nos diferentes contextos da prática clínica.
This report outlines the journey undertaken across different internship settings, aiming to reflect on the objectives and activities developed to acquire new competencies. The approach followed a project-based methodology, supported by critical reflection on practice and grounded in nursing theoretical-conceptual models and scientific evidence. The work is guided by Afaf Meleis Transitions Theory, which provides support for facilitating healthy and adaptive transitions. Additionally, the philosophies of Family-Centred Care and Non-Traumatic Care were employed to guide nursing interventions. The transition to parenthood is one of the most significant events in adult life, as assuming the social role of a parent for the first time requires acquiring knowledge and skills, often learned within the family context. This highlights that parenthood is a learned process rather than an innate instinct. To address the challenges and barriers associated with this process, certain nursing interventions can be implemented to promote bonding between parents and children, such as skin-to-skin contact, breastfeeding, parental empowerment, and adjustments to the hospital environment. It is concluded that newborn hospitalisation can compromise bonding; however, evidence-based nursing interventions can mitigate this risk. Promoting bonding is essential for the physical, emotional, and social development of the newborn. Nurses are crucial in this process. The learning experience gained from this journey has allowed for the achievement of the general objectives, including the development of master's level and EEESIP competencies, applied in various clinical practice settings, contributing to the improvement of the health of children, adolescents, and families.
This report outlines the journey undertaken across different internship settings, aiming to reflect on the objectives and activities developed to acquire new competencies. The approach followed a project-based methodology, supported by critical reflection on practice and grounded in nursing theoretical-conceptual models and scientific evidence. The work is guided by Afaf Meleis Transitions Theory, which provides support for facilitating healthy and adaptive transitions. Additionally, the philosophies of Family-Centred Care and Non-Traumatic Care were employed to guide nursing interventions. The transition to parenthood is one of the most significant events in adult life, as assuming the social role of a parent for the first time requires acquiring knowledge and skills, often learned within the family context. This highlights that parenthood is a learned process rather than an innate instinct. To address the challenges and barriers associated with this process, certain nursing interventions can be implemented to promote bonding between parents and children, such as skin-to-skin contact, breastfeeding, parental empowerment, and adjustments to the hospital environment. It is concluded that newborn hospitalisation can compromise bonding; however, evidence-based nursing interventions can mitigate this risk. Promoting bonding is essential for the physical, emotional, and social development of the newborn. Nurses are crucial in this process. The learning experience gained from this journey has allowed for the achievement of the general objectives, including the development of master's level and EEESIP competencies, applied in various clinical practice settings, contributing to the improvement of the health of children, adolescents, and families.
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Enfermagem pediátrica Hospitalização Recém-nascido Apego ao objeto Unidades de cuidados intensivos neonatais