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Do aprender a ensinar a cuidar construção de um modelo explicativo
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| 4.25 MB | Adobe PDF |
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Abstract(s)
Hoje mais do que nunca a problemática do ensinar/aprender a cuidar centra-se na preocupação do ensino em enfermagem. Os novos desafios de Bolonha e as antigas, ainda que sempre presentes, questões sobre o cuidar e a aprendizagem do mesmo, exigem que se reflicta sobre as mudanças que urgem serem feitas no sentido de responder aos novos desafios que a globalização impõe. Neste sentido, mais do que a descoberta de uma ou outra metodologia inovadora, importa perceber como se processa a construção do processo ensinar/aprender a cuidar que coloque o estudante no centro do processo formativo e que culmine na capacitação dos estudantes para uma profissão que exige uma forma peculiar de estar face ao outro. Neste sentido o nosso estudo teve como objectivo compreender como é construído o processo de ensinar/aprender a cuidar, na perspectiva dos diferentes intervenientes. O estudo desenvolveu-se em duas etapas; numa primeira, utilizamos uma abordagem quantitativa com o objectivo de conhecer a percepção do cuidar dos diferentes intervenientes no processo ensino/aprendizagem, através da aplicação da Escala de Avaliação do Significado do Cuidar (EASC) da autoria de Bison (2003). A segunda fase foi efectuada com uma abordagem qualitativa seguindo o método da grounded theory. Os dados decorrentes da escala são referidos a 197 estudantes, 59 professores e 14 tutores. Na segunda fase efectuamos 12 entrevistas a estudantes, 8 a professores e 3 a tutores, seleccionados por amostragem teórica. Os achados evidenciam a construção de um processo formativo complexo com o contributo dos diferentes intervenientes e enquadrado num contexto envolvente que se revela, nem sempre, promotor da aprendizagem do cuidar. A co-construção de ensinar/aprender a cuidar revela-se um processo complexo onde professores, estudantes e tutores procuram dar o seu melhor, não se percebendo uma linha de harmonização no desempenho dos educadores. Professores e tutores demonstram o cuidar envolvendo-se no processo formativo, procurando ser modelo e utilizando uma metodologia dinâmica. Os estudantes vivenciam o processo de modo intenso, sentindo-se (des)cuidados e apropriando-se da aprendizagem quer pela positiva quer pela negativa.. Estes mostram-se críticos face aos contextos de aprendizagem clínica manifestando a sua opinião face ao ambiente e ao desempenho do profissional de saúde. Do estudo parecem emergir quatro eixos determinantes do processo ensinar/aprender a cuidar. Um primeiro que diz respeito aos intervenientes e aos pressupostos dos educadores relativos ao aprender/ensinar a cuidar; um segundo relativo aos processos pedagógico/didácticos; o terceiro referente ao contexto onde se concretiza o ensinar/aprender e por último o eixo micro e macro político que enquadra o processo formativo
Now, more than ever, teaching/learning about caring focuses on the teaching of nursing. The new challenges posed by the Bologna Agreement, together with the traditional issues surrounding caring and its learning, mean that we need to reflect upon the changes that need urgently to be made to meet the demands of new challenges posed by globalisation. In this context, discovering innovative methodologies is less important than understanding the structure of the teaching/learning process of caring that makes the student the focus of the formative process and culminates in the student acquiring the capacity to work in a profession that requires a certain way of dealing with others. Thus, the objective of our study is to understand the structure of the teaching/learning process of caring from the perspective of all those involved. The study consisted of two phases: in the first phase we adopted a quantitative approach in order to understand the perception of caring among those involved in the teaching/learning process using the Scale of Evaluation of the Meaning of Caring (EASC) (Bison 2003); in the second phase we used a qualitative approach following the grounded theory method. The data collected from the scale refers to 197 students, 66 professors and 14 tutors. In the second phase we conducted interviews with 12 students, 8 professors and 3 tutors, all selected by theoretical sampling. The results show the development of a complex formative process through the contribution of the different parties involved and in a setting that does not always promote the learning of caring. The co-construction of teaching/learning to care is a complex process in which professors, students and tutors try to give their best, though there is no harmonized path in the performance of the various educators. Professors and tutors demonstrate caring through their participation in the formative process, setting an example and applying a dynamic methodology. The students experience the process intensely, feeling (un)cared for and taking on board all that they have learnt, be the experience positive or negative. Students criticise the clinical learning contexts by giving their personal opinion regarding the environment and performance of the health professional. Four key axies in the teaching/learning process of caring seem to emerge from the study: the first concerns the parties involved and the preconceptions of educators; the second concerns pedagogical/didactic processes; the third concerns the context in which teaching/learning
Now, more than ever, teaching/learning about caring focuses on the teaching of nursing. The new challenges posed by the Bologna Agreement, together with the traditional issues surrounding caring and its learning, mean that we need to reflect upon the changes that need urgently to be made to meet the demands of new challenges posed by globalisation. In this context, discovering innovative methodologies is less important than understanding the structure of the teaching/learning process of caring that makes the student the focus of the formative process and culminates in the student acquiring the capacity to work in a profession that requires a certain way of dealing with others. Thus, the objective of our study is to understand the structure of the teaching/learning process of caring from the perspective of all those involved. The study consisted of two phases: in the first phase we adopted a quantitative approach in order to understand the perception of caring among those involved in the teaching/learning process using the Scale of Evaluation of the Meaning of Caring (EASC) (Bison 2003); in the second phase we used a qualitative approach following the grounded theory method. The data collected from the scale refers to 197 students, 66 professors and 14 tutors. In the second phase we conducted interviews with 12 students, 8 professors and 3 tutors, all selected by theoretical sampling. The results show the development of a complex formative process through the contribution of the different parties involved and in a setting that does not always promote the learning of caring. The co-construction of teaching/learning to care is a complex process in which professors, students and tutors try to give their best, though there is no harmonized path in the performance of the various educators. Professors and tutors demonstrate caring through their participation in the formative process, setting an example and applying a dynamic methodology. The students experience the process intensely, feeling (un)cared for and taking on board all that they have learnt, be the experience positive or negative. Students criticise the clinical learning contexts by giving their personal opinion regarding the environment and performance of the health professional. Four key axies in the teaching/learning process of caring seem to emerge from the study: the first concerns the parties involved and the preconceptions of educators; the second concerns pedagogical/didactic processes; the third concerns the context in which teaching/learning