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Advisor(s)
Abstract(s)
Considerando a centralidade do estudante na construção do processo ensinoaprendizagem,
assumindo a sua participação com responsabilidade, incentivando a utilização do
pensamento crítico e partindo da questão central da investigação: Como é que o estudante de
enfermagem vive a sua experiência emocional de cuidar, bem como qual a natureza da
interação entre o estudante de enfermagem, o professor e o orientador face à experiência
emocional de cuidar, assumimos a importância de compreender a aprendizagem do estudante,
através da sua própria experiência, da forma como a vive e como reflete acerca dela, considerando
questões teóricas e práticas, no sentido de contribuir para a construção de conhecimento e para o
desenvolvimento científico da enfermagem.
Analisámos o particular num ambiente controlado e contextual, para atingir um nível de
universalização nos contextos estudados, centrados nas dimensões que se constituem como uma
teoria explicativa do processo de aprendizagem de cuidar.
O estudante consciencializa através de vivências reais significativas, em contexto da prática
clínica, pensamentos, valores, motivações, sentimentos e emoções pela tomada de consciência de
si mesmo, mediada pela capacidade de equacionar a pessoa que é, determinando o potencial para
a melhoria do auto conhecimento e do auto conceito, condição essencial para a compreensão de si
mesmo e consequentemente para a compreensão do Outro.
Suportado pelo quadro conceptual e configurando um estudo que se prende com a visão
antropocêntrica da relação pedagógica, preocupamo-nos em deixar emergir o que deve ser
identificado e relevado no âmbito da competência emocional do estudante que permita estudar a
experiência vivida, enquadrando-se a estratégia de investigação no paradigma qualitativo, num
formato de estudo de caso único.
Recorremos à análise documental, análise do registo dos incidentes críticos de 252
estudantes, bem como à realização de entrevistas a 8 estudantes, 8 enfermeiros orientadores e 8
professores, desde o primeiro ensino clínico até ao final do curso O tratamento dos dados suportou-se como estratégia principal na análise de conteúdo dos
discursos, no entanto considerando que a triangulação de métodos pode tornar a investigação mais
consistente, enriquecendo a compreensão do objeto em estudo, optámos também por uma análise
quantitativa dos dados.
Os três eixos de análise reconstituíram um processo dialógico entre indução e dedução: Ser
eu próprio na compreensão do outro, Centrado na interação rumo à competência para cuidar do
outro, A aprendizagem do processo de cuidados centrada em si e no outro.
Encetada a rutura epistemológica, no confronto com as teorias e com a realidade,
sustentamos a tese de que a aprendizagem em contexto de ensino clínico é um momento
fundamental para o estudante de enfermagem, na compreensão sobre a forma como se desenvolve
o processo de aprendizagem de cuidar, tendo como foco de atenção a individualidade do estudante,
os contextos onde aprendeu e aprende, e o envolvimento emocional e social da aprendizagem,
considerando que a conceção e a organização do ensino de enfermagem tem evoluído para um
paradigma de educação reflexiva.
A tese evidencia a operacionalização do currículo por via dos sujeitos, num processo de
interação que concorre para a aprendizagem de cuidar. Consolida estratégias de tutoria e
orientação pela importância da promoção de ambientes facilitadores da aprendizagem clínica, para
que o estudante se sinta confiante e competente entre uma reflexividade da interação estruturada,
ora em torno da ação comprometida, ora em torno da ação experienciada, num continuum que
conduz a uma forma única e singular de ser enfermeiro e ser pessoa.
Consider the centrality of the student in elaborating the teaching-learning process, assuming their participation with responsibility, encouraging the use of critical thought and building on the core issue of research: How the nursing student lives his emotional experience of caring, as well as the nature of the interaction between the nursing student, teacher and mentor in terms of the emotional experience of caring, these assume the importance to understand the student learning through their own experience, of how they live this experience and they reflect about it, consider theoretical and practical issues to contribute to the building of knowledge and develop the nursing science. We analyzed this particular context in a controlled environment in order to achieve a level of universality in the contexts studied, focusing on dimensions that constitute an explanatory theory of the learning process of caring. The student develops an awareness through real experiences that are significant in the context of clinical practice, thoughts, values, motivations, feelings and emotions through awareness of self, mediated by the ability of self accessment, determining the potential for self improvement knowledge and self concept, essential to understanding oneself and thereby to understanding others. Supported by the conceptual framework and setting up a study that relates to the anthropocentric view of the pedagogical relationship, the concern being about letting emerge and what to identify and account for in the context of emotional competence that enables the student to study the experience, fitting the research strategy in a qualitative paradigm, a format of a single case study. We resorted to a documentary analysis, a log analysis of 252 students’ critical incidents, as well as conducting interviews with eight students, eight nurses’ counselors and 8 teachers from the first clinical teaching to the end of the course.Backing up the data by the main strategy in the content analysis of the speeches, however considering that the triangulation of methods can make the research more consistent, enriching the understanding of the object under study, we also opted for a data quantitative analysis. The three axes of analysis reconstructed a dialogic process between induction and deduction: Be myself in understanding others, Centered on the interaction towards competence to care for others, The learning process of care centered on oneself and on others. Initiated the epistemological rupture, in comparison with the theories and reality, we hold the view that learning in the context of clinical education is fundamental for the nursing student. Focusing attention on the student as an individual who can understand how the process of learning care develops, the contexts in which learned and learns and the emotional involvement and social learning, taking into account that the design and organization of nursing education has evolved into a paradigm of reflective education. The thesis demonstrates the operationalization of the curriculum by the subjects in a process of interaction that contributes to learning to care for. Consolidates tutoring strategies and guidance as important to promote environments that facilitate clinical learning for the student to feel confident and competent between reflexivity of structured interaction, at times around the action committed, other times around the action experienced in a continuum, thus leading to a unique and singular way of being a nurse and being a person
Consider the centrality of the student in elaborating the teaching-learning process, assuming their participation with responsibility, encouraging the use of critical thought and building on the core issue of research: How the nursing student lives his emotional experience of caring, as well as the nature of the interaction between the nursing student, teacher and mentor in terms of the emotional experience of caring, these assume the importance to understand the student learning through their own experience, of how they live this experience and they reflect about it, consider theoretical and practical issues to contribute to the building of knowledge and develop the nursing science. We analyzed this particular context in a controlled environment in order to achieve a level of universality in the contexts studied, focusing on dimensions that constitute an explanatory theory of the learning process of caring. The student develops an awareness through real experiences that are significant in the context of clinical practice, thoughts, values, motivations, feelings and emotions through awareness of self, mediated by the ability of self accessment, determining the potential for self improvement knowledge and self concept, essential to understanding oneself and thereby to understanding others. Supported by the conceptual framework and setting up a study that relates to the anthropocentric view of the pedagogical relationship, the concern being about letting emerge and what to identify and account for in the context of emotional competence that enables the student to study the experience, fitting the research strategy in a qualitative paradigm, a format of a single case study. We resorted to a documentary analysis, a log analysis of 252 students’ critical incidents, as well as conducting interviews with eight students, eight nurses’ counselors and 8 teachers from the first clinical teaching to the end of the course.Backing up the data by the main strategy in the content analysis of the speeches, however considering that the triangulation of methods can make the research more consistent, enriching the understanding of the object under study, we also opted for a data quantitative analysis. The three axes of analysis reconstructed a dialogic process between induction and deduction: Be myself in understanding others, Centered on the interaction towards competence to care for others, The learning process of care centered on oneself and on others. Initiated the epistemological rupture, in comparison with the theories and reality, we hold the view that learning in the context of clinical education is fundamental for the nursing student. Focusing attention on the student as an individual who can understand how the process of learning care develops, the contexts in which learned and learns and the emotional involvement and social learning, taking into account that the design and organization of nursing education has evolved into a paradigm of reflective education. The thesis demonstrates the operationalization of the curriculum by the subjects in a process of interaction that contributes to learning to care for. Consolidates tutoring strategies and guidance as important to promote environments that facilitate clinical learning for the student to feel confident and competent between reflexivity of structured interaction, at times around the action committed, other times around the action experienced in a continuum, thus leading to a unique and singular way of being a nurse and being a person
Description
Keywords
Estudantes de enfermagem Educação em enfermagem Aprendizagem Ensino clínico Experiência emocional Nursing students Nursing education Learning Care Clinical education Emotional experience Cuidar