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Abstract(s)
Este estudo surge das nossas preocupações enquanto enfermeiras e docentes e, vem na sequência da necessidade de compreender como os estudantes de enfermagem experienciam a comunicação através do toque, durante o Ensino clínico.
É um estudo exploratório e descritivo, de natureza qualitativa.
Partimos para este estudo com a seguinte questão:
Quais as estratégias, identificadas pelo estudante, como facilitadoras do toque no processo de ensino-aprendizagem do estudante de enfermagem?
Para a colheita de dados, utilizámos a entrevista semiestruturada, gravada em suporte magnético, a 24 estudantes do primeiro ano e a 12, do segundo ano do Curso de Licenciatura em Enfermagem, tendo sido feita a sua análise através da técnica de análise de conteúdo, seguindo a orientação preconizada por Bardin (2009).
A análise das narrativas revela-nos as experiências dos estudantes de enfermagem em Ensino clínico, relativamente às suas vivências ao tocar os doentes, as dificuldades na comunicação com o doente e ainda, as estratégias utilizadas para superarem as dificuldades, durante o Ensino clínico.
Podemos concluir que os estudantes de enfermagem no relacionamento com o doente, quer verbal quer através do toque, vivenciaram: experiências relacionais positivas, experiências relacionais negativas, experiências de cuidar singulares e experiências de cuidar e aprendizagem.
Apurámos também que, as principais dificuldades relativas à comunicação verbal e ao toque, vivenciadas pelos estudantes na sua relação com os doentes, durante o Ensino clínico, surgiram devido ao impacto das situações singulares, do impacto do estado físico do doente, do impacto da situação emocional do doente e ainda, devido ao impacto das características biológicas do mesmo.
Constatámos ainda que, os estudantes desenvolveram estratégias para superar dificuldades, através da utilização de estratégias comunicacionais, recorrendo à comunicação não verbal, e ainda optaram pela estratégia de fuga das situações, cuja comunicação verbal estava comprometida.
This study arises from our concerns as nurses and teachers and it follows the need to understand how nursing students experience the communication through the touch during clinical teaching. It is an exploratory and descriptive study of a qualitative nature. We set off for this study with the following question: What strategies are identified by the student, as touch facilitators in the process of the teaching and learning of nursing student? For a data collection, we used a semi-structured interview, recorded on a magnetic support, with 24 students from the first year and 12 from the second year of the degree in Nursing, having been done its analysis through to the technique recommended by Bardin (2009). The narratives analysis reveals us the experiences of nursing students in clinical teaching with regard to their experiences when touching the patients, the difficulties in communication with the patient and still, the strategies used to overcome the difficulties during clinical education. We can conclude that the nursing students in the relationship with the patient, either verbally or through of touching, experienced positive relational experiences, negative relational experiences, individual care experiences and experiences of caring and learning. We've also found that the main difficulties related to the verbal communication and touch, experienced by students in their relationship with patients, during clinical education, arose due to the impact of natural conditions, the impact of the physical condition of the patient, the impact of the emotional situation of the patient and also due to the impact of the biological characteristics of the patient. We also noted that, the students have developed strategies to overcome difficulties through the use of communication strategies, using the non-verbal communication, and even opted for the escape strategy from situations, whose verbal communication was compromised.
This study arises from our concerns as nurses and teachers and it follows the need to understand how nursing students experience the communication through the touch during clinical teaching. It is an exploratory and descriptive study of a qualitative nature. We set off for this study with the following question: What strategies are identified by the student, as touch facilitators in the process of the teaching and learning of nursing student? For a data collection, we used a semi-structured interview, recorded on a magnetic support, with 24 students from the first year and 12 from the second year of the degree in Nursing, having been done its analysis through to the technique recommended by Bardin (2009). The narratives analysis reveals us the experiences of nursing students in clinical teaching with regard to their experiences when touching the patients, the difficulties in communication with the patient and still, the strategies used to overcome the difficulties during clinical education. We can conclude that the nursing students in the relationship with the patient, either verbally or through of touching, experienced positive relational experiences, negative relational experiences, individual care experiences and experiences of caring and learning. We've also found that the main difficulties related to the verbal communication and touch, experienced by students in their relationship with patients, during clinical education, arose due to the impact of natural conditions, the impact of the physical condition of the patient, the impact of the emotional situation of the patient and also due to the impact of the biological characteristics of the patient. We also noted that, the students have developed strategies to overcome difficulties through the use of communication strategies, using the non-verbal communication, and even opted for the escape strategy from situations, whose verbal communication was compromised.
Description
Keywords
Estudantes de enfermagem Ensino clínico Comunicação Toque Nursing students Clinical teaching Communication Touch