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Contributos da formação em supervisão clínica na prática clínica dos estudos de enfermagem: scoping review
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Enquadramento: A aprendizagem dos estudantes de enfermagem em contexto clínico, pela sua dinâmica e potencialidade de ensino prático, constitui o ambiente ideal para desenvolver as suas capacidades de pensamento crítico. O processo supervisivo é fundamental, pois o enfermeiro mentor, em conjunto com o estudante, estimula a reflexão sobre a prática, promove a interlocução e a partilha de ideias, além de acompanhar e orientar de forma efetiva o estudante, facilitando o seu desenvolvimento pessoal e profissional. Objetivo: Mapear o conhecimento científico sobre os contributos da formação em supervisão clínica na prática clínica dos estudantes de enfermagem. Métodos: Realizou-se uma Scoping Review de acordo com Joana Briggs Institute. A pesquisa de artigos foi efetuada nos motores de busca PubMed, EBSCOhost, B-on e Biblioteca Virtual em Saúde (BVS). Foram pesquisados os descritores na DeCS/Mesh, validados na língua portuguesa, inglesa e espanhola, disponíveis em free full text e no período temporal de 2014-2024. Resultados: Foram identificados 7 artigos que permitiram reconhecer quatro categorias relativamente aos contributos da formação em supervisão clínica na prática clínica dos estudantes de enfermagem, nomeadamente: “melhoria da qualidade no processo de acompanhamento da prática clínica dos estudantes de enfermagem”; “melhoria das competências/satisfação dos enfermeiros mentores”; “satisfação dos estudantes de enfermagem” e as “implicações nas instituições e pessoa/família”. Conclusões: A formação contribui para melhorar o acompanhamento da prática clínica dos estudantes de enfermagem, fortalecendo as competências dos enfermeiros mentores. Além disso, ela impacta positivamente a satisfação tanto dos enfermeiros quanto dos estudantes de enfermagem, com implicações significativas nas instituições e na qualidade dos cuidados prestados à pessoa/família. Contudo, denota-se a necessidade de desenvolver mais estudos neste âmbito.
Background: Nursing students learning in a clinical setting, due to its dynamics and practical teaching potential, it is the ideal environment to develop their critical thinking skills. The supervisory process is fundamental in this context, as the nurse mentor, together with the student, encourages the rethinking of practice, communication, and the sharing of ideas, effectively follow, and guide the student, facilitating their personal and professional development. Objectives: To map scientific knowledge on the contributions of clinical supervision training to the clinical practice of nursing students. Methods: A Scoping Review was carried out according to the Joana Briggs Institute. Articles were searched using the PubMed, EBSCOhost, B-on and Virtual Health Library (BVS) search engines. The descriptors in DeCS/Mesh were searched for, validated in Portuguese, English and Spanish, available in free full text and in the 2014-2024 timeframe. Results: Seven articles were identified, which made possible to recognize four categories regarding the contributions of clinical supervision training in the clinical practice of nursing students, namely: “improving quality in the process of monitoring the clinical practice of nursing students”; “improving the skills/satisfaction of mentor nurses”; “satisfaction of nursing students” and the “implications for institutions and the person/family”. Conclusions: The training helps to improve the monitoring of nursing students' clinical practice, strengthening the skills of nurse mentors. It also has a positive impact on the satisfaction of both nurses and nursing students, with significant implications for institutions and the quality of care provided to the person/family. However, there is a need for further studies in this field.
Background: Nursing students learning in a clinical setting, due to its dynamics and practical teaching potential, it is the ideal environment to develop their critical thinking skills. The supervisory process is fundamental in this context, as the nurse mentor, together with the student, encourages the rethinking of practice, communication, and the sharing of ideas, effectively follow, and guide the student, facilitating their personal and professional development. Objectives: To map scientific knowledge on the contributions of clinical supervision training to the clinical practice of nursing students. Methods: A Scoping Review was carried out according to the Joana Briggs Institute. Articles were searched using the PubMed, EBSCOhost, B-on and Virtual Health Library (BVS) search engines. The descriptors in DeCS/Mesh were searched for, validated in Portuguese, English and Spanish, available in free full text and in the 2014-2024 timeframe. Results: Seven articles were identified, which made possible to recognize four categories regarding the contributions of clinical supervision training in the clinical practice of nursing students, namely: “improving quality in the process of monitoring the clinical practice of nursing students”; “improving the skills/satisfaction of mentor nurses”; “satisfaction of nursing students” and the “implications for institutions and the person/family”. Conclusions: The training helps to improve the monitoring of nursing students' clinical practice, strengthening the skills of nurse mentors. It also has a positive impact on the satisfaction of both nurses and nursing students, with significant implications for institutions and the quality of care provided to the person/family. However, there is a need for further studies in this field.
Descrição
Palavras-chave
Educação em enfermagem Supervisão clínica Estudantes de enfermagem Prática clínica Clinical clerkship Clinical mentoring Nursing education Nursing students
Contexto Educativo
Citação
Editora
Instituto Piaget