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Advisor(s)
Abstract(s)
A questão central da tese apresentada remete para a compreensão do processo de desenvolvimento de competências do enfermeiro orientador de ensino clínico de estudantes do Curso de Licenciatura em Enfermagem em contexto hospitalar e inscreve- se no âmbito da Educação em Enfermagem. De forma a enquadrar o fenómeno em estudo, construímos um quadro de referência para contextualizar a evolução do ensino de enfermagem dirigido para as competências, o ensino clínico enquanto componente prática do Curso de Licenciatura em Enfermagem e o acompanhamento realizado no mesmo. Demos ainda enfoque ao enfermeiro orientador, um dos elementos da tríade no processo de orientação de estudantes, e por fim delimitamos o conceito de competência e o processo de desenvolvimento de competências. Os objetivos específicos do estudo são: identificar “recortes” biográficos de natureza educacional e profissional que influenciam o desenvolvimento de competências; identificar os aspetos do contexto profissional que influenciam o desenvolvimento de competências; e descrever os recursos que são mobilizados no desenvolvimento de competências. A estratégia geral do estudo enquadra-se no paradigma qualitativo, considerando o fenómeno em estudo, num formato de estudo de caso em harmonia com a teoria fundamentada nos dados. O estudo decorreu em dois contextos de um Centro Hospitalar da Grande Lisboa, tendo sido realizadas entrevistas semiestruturadas a enfermeiros com experiências diferentes na orientação de estudantes de enfermagem e em diferentes estádios de desenvolvimento sócio-profissional de Benner. A amostragem teórica foi conduzida pelos conceitos derivados da codificação dos dados e da evolução da teoria, até considerarmos ter atingido a saturação de dados. O tratamento e análise dos dados considerou o referencial de Strauss e Corbin. Os “recortes” biográficos de natureza educacional e profissional, que influenciaram o desenvolvimento de competências do enfermeiro orientador, foram evidenciados nas dimensões socialização primária e secundária. Na primeira emergiu o contexto familiar e escolar, e na segunda o contexto académico, profissional e social. Estas configurações influenciaram os recursos endógenos desenvolvidos pelo enfermeiro ao longo do seu trajeto de vida. Foi ainda visível a importância dos recursos exógenos, enquanto suporte, no desenvolvimento de competências. O modelo explicativo do processo de desenvolvimento de competências do enfermeiro orientador integra a mobilização dos recursos endógenos e exógenos num contínuo temporal, identificando ao longo do processo momentos-chave, de rotura, e aspetos facilitadores e inibidores. Emergiram ainda algumas premissas que poderão contribuir para a construção de um perfil pedagógico do enfermeiro orientador.
The central issue of this thesis refers to the understanding of the process of skill development of the nurse who provides clinical teaching preceptorship to students of the Undergraduate Degree in Nursing in hospital settings and is within the scope of Nursing Education. In order to frame the phenomenon under study, we built a reference framework to contextualize the evolution of skill-oriented nursing education, clinical teaching as a practical component of the Undergraduate Nursing Degree, and the monitoring performed within it. We also focused on the nurse preceptor, one of the triad elements in the process of student preceptorship, and, finally, we delimited the concept of skill and the process of skill development. The specific objectives of the study are: to identify biographical “clippings” of an educational and professional nature that influence skills development; to identify aspects of the professional context that influence skills development; and to describe the resources that are mobilized in skills development. The general strategy of the study fits into the qualitative paradigm, considering the phenomenon under study, in a case study format in harmony with the theory based on data. The study took place in two settings of a Hospital Center in Greater Lisbon, and semi-structured interviews were conducted with nurses with different experiences in nursing students preceptorship and at different stages of Benner’s socio-professional development. Theoretical sampling was driven by the concepts derived from data coding and theory development, until we considered data saturation to have been reached. Data treatment and analysis considered Strauss and Corbin’s referential. The biographical “clippings” of an educational and professional nature, which influenced skill development for the nurse preceptor, were evidenced in the primary and secondary socialization dimensions. In the former, the family and school context emerged, and in the latter, the academic, professional, and social context. These configurations influenced the endogenous resources developed by nurses throughout their life path. The importance of exogenous resources, as support, in skills development was also visible. The explanatory model of the process of skill development of nurse preceptors integrates the mobilization of endogenous and exogenous resources in a time continuum, identifying key moments, ruptures, and facilitating and inhibiting aspects throughout the process. Some assumptions emerged that may contribute to the construction of a pedagogical profile of the nurse preceptor.
The central issue of this thesis refers to the understanding of the process of skill development of the nurse who provides clinical teaching preceptorship to students of the Undergraduate Degree in Nursing in hospital settings and is within the scope of Nursing Education. In order to frame the phenomenon under study, we built a reference framework to contextualize the evolution of skill-oriented nursing education, clinical teaching as a practical component of the Undergraduate Nursing Degree, and the monitoring performed within it. We also focused on the nurse preceptor, one of the triad elements in the process of student preceptorship, and, finally, we delimited the concept of skill and the process of skill development. The specific objectives of the study are: to identify biographical “clippings” of an educational and professional nature that influence skills development; to identify aspects of the professional context that influence skills development; and to describe the resources that are mobilized in skills development. The general strategy of the study fits into the qualitative paradigm, considering the phenomenon under study, in a case study format in harmony with the theory based on data. The study took place in two settings of a Hospital Center in Greater Lisbon, and semi-structured interviews were conducted with nurses with different experiences in nursing students preceptorship and at different stages of Benner’s socio-professional development. Theoretical sampling was driven by the concepts derived from data coding and theory development, until we considered data saturation to have been reached. Data treatment and analysis considered Strauss and Corbin’s referential. The biographical “clippings” of an educational and professional nature, which influenced skill development for the nurse preceptor, were evidenced in the primary and secondary socialization dimensions. In the former, the family and school context emerged, and in the latter, the academic, professional, and social context. These configurations influenced the endogenous resources developed by nurses throughout their life path. The importance of exogenous resources, as support, in skills development was also visible. The explanatory model of the process of skill development of nurse preceptors integrates the mobilization of endogenous and exogenous resources in a time continuum, identifying key moments, ruptures, and facilitating and inhibiting aspects throughout the process. Some assumptions emerged that may contribute to the construction of a pedagogical profile of the nurse preceptor.
Description
Keywords
Enfermagem Competências Enfermeiro orientador Ensino clínico Nursing Skills Nurse preceptor Clinical teaching