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Abstract(s)
Os resultados da investigação na área da Educação em Enfermagem têm evidenciado a importância do ensino clínico no processo de formação inicial de enfermeiros. A seleção de contextos e de modelos de ensino-aprendizagem podem determinar o sucesso no desenvolvimento de competências. Reconhece-se a formação inicial de enfermeiros, como uma área rica de acontecimentos significativos, que podem ser continuamente melhorados com processos intencionais e dirigidos, com envolvimento dos estudantes, dos professores e dos atores dos contextos de ação. Assim, formulou-se a questão de partida: As comunidades escolares, com todas as suas dinâmicas, podem constituir-se como contextos para o desenvolvimento dos ensinos clínicos, no processo de formação inicial de enfermagem, gerando processos com resultados significativos na aprendizagem dos estudantes, na investigação clínica e na resposta às necessidades de saúde das comunidades intervencionadas.
Foi realizado um percurso de investigação-ação que envolveu os estudantes da licenciatura em enfermagem, num ensino clínico de intervenção na comunidade, em quatro comunidades escolares (alunos, pessoal docente e não docente e pais/encarregados de educação) do ensino básico do distrito do Porto e uma equipa de docentes de enfermagem da Universidade Católica, durante 3 anos. Num contexto novo e não familiar para o desenvolvimento do ensino clínico foram co-construídas áreas de intervenção de enfermagem em contexto escolar, desenvolvidas estratégias e produzidas ferramentas pedagógicas de suporte ao processo de aprendizagem e desenvolvimento de competências dos estudantes. Pelas características das dinâmicas da investigação foram exploradas as implicações para a investigação e para o serviço às comunidades intervencionadas.
Os resultados mostram que as comunidades escolares são contextos consistentes para o desenvolvimento de ensinos clínicos de enfermagem, fornecendo quer em quantidade, quer em qualidade, experiências clínicas de aprendizagem significativa. Tendo por base as atividades e as vivências dos estudantes, foram trabalhadas dinâmicas de reflexão na e sobre a ação, numa lógica do Fazer, Pensar e Partilhar que, suportadas em metodologias de ensino intencionais, sistemáticas e centradas no estudante, conduziram à aprendizagem de competências académicas e profissionais de enfermagem. Foram co-construídas ferramentas pedagógicas (Base de Dados Eletrónica e Conteúdos Standard das AES), que potenciaram a aprendizagem em ensino clínico.
Conclui-se que a metodologia de investigação-ação que balizou a construção do modelo “Enfermeiro na Escola”, possibilitou evidenciar as implicações para a investigação e para o serviço à comunidade, indo ao encontro do “investigar o que se ensina e ensinar o que se investiga”. O modelo pode ser replicado noutros contextos ou áreas de ensino de enfermagem e gerar novos processos de investigação.
The research results in the field of Nursing Education have shown the importance of clinical teaching in initial training of nurses. The selection of contexts and models of teaching and learning can determine success in developing skills. It’s recognised that initial training of nurses, as a rich area of significant events, and can be continuously improved with intentional and directed processes, with the involvement of students, teachers and actors of the contexts of action. Thus, the starting question was formulated: School communities, with all its dynamics, can constitute contexts for the development of clinical teaching (in the process of initial nursing education) generating processes with significant results in student learning, in clinical research and as a response to the health needs of the intervened communities. An action-research was conducted involving undergraduate students in the framework of clinical teaching in community intervention, in four school communities (students, teaching and non-teaching staff and parents / guardians) of basic education in Oporto district and a team of Nursing School of the Catholic University for 3 years. In a new and uncommon context for the development of clinical teaching, nursing intervention areas were co-constructed in schools, developed strategies and produced educational tools to support the process of learning and skills development of the students. Related to characteristics of the research dynamics, study implications were explored as well to the service on the intervened communities. The results show that school communities are consistent contexts for the development of clinical nursing teachings, providing either in quantity and in quality, significant learning clinical experiences. Based on the activities and experiences of students, dynamic reflections were made, related with the action, about the action, in a logic of Doing, Thinking and Sharing, that supported in a intentional teaching methodologies, systematic and focused on the student, drive to academic and professional skills in nursing. Pedagogical tools (Electronics Database and Contents of Standard Sessions) were co-constructed which potentiated learning in clinical teaching. It is concluded that the methodology of action research that buoyed the “School Nurse” model construction highlight the possible implications for research and community service. This way, the process also pretends meeting the "Research what is taught and teach what is researched." The model pretends to be replicated in other nursing education contexts or areas and generate new research processes
The research results in the field of Nursing Education have shown the importance of clinical teaching in initial training of nurses. The selection of contexts and models of teaching and learning can determine success in developing skills. It’s recognised that initial training of nurses, as a rich area of significant events, and can be continuously improved with intentional and directed processes, with the involvement of students, teachers and actors of the contexts of action. Thus, the starting question was formulated: School communities, with all its dynamics, can constitute contexts for the development of clinical teaching (in the process of initial nursing education) generating processes with significant results in student learning, in clinical research and as a response to the health needs of the intervened communities. An action-research was conducted involving undergraduate students in the framework of clinical teaching in community intervention, in four school communities (students, teaching and non-teaching staff and parents / guardians) of basic education in Oporto district and a team of Nursing School of the Catholic University for 3 years. In a new and uncommon context for the development of clinical teaching, nursing intervention areas were co-constructed in schools, developed strategies and produced educational tools to support the process of learning and skills development of the students. Related to characteristics of the research dynamics, study implications were explored as well to the service on the intervened communities. The results show that school communities are consistent contexts for the development of clinical nursing teachings, providing either in quantity and in quality, significant learning clinical experiences. Based on the activities and experiences of students, dynamic reflections were made, related with the action, about the action, in a logic of Doing, Thinking and Sharing, that supported in a intentional teaching methodologies, systematic and focused on the student, drive to academic and professional skills in nursing. Pedagogical tools (Electronics Database and Contents of Standard Sessions) were co-constructed which potentiated learning in clinical teaching. It is concluded that the methodology of action research that buoyed the “School Nurse” model construction highlight the possible implications for research and community service. This way, the process also pretends meeting the "Research what is taught and teach what is researched." The model pretends to be replicated in other nursing education contexts or areas and generate new research processes
Description
Keywords
Educação em enfermagem Investigação-ação Ensino clínico Aprendizagem experiencial Competências Contexto escolar Nursing education Action-research Clinical teaching Experiential learning Skills School context