Objective: to characterize nurses graduated from the School of Nursing of the University of São Paulo, from 2006 to 2012; verify their entry, facilitating factors and difficulties of these graduates in the labor market and to consider their skills and competences in the world of work. Method: an exploratory, descriptive study with a qualitative approach. Results: out of 505 graduates, 172 (34.1%) participated in the research. Entry into the labor market was mainly via public hospital institutions, in the SE of Brazil, in the caregiving sectors. The greater part remained from one to two years in their first job. Most agreed that they were prepared to meet the health needs of the population. Furthermore, they had been encouraged to seek systematic and continuous improvement in a critical, reflexive and creative way, while combining technical-scientific knowledge and personal skills. Conclusion: the results show that the University of São Paulo has been preparing nurses for work in the labor market, in accordance with the provisions of the National Curricular Guidelines. Descriptors: Nursing; Nursing Students; Labor Market; Employment; Human Resources. RESUMO Objetivo: caracterizar enfermeiros egressos da Escola de Enfermagem da Universidade de São Paulo (EEUSP), período de 2006 a 2012; verificar a inserção, as facilidades e dificuldades desses egressos no mercado de trabalho e apreender suas habilidades e competências no mundo do trabalho. Método: estudo exploratório, descritivo, de natureza quantitativa. Resultados: dos 505 egressos, 172 (34,1%) participaram da pesquisa. A inserção no mercado de trabalho se deu majoritariamente em instituições hospitalares públicas, na região Sudeste, na área da assistência. A maior parte permaneceu nos primeiros empregos de um a dois anos. A maioria concordou que foi preparada para o atendimento às necessidades de saúde da população, que foi estimulada a buscar aperfeiçoamento sistemático e contínuo, de forma crítica, reflexiva e criativa, aliando conhecimento técnico-científico e habilidades pessoais. Conclusão: os resultados evidenciam que a EEUSP vem preparando enfermeiros para atuar no mundo do trabalho, conforme preceitos das Diretrizes Curriculares Nacionais. Descritores: Enfermagem; Estudantes de Enfermagem; Mercado de Trabalho; Emprego; Recursos Humanos. RESUMEN Objetivo: caracterizar enfermeros egresos de la Escuela de Enfermería de la Universidade de São Paulo (EEUSP), período de 2006 a 2012; verificar la inserción, a las facilidades y dificultades de esos egresos en el mercado de trabajo y asimilar sus habilidades y competencias en el mundo del trabajo. Método: estudio exploratorio, descriptivo, de naturaleza cuantitativa. Resultados: de los 505 egresos, 172 (34,1%) participaron de la pesquisa. La inserción en el mercado de trabajo se dio mayoritariamente en instituciones hospitalarias públicas, en la región Sureste, en el área de asistencia. La mayor parte permaneció en los primeros empleos de uno a dos años. La mayoría concordó que fue preparada para el ate...
Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Method: Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute. Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Results: Twelve randomized clinical trials were included in the study. In the metaanalysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chisquare = 6.10, p = 0.106). Conclusion: The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.
Objective: to analyze the concept of critical thinking (CT) in Rodger's evolutionary perspective. Method: documentary research undertaken in the Cinahl, Lilacs, Bdenf and Dedalus databases, using the keywords of 'critical thinking' and 'Nursing', without limitation based on year of publication. The data were analyzed in accordance with the stages of Rodger's conceptual model. The following were included: books and articles in full, published in Portuguese, English or Spanish, which addressed CT in the teaching and practice of Nursing; articles which did not address aspects related to the concept of CT were excluded. Results: the sample was made up of 42 works. As a substitute term, emphasis is placed on 'analytical thinking', and, as a related factor, decision-making. In order, the most frequent preceding and consequent attributes were: ability to analyze, training of the student nurse, and clinical decision-making. As the implications of CT, emphasis is placed on achieving effective results in care for the patient, family and community. Conclusion: CT is a cognitive skill which involves analysis, logical reasoning and clinical judgment, geared towards the resolution of problems, and standing out in the training and practice of the nurse with a view to accurate clinical decision-making and the achieving of effective results.
O atual currículo do curso de graduação em Enfermagem da Escola de Enfermagem da USP está sendo reformulado e sua implantação está prevista para 2009. Este artigo tem por objetivo apresentar, em linhas gerais, o novo currículo do curso de graduação em Enfermagem da EEUSP. A estrutura proposta está dividida em três ciclos: Básico (1.500 horas), Intermediário (1.500 horas) e Complementar (1.000 horas), com carga horária total de 4.000 horas, ministrada em oito semestres letivos. A mudança visa a aumentar a integração entre as disciplinas e os departamentos, a autonomia do estudante e adotar a formação para o Sistema Único de Saúde como orientação geral do currículo. O novo currículo está voltado à formação da enfermeira generalista, com competência técnica, científica e ético-política para prestar cuidados de enfermagem a indivíduos, famílias e grupos sociais.
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