Teaching-Service Integration in Supervised Internship in Nursing: The Perspective of Nursing Supervisors, Professors and Managers

Abstract

Objective: to analyze the influence of supervised internship on teaching-service integration from the perspective of internship nursing supervisors, faculty advisors and managers. Method: this is a qualitative descriptive-exploratory, carried out in an undergraduate nursing course at a federal university in the countryside of Rio Grande do Sul, between February and July 2018, with 26 participants: managers, faculty advisors, primary care nursing supervisor and hospital care nursing supervisor. The semi-structured interview was the technique used for data collection, which were analyzed using Content Analysis. Results: in the first category, “influences of supervised internship on healthcare services”, the possibility of mutual transformation for the service and for students was verified, promoting professionals’ learning, sharing new ideas and encouraging nurses in the search for knowledge. However, it was identified students’ lack of interest in carrying out activities and limitations in planning joint actions. In the second category, “teaching-service integration: limitations and possibilities”, it was identified that teaching-service integration is occurring in a fruitful way, while advances are still needed for its realization. The planning of internship actions is not always consistent with the healthcare service’s needs and activities that take place in teaching are not always shared with professionals. Internship was described as a potentiator in effecting integration. Conclusions: developing internship enables the realization of learning, mobilizes the routine of services and professionals, instigating them to change and improving knowledge, promoting healthcare qualification.

Estágio Curricular Supervisionado em Enfermagem na Obstetrícia

“…Nesse embate, o exercício dos quatro pilares da educação para o século XXIaprender a conhecer, aprender a fazer, aprender a viver juntos e aprender a sertranscendem a dimensão individual e perpassam pela coletiva de maneira inseparável, por isso, para o desenvolvimento das competências necessárias à promoção de melhorias no cuidado em saúde, sobretudo no âmbito do SUS, as atividades educativas precisam ser ancoradas em todos esses quatros pilares. Outrossim, no ECS, o saber científico se harmoniza com o experiencial e repercute em benefícios para todos, dada a qualificação que opera na atenção à saúde à medida que mobiliza as rotinas dos profissionais para a aquisição de mais conhecimento (RAMOS et al, 2022b).…”

Presepsi Perawat Tentang Kemampuan Supervisi Kepala Ruangan Dalam Pelaksanaan Dokumentasi Asuhan Keperawatan di RS H Ambon

“…Pendokumentasian asuhan yang tidak baik dapat dikaitkan dengan banyak variabel, antara lain motivasi kerja, stres kerja, beban kerja, gaya kepemimpinan, hubungan antar manusia kurang harmonis, supervisi dari atasan tidak efektif, dan mungkin saja kejenuhan kerja (Nikmatur and Wahid, 2019) Supervisi adalah merencanakan, mengarahkan, membimbing, mengajar, mengobservasi, mendorong, memperbaiki, mempercayai, mengevaluasi secara terus menerus pada setiap perawat dengan adil dan bijaksana. Tujuan utama supervisi adalah untuk lebih meningkatkan kinerja staf (Ramos et al, 2022) bukan untuk mencari kesalahan.Peningkatan kerja ini dilakukan dengan teknik langsung dan tidak langsung. Supervisi yang dilakukan dengan pengamatan secara langsung dan berkala oleh atasan terhadap…”