The educational practice of preceptors in healthcare residencies: a study on reflective practice

Abstract

The purpose of this article was to reflect on thepractice of preceptorship as an educational practice in the training and qualifications of professional health information for the public health system. This is a theoretical reflection with support in the literature. The teacher addresses the teaching-learning process and transforms the activities in the work on educational moments. In this area arise questions about what is being preceptor and their role in health education. It is necessary to teach knowledge beyond the content of the discipline, and reflecting about preceptorship as an educational practice in the workplace, the preceptor needs pedagogical preparation. Herewith, being a preceptor means being a teacher? This reflection places us in front of a problem present in our daily exercise, which is the pedagogical training of those who teach for a transformation of practice in health.

Contribuições e desafios da preceptoria nos Programas de Residência em Enfermagem

“…Quanto ao ano de publicação o mais prevalente foi 2013 com duas publicações (Wiseman, 2013, e Haggerty et al, 2013, seguido de uma em 2019 (Jarnulf et al, 2019), uma em 2018 (Filho & Santos, 2018), uma em 2017 (Antunes et al, 2017), uma em 2015 (Delack et al, 2015), uma em 2013 (Ribeiro & Prado, 2014) e uma em 2010 (Barbeiro et al, 2010).…”

Nurses’ knowledge and competencies for preceptorship in the basic health unit

“…In this context, it is necessary to rethink the training system, both at undergraduate level and the residency, and also in the preceptorship, so that teaching and practice are in line with what is recommended in the training of professionals integrating the SUS teams (17) . This fact draws attention to the importance of the contribution of university action for better preparing this unit by involving its human resources in a continuing education program with employees, administrators and students in order to offer quality health professional training.…”

Training Preceptors of Obstetrics-Gynecology Residents through the One-minute Preceptor Model

“…6 When exercising preceptorship, the doctor must master not only clinical knowledge, but they must be able to transform field experience into teaching, in addition to conveying pedagogical knowledge. 7 Regarding the pedagogical knowledge needed to train a preceptor, gaps are evident. [8][9][10] On the other hand, highereducation institutions have been pressured to change the way these professionals are qualified, and are currently meeting the demand to form instructors who can transform realities.…”