A identificação de competências na formação do enfermeiro na perspectiva de mudança de modelo assistencial

Abstract

The training of nurses has undergone great transformations in recent years, as a result of changes in the economic and social situation of Brazil and the world and, mainly, due to demands of the current LDB Law (National Educational Guidelines). This law requires the restructuring of the undergraduate courses, with the extension of minimum curricula and the adoption of specific curricular guidelines for each course (1). The contradictions in the training of nurses, between the basically theoretical training of academia and the demands of an ever more diversified practice, among other things, has given rise to discussions on the changes that are necessary to assure graduates greater confidence when facing the social reality in which they are inserted, as well as the work demands that configure professional practice after qualification. These are some concerns of students, faculty and those involved in rethinking the new scenarios of Brazilian nursing. On the other hand, the current crisis of health in Brazil has stimulated the search of alternatives that have shown the adoption of strategies for changes in the current health care model -hospital centered, curative and technologized -that has shown itself incapable of meeting the health needs of the population and solving the social, economic and political issues of the National Health System (2). However, in order to face such large challenges imposed by transformations in the health work process, much more is needed than the mere reorganization of the health system. It is necessary to change the practice of professionals in an attempt to develop new skills, competencies, attitudes and ethical values (3). It is in this search to establish a profile of competencies for the professional nurse, to meet the demands of the National Health System, that we intend to find the theoretical and empirical foundations for the present study. The theoretical framework used is the Pedagogy of Competencies, according to Perrenoud (4), in the understanding that the acquisition of competencies does not occur only at the technical level, but involves the holistic development of the individual in the ethical, political, social and professional spheres. The theoretical and methodological framework adopted is the Theory of Practical Intervention in Nursing in Collective Health, proposed by Egry (5), based on historical dialectic materialism. The scenarios chosen for the study are the Schools of Nursing and the subjects are the teachers, students and nurses in the Supervised Internship in the 8 th semester in the public universities in the southeast and northeast regions of Brazil. The instrument used for collecting primary data was focal groups and the secondary data will be collected from the analysis of documents. The analysis of empirical data will be based on the assumptions of the technique of discourse analysis, according to Florin (6). The analytical categories were identified adopting Le Boterfs (7) references. Then, a focal group was set up to validate the data-collecting inst...

Uma década de Diretrizes Curriculares Nacionais para a Graduação em Enfermagem: avanços e desafios

“…A análise da produção indicou que as escolas/cursos, durante a década estudada, se mobilizaram para a implantação das mudanças no processo de formação das(os) enfermeiras(os); os PPC sofreram mudanças pontuais relacionadas à LDB e DCN/ENF. As principais temáticas abordadas estiveram voltadas para: a construção e implementação de Projetos Pedagógicos de Curso (PPC) inovadores, adoção de metodologias ativas, implementação de currículos integrados, desenvolvimento de ações de integração teoria/prática, implementação de estágio curricular supervisionado, de atividades interdisciplinares e de integração ensino/serviço, evidenciando como as DCN/ENF se expressam nos PPC (1,6,(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22) .…”

“…Outros (1,9,28) expõem sua opinião favorável ao modo como foram construídas as DCN/ENF, destacando o contexto político em que devem ser interpretadas e que se supõe que serão implementadas; fornecem elementos para a reflexão acerca da formação em Enfermagem, considerando a necessidade da elaboração de PPC, tomando como referência alguns fatores constituintes do fazer pedagógico, oportunizando a reflexão crítica sobre a relação teórico-prática e os papéis dos sujeitos envolvidos no processo ensino-aprendizagem.…”