Percepção dos enfermeiros sobre a avaliação da aprendizagem nos treinamentos desenvolvidos em um hospital de São Paulo

Abstract

RESUMENEste estudio fue realizado con los enfermeros de un hospital universitario de la ciudad de Sao Paulo, teniendo como objetivo conocer su percepción sobre el proceso de evaluación del aprendizaje en la capacitación desarrollada con ellos. Para la recolección de los datos se utilizó un instrumento que contenía la pregunta norteadora: Cuál es su percepción sobre la evaluación del aprendizaje en los programas de capacitación? Los discursos fueron analizados, según el referencial de Bardin, en la modalidad análisis de contenido. Los resultados mostraron las posiciones de los enfermeros en tres categorías distintas: ABSTRACTThis study was carried out with nurses of a university hospital in São Paulo. It was aimed at understanding their perception regarding the learning evaluation process in the training sessions they attended. In order to collect data, the authors used an instrument with the guiding question: What's your perception of the learning evaluation process in training programs? The discourses were analyzed according to Bardin's referential in the content analysis modality. The results showed opinions in three categories: 1) the difficulties noticed in the evaluation process, in which time availability, negative feelings towards the evaluation and little concern for training results are challenges nurses have to overcome daily; 2) the methodology used in the evaluation process, which should consider the different learning styles, and the experience, life history and previous knowledge of the professionals being trained; and 3) the teaching-learning evaluation process as an accurate indicator of past actions and a quality control of the teaching methods adopted in the training sessions. KEY WORDS

Atenção ao idoso na estratégia de Saúde da Família: atuação do enfermeiro

“…The publication of the Statute of Elderly People, in 2003, strengthens the discussion about elderly healthcare. However, the construction and socialization of knowledge in geriatric nursing still needs more implementation in the educational institutions and the availability of extension courses (19) .…”

“…The educational opportunities, in the aforementioned perspective, must be multiplied in order to face the growing social demands due to population aging. At the same time, they should contribute for the implementation of the technical care model proposed by ESF, supported on the SUS principles, which are very necessary but still little consolidated in our context (19) .…”

“…It should be noted that permanent education may motivate personal and professional transformations, seeking alternatives that will minimize the existing challenges in the context of the healthcare services. Therefore, the healthcare team, and nursing in particular, will have common goals, which must be achieved by all its members (19) .…”

“…However, the challenges for the nursing colleges begun only in November, 2001, with the changes proposed by the National Curricular Guidelines for Undegraduate Nursing Courses -the education of professionals to provide care to elderly human beings. This theme was not a part of the Undegraduate Nursing Courses from 1991 to 2000 (19) .…”

“…Therefore, learning has the role of developing the professionals to perform their activities with more security, dynamism and in an indivualized way, in the family and the collective context (19) .…”