Percepções de graduandos de enfermagem sobre a importância do ato de ouvir na prática assistencial

Abstract

Study data were collected through individual indepth interviews and analyzed using the content analysis technique. The resulting categories were: 1) listening: a challenge to the world; 2) the influence of the current biomedical paradigm on nurse's ability to listen to the patient; 3) putting aside preconceived ideas: learning to listen to the patient; and 4) preparing the undergraduate student to listen to patients. The study findings show that the undergraduate participants regard being a good listener as a difficult task because it requires being willing to listen to others and learning how to put aside preconceived ideas in order to not hinder patients from verbally expressing their feelings and needs.

Communication of nursing students in listening to patients in a psychiatric hospital

“…13 The difficulty in listening to other people is in the fact that everybody carries their own suppositions in form of values, beliefs, meanings, reasons, purposes, and objectives. 16 When listening is sensitive, they accept to be surprised by the unknown, since this action, which is more than an art, tries to circumscribe an universe and propose reference models until proved otherwise. 17 If human care is the main role of nursing, its complexity must be emphasized, with a focus on the understanding and respect through attentive and sensitive listening.…”

“…3 Listening, depending on the situation, may be a way to expand a starting point. 16 Listening without interferences, agreeing or disagreeing with what is said, may be understood as an attitude of respect for others. Agreeing may not necessarily mean to be at the mercy of what others are saying, in the same way that disagreeing does not imply defending one's own opinions.…”

“…Agreeing may not necessarily mean to be at the mercy of what others are saying, in the same way that disagreeing does not imply defending one's own opinions. 16 Therefore, promoting learning in an active way is important, awakening critical thought in students, and leading them to the development and acquisition of skills based on acting, listening, and feeling. 12,18 In the evaluation of patients in mental suffering, undergraduate students recognized that echolalia (an immediate or late repetition of words, phrases, and sounds heard and expressed in a decontextualized way) and perseveration (a persistent repetition of ideas on a certain fact, opinion, and inability to modify them) are communication elements indicative of changes in behavior that can be denied by vision and possible recognition through clinical reasoning.…”

<b>Comunicação entre equipe de enfermagem e pacientes com transtorno mental em um serviço de emergência</b> DOI: 10.4025/cienccuidsaude.v12i1.15830

“…O saber ouvir e ouvir reflexivamente é uma competência exigida dentro do âmbito comunicacional e interacional. Ao ouvir o outro se apreende a complexidade da experiência humana, de seus valores, da intensidade dos sentimentos, dos padrões de seus processos de pensamento, além de compreender e modificar visões de mundo (12) . Na fala dos sujeitos T.6 e T.4 há o relato sobre a importância de se observar a comunicação não-verbal realizada pelos pacientes como, por exemplo, expressões faciais, atitudes e reações.…”

O ensino de enfermagem sobre HIV/ Aids sob a ótica da cidadania

“…Understanding the human condition necessarily includes a process of empathy, identification and projection. Always subjective, understanding asks for openness, friendliness and generosity (5,(13)(14) . The excerpts of selected statements below highlight how the professors try to help students see the other (the person with HIV/AIDS), as he/she (the student) would like to be seen and treated: [...] We need to put ourselves in this patients' place and serve them well.…”