Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers

Abstract

RESUmoEstudo qualitativo que analisou, na perspectiva de docentes, se o ensino da saúde da criança incorpora o princípio da integralidade na formação de enfermeiros. Participaram do estudo 16 docentes envolvidos no ensino da saúde da criança em oito cursos de graduação. Coletou-se dados por entrevistas submetidas à análise de conteúdo do tipo temática. Na teoria, o ensino incorpora a integralidade, pois tem como base o perfil epidemiológico infantil, polí-ticas e programas de atenção à criança e inclui ações de promoção/prevenção/reabilitação na atenção básica, hospitalar, creches e pré-escolas. Apesar da concepção ampliada do processo saúde-doença, que possibilita compreender a criança inserida em família e comunidade, há contradição entre o que se propõe e o que se efetiva na prática, pois o ensino é fragmentado, sem integração entre disciplinas, teoria dissociada da prática e ensino prático pontual que comprometem a incorporação da integralidade no ensino da saúde da criança. RESUmEnEstudio cualitativo que analizó si la enseñanza de la salud infantil incorpora el principio de la integralidad en la formación en enfermería, desde la perspectiva de docentes. Participaron en el estudio 16 docentes involucrados en la enseñan-za de la salud infantil en ocho cursos de pregrado. Los datos fueron recolectados por medio de entrevistas y sometidos a análisis de contenido temático. En teoría, la enseñanza incorpora la integralidad, pues tiene como base el perfil epidemiológico infantil, las políticas y los programas de atención al niño e incluye acciones de promoción/prevención/rehabilitación en atención primaria, hospitales, guarderías y centros preescolares. A pesar de la concepción ampliada del proceso saludenfermedad, que permite comprender al niño inserto en su familia y comunidad, hay contradicción entre lo que se propone y lo que efectivamente se realiza en la práctica, pues se evidenció una enseñanza fragmentada, sin integración entre las disciplinas, con la teoría disociada de la prác-tica y una enseñanza práctica puntual que comprometen la incorporación del principio de la integralidad.

Training and evaluation of professional competency in pediatric nursing: perspective of university professors

“…In this same perspective, knowledge about the vulnerabilities to diseases and illnesses of each phase and the ways to avoid them and to treat them when present is one of the great pillars of performance in pediatric nursing, and there is great theoretical and practical knowledge production inherent in nursing itself and other health areas in order to subsidize child care in such situations. However, the importance of conceiving teaching care in an expanded way is highlighted in the current scientific production of pediatric nursing, taking into account the possibilities of comprehensive care, which also includes health promotion (7,10) .…”

“…Regarding the advances in forming professional competency in pediatric nursing, the existing partnership between the practice and teaching fields refers to the idea of prioritizing practical experiences for training, including what is ideal for work, and not in the sense of something distant, but as something that is created in a joint project between the partners. Thus, the importance of the student to know the reality, to contextualize the practical field, to propose intervention plans and to meet the individual and social demands of everyday life is revealed; a construction which is only possible through effective partnership between teaching and learning institutions and health practice (7,19) .…”

“…This shows the value that nursing courses have given to the other age groups of human development, to the detriment of pediatrics. Although nursing curricula have incorporated transformations and advances in the pediatric area since its implantation as a compulsory discipline in the curricula of Brazilian nursing, there is also the need to strengthen and optimize the distribution of their approach during the nursing training course, to mobilize the search and integration of new knowledge, skills and attitudes, thereby guaranteeing competent professional performance (7) .…”

“…The restlessness caused by the dichotomy of what is desired in training and evaluating professional competency in nursing and what is actually experienced (6) can extend to the universe of teaching in pediatric nursing, especially when the aim is to develop the necessary competency for comprehensive child care (7) .…”

Indicativos da integralidade na relação pedagógica: um design a ser construído na formação do enfermeiro

“…Thus, pedagogical practice is weakened in order to favor the application of the principle of comprehensiveness, even with the various understandings and approximations surrounding this principle (12) . Understanding the principle of comprehensiveness is fundamental for the development of care focused on the health needs of the subjects, in order to meet their demands and indirectly contribute to the improvement of the quality of health services (13) .…”