Instrument of student assessment based on nursing managerial competences

Abstract

When the students conclude the Curricular Training on Nursing Management discipline from the Professional Guidance Department at USP School of Nursing (EE-USP), they answer a self-assessment which scores from zero to ten the trainee program and a also participates in a group assessment, carried out by the professor and nurses from the units, practice fields. In this process, it was applied an instrument aiming at measuring students performance concerning managerial contents. With the purpose of accompanying students' background development according to the Pedagogical-Political Project by EE-USP, aiming at a meaningful learning that minimizes the theory/practice dichotomy, a new instrument was developed to assess students having nursing managerial competences as baseline. This study aims at describing the experience of building up an instrument for students assessment related to the nursing managerial competences. This paper has the purpose of reporting the following prognosticators: planning, decision-taking, supervision, human resource management, material resource management, information system, interpersonal relationship, responsibility, commitment and case study. Keywords: Performance assessment, Competence-based education; Nursing students RESUMOAo concluir a disciplina Estágio Curricular em Administração em Enfermagem do Departamento de Orientação Profissional da Escola de Enfermagem da USP (EE-USP), o aluno realiza uma auto-avaliação, atribuindo notas de zero a dez ao estágio e participa da avaliação conjunta, realizada pelo docente e enfermeiros das unidades, campos de prática. Nesse processo, empregava-se um instrumento com a finalidade de mensurar o desempenho do discente, a partir dos conteúdos de administração. Buscando acompanhar a formação do aluno com base no Projeto Político Pedagógico da EE-USP, visando uma aprendizagem significativa que minimize a dicotomia teoria/prática, elaborouse um novo instrumento de avaliação pautado nas competências gerenciais do enfermeiro. Este trabalho tem por objetivo relatar a experiência da construção de um instrumento de avaliação discente, considerando os seguintes prognosticadores: planejamento, tomada de decisão, supervisão, administração de recursos humanos, administração de recursos materiais, sistema de informação, relacionamento interpessoal, responsabilidade, envolvimento e estudo de caso. Descritores: Avaliação de desempenho; Educação baseada em competência; Estudantes de enfermagem RESUMENAl concluir la disciplina Práctica Curricular de Administración en Enfermería del Departamento de Orientación Profesional de la Escuela de Enfermería de la USP (EE-USP), el alumno realiza una auto-evaluación atribuyendo notas de cero a diez a las prácticas y participa de la evaluación conjunta, realizada por el docente y enfermeros de las unidades, campos de práctica. En este proceso, era empleado un instrumento observando y midiendo el desempeño del alumno a partir de los contenidos de administración. Buscando acompañar la formación del alumno fundamentado en...

Supervised internship in undergraduate education in nursing: integrative review

“…This, therefore, is a complex moment in the process of professional training, since the student who enters the SI requires the knowledge, skills and attitudes to develop the professional competence that so longs for, that is, to develop the capacity to mobilize, consciously and systematized, their cognitive, psychomotor and attitudinal functions in health decision making, whether clinical or management (33) . For some schools, it is during the SI that the student will exercise the role of nursing care manager, fostering the development of management skills: leadership, decision making, teamwork, communication, among others (20,22,25,29,33) . This perspective attributed to the SI comes from the historical construction of the professional nursing training process in Brazil, because in 1972, Opinion 163/72 and Ordinance 04/72, both of the Federal Council of Education (COFEN), introduced the term Supervised Internship and linked this format to the discipline of administration applied to Nursing, which should be done at the end of the undergraduate course (3,34) .…”

“…Administrative tools start from the perception of a problem, in which the student must collect data, systematize them, analyze them, reflect on these data and propose interventions for the real problem experienced at work (18,22,24,(27)(28)(29)(30)(31) . The use of these tools in the teaching-learning process characterizes the use of active teaching methodologies.…”

“…The evaluation processes that have been used strengthen the promotion of the student's responsibility and commitment to their learning, preparing them for working life (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31) . Regarding the pedagogical practices, they affirm that the activities simulated before the SI guarantee independence and autonomy during internship.…”

“…Regarding the pedagogical practices, they affirm that the activities simulated before the SI guarantee independence and autonomy during internship. Due to the active involvement of professors, field nurses and health services, the IS also makes it possible to strengthen teaching-service-community links (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31) . These contributions, as a tool to break paradigms of attention and health training, become a reality if the student is inserted early in the health services.…”

A Relação Interpessoal Preceptor-Educando Sob O Olhar De Maurice Tardif: Reflexão Teórica

“…É na convivência que se tem a necessidade de enxergar o outro, e isso permite desenvolverse de forma cooperativa, podendo trabalhar a auto avaliação. Assim, entende-se que o ser social deve estar preparado para reflexão e criticidade, de modo a decidir como agir em diferentes circunstâncias da vida e do trabalho (3) . Este comportamento favorece a construção do conhecimento (4) por meio da troca de vivências, e, nesta reciprocidade tem-se uma aprendizagem significativa, aprendendo a aprender.…”