La enfermera clínica y las relaciones con los estudiantes de enfermería: un estudio fenomenológico

Abstract

RESUMEN:La trayectoria de este estudio fue dirigida a comprender la vivencia de ser enfermera clínica interactuando con estudiantes en los campos clínicos de un hospital público ubicado en la ciudad de Santiago de Chile. Se optó por una investigación cualitativa con enfoque fenomenológico. Se entrevistaron enfermeras clínicas y en base a sus discursos se identificaron categorías concretas de las experiencias vividas las que fueron interpretadas según el referente filosófico de Martín Heidegger. De las categorías que emergieron de los discursos se destacaron: el se-ahí en la relación con los estudiantes y el sentimiento de ser modelo para ellos, los que fueron presentados con la intención de estimular reflexiones acerca de la importante participación de este profesional (las enfermeras) en la formación de los futuros profesionales de enfermería y de la fenomenologia como base para la entrega de un cuidado comprensivo. DESCRIPTORES:Educación en enfermería. Fenomenologia. Enfermería. THE EXPERIENCE OF CLINICAL NURSES WITH NURSING STUDENTS: A PHENOMENOLOGICAL ANALYSISABSTRACT: This study's trajectory was directed at understanding the living experience of clinical nurses who work with nursing students while they develop their clinical internship at a public hospital, in Santiago, Chile. A qualitative investigation was carried out using a phenomenological approach. Clinical nurses were interviewed and based on their discourses and concrete real experiences, twou experience categories were identified and interpreted according to Martin Heidegger's philosophical reference. From the categories which emerged from their responses, two stand out concerning this article: the being-there in the relationship with students, and the feeling of being a model to students, which will be presented in this study with the objective of encouraging reflection on the importance of these professionals' participation in educating future nursing professionals and phenomenology as a basis for delivering comprehensive care.DESCRIPTORS: Nursing education. Phenomenology. Nursing. A ENFERMERA ASSISTENCIAL E AS RELAÇOES COM ESTUDANTES DE ENFERMAGEM: UM ESTUDO FENOMENOLÓGICO RESUMO:A trajetória deste estudo voltou-se para a compreensão da vivência de ser enfermeira assistencial que atua com os estudantes de enfermagem quando estes desenvolvem suas experiências assistenciais nos campos de prática clínica em um Hospital Publico na cidade de Santiago do Chile. Com esta proposta optou-se por realizar a pesquisa segundo a abordagem fenomenológica. Foram entrevistadas enfermeiras assistenciais e de seus discursos identificaram-se categorias concretas do vivido, que foram interpretadas segundo o referencial filosófico de Martín Heidegger. Dentre as categorias que emergiram dos discursos, destacou-se, para este artigo: o ser-ai na relação com os estudantes e, o sentimento de ser modelo para os estudantes, que serão apresentados com o intuito de estimular reflexões sobre a importância da participação das enfermeiras assistenciais na formação de futuros pro...

The Student-Nurse Pedagogical Relationship: A Hermeneutic-Phenomenological Study

“…This student's feeling that the nurse 'is on my side' arises from their realization about the interest that holds the nurse in their learning, teaching processes more often than disjointed activities, and in the establishment of a relationship characterized by recognition, the commitment, reciprocity, presence, and motivation, which agrees with the findings of Santos, et al 21 Being on the student's side means to know and to connect with the experience of being a student, paying attention to their own words and actions, to help recognize nursing care qualities, and to guide through a set of mimicry. 5 All those traits of care can be obtained from the student's side fully, being experienced in action at one time, space, corporality, and interrelation.…”

“…[ Here, we can appreciate, on the one hand, the dialogue between student and nurse as a particular form of call and response 10 and the freedom to ask; and, on the other, the nurse's monitoring and physical presence. [21][22] Be on the side of the student requires qualities such as good judgment and pedagogical tone. 8 This is an essential pedagogical capability: knowing how to act with caution and accuracy in pedagogical situations, starting from a reflective character thoroughly wrought.…”

“…21 Being on the side of the student is to listen carefully to their concerns, reflect on these, offer an answer, take into consideration the need of another, 25 …”

Racism against Totonaco women in Veracruz: Intercultural competences for health professionals are necessary

“…The insufficient intercultural sensitivity and consciousness on the side of the health care professionals is in sharp contrast with the Totonaco women's perceptions of illtreatment, stigmatization, and discrimination they reported in our data. Again, this contrast reflects an ongoing, colonially rooted dichotomy that continues to structure contemporary social and political interactions in Latin America, a dichotomy that has been coined by Santos as the dividing line between memory and amnesia, a line that separates "those who are not able to forget and those who do not want to remember" [63]. The same dividing line has been identified by the Bolivian sociologist Rivera Cusicanqui as the internalized conflicts that continue to define contemporary, often tense, and conflict-ridden indigenous versus nonindigenous interactions [64].…”

Círculo Hermenêutico Heideggeriano: Uma Possibilidade De Interpretação Do Cuidado De Enfermagem

“…From a professional perspective, nursing has the dedication of comprehensive care to human beings as its essence; however, care reaches its fullness when the caregiver is also cared for. 10 Therefore, presence is the possibility of being. That is, "all presence is what it can be and the way it is its possibility.…”