Percepção dos enfermeiros sobre o processo de ensino-aprendizagem da liderança

Abstract

Este estudo objetivou conhecer a percepção dos enfermeiros sobre o processo de ensino-aprendizagem da liderança durante o curso de graduação. A pesquisa, de abordagem qualitativa do tipo descritiva, adotou o estudo de caso como estratégia de investigação. Participaram do estudo 25 enfermeiros que trabalhavam em três hospitais gerais da cidade de Florianópolis, Santa Catarina. As informações foram obtidas de maio a dezembro de 2010. Para coleta dos dados foram realizadas entrevistas semi-estruturadas. Os dados foram analisados por meio da proposta operativa de Minayo. Os principais resultados demonstram que as práticas pedagógicas adotadas pelos docentes se aproximam das características da educação bancária, mencionada por Paulo Freire. A adesão ao ensino transversal da liderança e a educação permanente constituem-se nas estratégias que facilitam a formação de enfermeiros-líderes. Torna-se relevante repensar o processo de ensino-aprendizagem da liderança, a fim de contribuir para o desenvolvimento desta competência profissional.

Academic formation and permanent education: influences on leadership styles of nurses Formação acadêmica e educação permanente: influências nos estilos de liderança de enfermeiros

“…When graduating, it is expected that nurses will develop, among professional competencies, the leadership and that this qualify the practice of the assistance to the user, as well as favoring the collective work and still benefit the achievement of the organizational objectives. 1 The interviewees' statements clearly express their feelings of dissatisfaction with the teaching-learning process of leadership, which signals the weaknesses of academic training.…”

“…At this juncture, it is the responsibility of teachers and educational institutions to promote transversal leadership teaching, which is addressed throughout the undergraduate course, together with the concern for professional improvement and the approximation to the reality of the daily work of the assistance. 14 It should be stressed that the training of leading nurses with the potential to use leadership in the hospital environment depends on an education that fosters such competence transversally in their curriculum 1 , based on the reality of the services and the needs of UHS.…”

“…These characteristics need to be improved after graduation, that is, throughout vocational training. 1 The use of workspaces as fields of learning and skills development allows the professional to live with the diversity and speed with which knowledge is produced in the modern world. This is the theme of Permanent Education in Health (PEH) for the multidimensional training of professionals in the new perspectives of health work.…”

“…It is considered their importance in the current scenario, in which more and more technically and scientifically competent professionals are needed and also capable to manage care and the nursing team, using dialogue, ethics and humanization. 1 With a view to strengthening nurses' leadership, we highlight the Situational Leadership (SL), which can be understood as releasing the potential and power of individuals and organizations to achieve a common goal. In the search for nurses' qualification, SL emerges as an integrating concept, which aims to achieve high levels of maturity for work through the empowerment of the exercise of leadership and the search for committed and motivated employees with the work process.…”

“…1 However, when directing other aspects that stood out and establishing relationship with the profile of the interviewees, it deserves attention that an expressive portion graduated in less than ten years, that is, after the institution of the National Curricular Guidelines (NCG). These define the formation of generalist, human, critical and reflexive nurses capable of learning to learn and who meet the needs of the population according to the guiding principles of the Unified Health System (UHS).…”