Care and management actions developed in the Supervised Curricular Internship: perceptions by involved actors

Abstract

Objective: To assess the Supervised Curricular Internship of the Nursing undergraduate course of two higher education institutions in the state of São Paulo based on specific skills described in the Brazilian National Curriculum Guidelines regarding preparation to the development of nursing care and management actions from the perceptions of professors, undergraduate students, and alumni. Method: Descriptive study in which a questionnaire was applied to 59 undergraduate students, 111 alumni, and 27 professors of a Nursing undergraduate course involved in the Supervised Curricular Internship in the analyzed institutions. Results: The perceptions of the actors involved in the development of management and care actions were positive, although part of the alumni pointed out that the Supervised Curricular Internship does not allow the students to: develop all the activities performed by the nursing team; work towards comprehensive health care; professional technical confidence; and interfere with the work dynamics. Conclusion: In the perception of those involved, the Supervised Curricular Internship is seen as positive and important in the training of students, as it introduces students into the professional reality of nurses. However, this discipline still needs structural changes, particularly in the perception of the alumni.

Simulated scenes: a pedagogical experiment to reflect about conflict management in nursing care

“…Furthermore, in the search for the alignment of the training of nurses with the proposals expressed in the national curricular guidelines, other strategies, such as the simulation of scenes, are likely to be implemented. This activity can offer society a professional who is critical, reflective, humanitarian, open to constant updating, with supported by scientific evidences, who can assume their leading role in the management of nursing care (1,5,14) .…”

Competências gerenciais para discentes de enfermagem: uso de metodologia inovadora de ensino

“…A formação baseada em competências pode qualificar de forma mais adequada o discente para atuar em consonância com as demandas da realidade sanitária hospitalar RIGOBELLO et al, 2018a;PERES, 2015;WU et al, 2014;DELLAROSA et al, 2015;ANDRADE et al, 2016) Ademais, a literatura mostrou estudos com foco em áreas específicas, como Unidade de Terapia Intensiva (UTI) ou profissionais já formados. Destaca-se que há diversos estudos relacionados a formas de desenvolvimento de competências clínicas, ou focadas em áreas práticas, com o desenvolvimento de simulações e discussões de casos clínicos (KALLIO et al, 2020;SCHINDELE et al, 2020); no entanto, esses métodos vêem a competência de um ponto de vista comportamental, e o foco principal está no desempenho em muitos ambientes clínicos.…”