Ênfase nas relações interpessoais na formação do enfermeiro sob o paradigma ético-humanista

Abstract

Resumo Este estudo analisa a formação inicial do enfermeiro e seu vínculo com o paradigma ético-humanista, especialmente as relações interpessoais. Adotou-se na pesquisa a abordagem qualitativa, do tipo descritivo-exploratório. Os sujeitos eram egressos e docentes do curso de enfermagem de uma faculdade particular da cidade de Curitiba, no Paraná. A coleta de dados foi feita em 2009, com utilização das técni-cas de análise documental do projeto pedagógico do curso de graduação em enfermagem, aplicação de questionário aos egressos da graduação em enfermagem e entrevista semiestruturada realizada com enfermeiros-docentes. As informações coletadas foram submetidas à análise de conteúdo, da qual emergiram três categorias: totalidade/multidimensionalidade; interdisciplinaridade/disciplinaridade/dicotomia teoria-prá-tica; relações interpessoais/competência interpessoal. Os resultados revelam que tanto docentes como discentes percebem a formação acadêmica ainda centrada nos referenciais técnico-científicos, porém com uma intencionalidade real de formação também de competências voltadas às relações humanas. Este estudo permitiu identificar a influência do paradigma ético--humanista proposto pelas diretrizes curriculares no processo de formação do enfermeiro, além de reforçar a necessidade de novas possibilidades de desdobramentos das ideias capazes de se fundamentarem em princípios pedagógicos que visem à totalidade do ser em formação e do ser assistido pelo profissional da saúde. Palavras-chave educação; enfermagem; paradigma ético-humanista; relações interpessoais Abstract This study assesses on the early training of nurses and its relationship with the ethical-humanistic paradigm, especially to interpersonal relationships. A descriptive-exploratory qualitative research approach was used. The subjects were graduates and professors in nursing in the city of Curitiba, southern Brazil. The data were collected in 2009, using documentary analysis techniques for the undergraduate nursing program's educational project, the application of a questionnaire among graduates of the college of nursing, and semi-structured interviews conducted among nursing professors at a private college. The data collected were subjected to content analysis, from which three categories emerged: totality/multidimensionality; interdisciplinarity/disciplinarity/dichotomy between theory and practice, interpersonal relations/ interpersonal skills. The results show that both faculty and students realize that the academic training provided is still focused on technical and scientific references, but with a real intent to provide training in skills aimed at human relations. This study allowed the influence of the ethical and humanistic paradigm proposed by the curricular guidelines in the nursing education process to be noted, and reinforced the need for new possibilities to develop ideas capable of serving as the base for educational principles aimed at the totality of being in training and of the person assisted by a health professional.

Students archetypes: the nursing professors’ viewpoint / Arquétipos discentes: percepções de docentes de enfermagem

“…1 The formation of critical and reflexive subjects is essential in the generation of changes in nursing and health, since it conceives the formation of subjects capable of thinking, doing and being, according to ethical and human principles. 14 The commitment to the training needs to stimulate/ challenge the student to weave critical thoughts about the lived world, especially the praxis of care, which is able to come in its practice, the technical, scientific and, especially, human aspects, since the academy must make a commitment to broaden the focus of training in a holistic perspective of care, which is why the strictly technical model has not contributed to critical and reflexive education. 15 Although the technicist logic in training is valued by nursing students, which is evidenced by the valuation of technical competences, to the detriment of theoretical reasoning and scientific knowledge, critical-reflexive education contributes positively to understand the social/political context and lived temporal space and their insertion in the world of work.…”

“…4 Nursing education involves the production of knowledge, especially regarding personal, affective and emotional development, intersubjective relationships and technical and vocational training, the intersection in the construction of knowledge with learning experiences in the education process. 5,6,12,14 The construction of knowledge in nursing transcends the development of technical skills, by adding interpersonal skills, political commitment, development of ethical precepts, moral scope, equanimity and the capacity for self-knowledge, affectivity, of which they are inherent in training. 2,5 In a way, in the professor perception, the student attitudes that contribute to the formation in nursing consist of the academic commitment.…”

Relação Pedagógica No Ensino Prático-Reflexivo: Elementos Característicos Do Ensino Da Integralidade Na Formação Do Enfermeiro

“…1 Therefore, we need to rethink education based on pedagogical principles that value the totality of the student and of the person cared for by this future professional. 2 Integrality applied in the pedagogical relationship is also a possibility that is considered for nurse education which considers elements beyond the technical rationality, forming technically competent nurses, but also committed to social and human values. This possibility, allied to a reflexive practical teaching, allows future nurses to find alternatives to complex situations encountered daily in the health services.…”

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

“…Nursing education should be based on pedagogical references that leave the discourse and become effective in practice, which value reflection on health service practices and on academic experiences, contributing to the health needs being answered with knowledge that goes beyond technical rationality (1)(2) . In this perspective, reflexive practical teaching is one that articulates teaching and service, it anchors itself in the reflection in the action and on the action and in the dialogue between professor and student in the different contexts where the education takes place.…”