Aprender Prática Baseada Na Evidência Pelo Envolvimento Em Atividades De Investigação – Autopercepção Dos Estudantes

Abstract

Objetivo: compreender como os estudantes percepcionam o seu envolvimento em atividades de investigação e o contributo para o desenvolvimento de uma prática baseada na evidência.Método: estudo qualitativo, transversal, descritivo e exploratório, realizado em Portugal, em agosto de 2019, que recorreu ao grupo focal, com oito participantes, para responder à questão: “Quais as vantagens da participação dos estudantes de enfermagem em atividades de investigação para o desenvolvimento de conhecimentos, atitudes e competências de utilização da evidência?”. A análise de conteúdo foi realizada com o software NVivo.Resultados: da análise qualitativa dos achados, emergiram cinco categorias e subcategorias: autoaprendizagem, integração teórico-prática, trabalho interdisciplinar, tomada de decisão baseada na evidência e literácia científica.Conclusão: a criação de uma experiência eficaz de aprendizagem ajuda na construção do conhecimento e potencialmente contribui para a saúde da comunidade, os resultados de aprendizagem do estágio e o desenvolvimento de competências essenciais para uma Prática Baseada na Evidência.

Learning to use evidence at nursing undergraduation: a contribution to collective health

“…The participation of students took place during their period of integration into professional life. We agree that those are key moments for improving students' knowledge, attitudes and skills at the EBP level 14,15 since learning about research and the use of scientific knowledge is greater when it is integrated in this teaching typology 6 . In view of the above, the aim of this study is to understand the perspective of undergraduate nursing students on their involvement in a project of transferring knowledge to the clinic.…”

“…We support that such change requires undergraduates and professors to redesign new and broad educational opportunities for the 21st century, which must be transforming, empowering and meaningful 1 in order to reduce the gaps between research, practice, health policies and research results 3,6 . This would also promote a scientific culture of collaborative work for the development of products that enable the introduction of results in contexts 3,7 .…”

“…The authors argue that, given the pertinence of the EBP, it is emerging to instill a feeling of passion and enthusiasm among students in relation to research and its everyday relevance to ensure quality 4 and cost-effective health outcomes 5 . In Nursing specifically, educating a new generation of researchers is a challenge for the development of research attitudes and skills 1,3 and that influences the way future professionals use evidence in their clinical decision-making 3,6 .…”

“…The difficulty in transferring knowledge to a true EBP is justified by the preference for unidirectional models for the introduction of research results and by issues related to education and the opportunities given in graduation for such learning processo 6 , which allows a preconceived and immutable knowledge status quo 1 .…”

“…In view of the above, the development of skills and abilities is among the main priorities in Nursing research 1,3,6 . It has been advocated by some that knowledge about research methodology and expertise in advanced nursing practice are priorities 1,2 since the development of scientific competences implies the acquisition and consolidation of a minimum set of attributes, knowledge, skills and attitudes, related to the EBP, which contributes to safer, higher quality, per-son-centered care 8,9 .…”