As competências do graduado em enfermagem: percepções de enfermeiros e docentes

Abstract

RESUMOObjetivos: identificar as competências de graduados em enfermagem e os fatores que interferem no exercício dessas competências. Métodos: a investigação foi de natureza qualitativa com sete enfermeiros e doze docentes de graduação em enfermagem. Os dados foram coletados por meio de entrevista semi-estruturada. Resultados: os dados coletados permitiram a categorização em famílias de competências e respectivas competências específicas que evidenciaram um mapeamento coerente e pertinente à cultura do trabalho na profissão; e a busca pela formação generalista, para os docentes. As facilidades e dificuldades foram vinculadas à estrutura organizacional e também às habilidades pessoais. Conclusão: o mapeamento refletiu as competências que são pertinentes aos enfermeiros, porém revelou uma intencionalidade não conquistada no âmbito da prática. Descritores: Educação em enfermagem; Educação baseada em competências; Competência profissional ABSTRACT Objectives: To identify the competences of undergraduate nursing students and to identify the factors that influence students' exercise of these competences. Methods: A qualitative approach was used to collect data through semi-structured interviews of seven undergraduate nursing students and twelve nursing faculty. Results: Two competences categories have emerged: professional work culture and faculty generalist education. Factors that influence students' exercise of competences include organizational structure and personal skills. Conclusion: Although the findings reflect desirable undergraduate nursing student competences, they do not reflect the scope of professional nursing practice. Keywords: Education, nursing; Competency-based education; Professional competence RESUMEN Objetivos: identificar las competencias de los enfermeros licenciados y los factores que interfieren en el ejercicio de las mismas. Métodos: Investigación de naturaleza cualitativa realizada con siete enfermeros asistenciales y doce docentes de enfermería. Los datos fueron acopiados por medio de una entrevista semi-estructurada. Resultados: Los datos permitieron su categorización en familias de competencias con sus respectivas competencias específicas, que evidenciaron una lista coherente y pertinente con la cultura de la labor profesional; y para los docentes, la búsqueda por la formación generalista. Las facilidades y dificultades fueron vinculadas a la estructura organizacional y también a las habilidades personales. Conclusión: El análisis realizado reflejó las competencias que son pertinentes a los enfemeros assistenciales, no obstante haya revelado uma intencionalidade no conquistada en el ambito de la práctica. Descriptores: Educación en enfermería; Educación basada en competencias; Competencia profesional

Software CMAP TOOLS® para a construção de mapas conceituais: a avaliação dos estudantes de enfermagem

“…Thus, nursing students should know and relate contents from different fields that comprise the knowledge of the profession, interpret the existing relationships among those contents, and make decisions considering patients' and relatives' opinions (1,3) .…”

Habilidades e competências entre trabalhadores da Estratégia Saúde da Família

“…In a recently published document, the Pan-American Health Organization (2008) points to the main problems of medical education in the American countries, among which we highlight: graduates' scarce knowledge and skills for handling primary care; emphasis on the biological model; centralization of the learning practices on hospitals; absence of a focus on health promotion and disease prevention in the individual, familiar and community levels since the first years of education; and lack of an integral education in the technical and humanist perspectives. Concerning the route adopted by Nursing towards its professionalization, the advance of the occupational practice to this professional category was supported by an effort of image improvement, so as to achieve recognition, by means of investment in academic education or in the cognitive dimension (De Domenico and Ide, 2006). In fact, the history of Nursing education -and of other health occupations -in Brazil reveals contours that are similar to those presented by medical education, as, in its origin, the teaching of Nursing was influenced by the Hospital-Centered Model, oriented by the market demands that were present at that time.…”

Competency-Based Training in Nursing: Limits and Possibilities

“…And finally, the importance of quality and quantity of human, material and physical resources was pointed out (53)(54) , since an institution needs to perceive that its growth should be linked to the acquisition of competencies by its workers, that is to say, professional growth (both individual and collective) should be a target not only of each individual worker, but also of the institution (55) .…”