Características e desafios docentes na supervisão de estágio em fonoaudiologia

Lima, Bárbara Patrícia da Silva; Vilela, Rosana Quintella Brandão

doi:10.1590/1982-0216201417413

“…O estudo criterioso e sistemático do estágio obrigatório na área de Fonoaudiologia é considerado um dos principais caminhos para a melhor compreensão da formação deste profissional e há escassez de estudos sobre a supervisão nesta área 10 . Ao investigar o perfil do supervisor de estágio na área de Fonoaudiologia e como ocorre a sua prática durante o acompanhamento dos estagiários, evidenciou-se a necessidade de formação específica voltada para a docência, assim como do redirecionamento da formação para a Atenção Básica e Interdisciplinaridade 11 .…”

Section: Métodounclassified

Percepção de estudantes de Fonoaudiologia sobre a Supervisão Clínica

Mandrá

¹

,

Kuroishi

²

,

Gomes³

et al. 2019

Distúrb Comun

2

0

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ResumoInvestigou-se a percepção de estagiários de um Curso de Fonoaudiologia sobre a supervisão clínica. Um instrumento dirigido com escala Likert (0-5) foi preenchido por 44 estudantes do 6º e 8º período e analisados por estatística não paramétrica. Houve maior percentual de respostas para "concordo parcialmente" (CP) ou "concordo totalmente" (CT) para a Percepção sobre a Supervisão da Prática Profissionalizante (PSPP), Percepção sobre a Função do Supervisor (PFS) e Percepção do Papel do Estagiário (PPE). No PSPP, embora predominassem respostas CT, 100% dos participantes não opinaram sobre "A supervisão fortalece o embasamento teórico e o raciocínio clínico". No PFS, na questão identificação e discussão dos sentimentos e reações do estagiário, 43,18% para CP, seguido por 20,45% para DP. No PPE, 34,09% discordaram parcialmente que a expectativa, tensão e ansiedade influenciam negativamente o aprendizado, seguido de 25,00% para CT. Evidenciou-se importância do supervisor, estagiário e supervisão clínica, como modelo de ensino-aprendizagem para aquisição e aprimoramento de habilidades e competências necessárias para a prática profissional.Palavras-chave: Estágio Clínico; Ensino; Aprendizagem; Fonoaudiologia *Faculdade de Medicina de Ribeirão Preto -FMRP/USP, Ribeirão Preto, SP, Brasil. Contribuição dos Autores:PPM-orientadora da pesquisa definindo os objetivos e método, acompanhando as etapas de coleta e análise de dados, bem como a elaboração e revisão final do artigo; NASG-responsável pela coleta e análise de dados; RCSK e MFA-auxilio no processo de análise de dados e elaboração do artigo.Email para correspondência: Matheus Francoy Alpes matheus.alpes@usp.br Recebido: 21/12/2018 AbstractThe perception of trainees in Speech, Language and Hearing Sciences about clinical supervision was investigated. Data were collected using a Likert scale instrument (0-5), completed by 44 students from the 6th and 8th periods, analyzed by non-parametric statistics. There was a higher percentage of responses to "Partially Agree" (PA) or "Totally Agree" (TA) for Perception on Supervision of Professional Practice (PSPP), Perception on Supervisor Role (PFR) and Trainee Perception of Role (TPR). In the PSPP, although TA responses predominated, 100% of the participants did not comment on "Supervision strengthens the theoretical basis and clinical reasoning". In the PFR, in the question identification and discussion of the feelings and reactions of the trainee, 43.18% for PA, followed by 20.45% for PD. In TPR, 34.09% partially disagreed that expectation, tension and anxiety negatively influence learning, followed by 25.00% for TA. The importance of supervisor, trainee and clinical supervision was demonstrated as a teaching-learning model to acquire and improve the skills and competencies required for professional practice.

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“…Ao docente, cabe atualizar seus conhecimentos, se preparar e estar seguro em transmitir suas experiências, com o intuito de orientar o acadêmico em sua performance, na qualidade de suas ações, articulando teoria e prática, como processo dinâmico, interativo. O ensino clínico tem como objetivo desenvolver competências, viabilizando uma aprendizagem significativa inter-relacionada com o AE de ensino [7][8][9] .…”

Section: Introductionunclassified

Tradução, adaptação transcultural para a língua portuguesa e validação do instrumento Undergraduate Clinical Education Environment Measure (Uceem)

Costa¹,

Boller²,

Zagonel³

2022

Rev. bras. educ. med.

0

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Introduction: The educational environment for the clinical teaching of undergraduate medical and nursing students influences the students’ perception of significant aspects of satisfaction in the clinical learning environment. Objective: To transculturally adapt, with the concept, content and construct validity, the instrument “Undergraduate Clinical Education Environment Measure - UCEEM” into the Brazilian Portuguese language and validate the translated and adapted version; involving medical and nursing students, while experiencing clinical teaching during their undergraduate course. Method: This is a methodology study aimed at the translation, adaptation and transcultural validation process, which is divided into six steps, as proposed by Beaton. The steps consisted in the translation, translation synthesis, back-translation, proofreading by the experts committee, pre-testing and submission of the final version of the instrument to the author. Five bilingual translators participated in this process (three for the translation and two for the back-translation), as well as eight expert professionals who work as academic faculty and have Master’s and Doctoral degrees. The validation was carried out at two moments: the first one by using semantic, idiomatic, cultural and conceptual equivalence (pre-test), involving 30 medical and nursing students going through clinical teaching; and the second moment, the validation and assessment of the psychometric properties with 161 students from these same courses. Result: The transcultural adaptation carried out by eight expert professionals in this area was performed based on the experts’ considerations, in addition to the analysis and considerations of the researcher and author of the original instrument. The result of this phase led to the final version of this instrument in Brazilian Portuguese, which shows 26 items divided into two dimensions and four subscales that were maintained according to its original form. Following the filling out of the instrument by the nursing and medical students, the analysis of the Theory of Response revealed to be reliable, as determined by a Cronbach’s alpha of 0.917. According to Spearman’s correlation test, the results indicate a positive correlation between the questions. Conclusions: The Portuguese version of the UCEEM instrument showed to be adequate and useful to evaluate the satisfaction with the educational environment in clinical teaching according to the perception of medical and nursing students.

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“…It is up to the teachers to update their knowledge, be prepared and confident in transmitting their experience, aiming to guide the students in their performance, in the quality of their actions, articulating theory and practice, as a dynamic, interactive process. Clinical teaching aims to develop competencies, facilitating meaningful learning interrelated to the educational teaching environment [7][8][9] .…”

Section: Introductionmentioning

confidence: 99%

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

Costa¹,

Boller²,

Zagonel³

2022

Rev. bras. educ. med.

0

View full text Add to dashboard Cite

Introduction: The educational environment for the clinical teaching of undergraduate medical and nursing students influences the students’ perception of significant aspects of satisfaction in the clinical learning environment. Objective: To transculturally adapt, with the concept, content and construct validity, the instrument “Undergraduate Clinical Education Environment Measure - UCEEM” into the Brazilian Portuguese language and validate the translated and adapted version; involving medical and nursing students, while experiencing clinical teaching during their undergraduate course. Method: This is a methodology study aimed at the translation, adaptation and transcultural validation process, which is divided into six steps, as proposed by Beaton. The steps consisted in the translation, translation synthesis, back-translation, proofreading by the experts committee, pre-testing and submission of the final version of the instrument to the author. Five bilingual translators participated in this process (three for the translation and two for the back-translation), as well as eight expert professionals who work as academic faculty and have Master’s and Doctoral degrees. The validation was carried out at two moments: the first one by using semantic, idiomatic, cultural and conceptual equivalence (pre-test), involving 30 medical and nursing students going through clinical teaching; and the second moment, the validation and assessment of the psychometric properties with 161 students from these same courses. Result: The transcultural adaptation carried out by eight expert professionals in this area was performed based on the experts’ considerations, in addition to the analysis and considerations of the researcher and author of the original instrument. The result of this phase led to the final version of this instrument in Brazilian Portuguese, which shows 26 items divided into two dimensions and four subscales that were maintained according to its original form. Following the filling out of the instrument by the nursing and medical students, the analysis of the Theory of Response revealed to be reliable, as determined by a Cronbach’s alpha of 0.917. According to Spearman’s correlation test, the results indicate a positive correlation between the questions. Conclusions: The Portuguese version of the UCEEM instrument showed to be adequate and useful to evaluate the satisfaction with the educational environment in clinical teaching according to the perception of medical and nursing students.

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Características e desafios docentes na supervisão de estágio em fonoaudiologia

Cited by 6 publications

References 22 publications

Percepção de estudantes de Fonoaudiologia sobre a Supervisão Clínica

Percepção de estudantes de Fonoaudiologia sobre a Supervisão Clínica

Tradução, adaptação transcultural para a língua portuguesa e validação do instrumento Undergraduate Clinical Education Environment Measure (Uceem)

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

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