Competências e habilidades no ensino de administração em enfermagem à luz das diretrizes curriculares nacionais

Vale, Eucléa Gomes; Guedes, Maria Vilaní Cavalcante

doi:10.1590/s0034-71672004000400018

Cited by 13 publications

(15 citation statements)

References 2 publications

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“…Embora o termo competência tenha sido inicialmente incorporado pelo mundo do trabalho, ele também passou a ser utilizado nas propostas de formação e atualização profissionais (24) . No plano do trabalho, substituiu o conceito de qualificação e no plano da educação, deslocou o eixo de ensino centrado em saberes disciplinares para um ensino pautado em competências verificáveis em situações concretas (25) .…”

Section: Competências Competências Competênciasunclassified

Da gestão por competências às competências gerenciais do enfermeiro

Furukawa

Cunha

2010

Rev. Bras. Enferm.

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Este artigo trata-se de uma revisão bibliográfica que teve como objetivos coletar maiores informações acerca da gestão por competências; entender os conceitos de perfil e competências na gestão de pessoas; compreender a questão das competências profissionais e a sua relação com as competências da organização; e por fim identificar as competências gerenciais necessárias ao trabalho do enfermeiro sob o aspecto do mercado de trabalho. A literatura evidenciou que o conceito de competência apresenta grandes resultados quando aplicado na gestão de pessoas, podendo proporcionar no contexto dos serviços de saúde, benefícios tanto para as organizações quanto para os profissionais e pacientes. Para isso, é necessário que os serviços de saúde se apropriem desse conhecimento, como possibilidade de alcançarem melhores resultados, assim como instituições de ensino e enfermeiros, que buscam uma formação que corresponda aos desafios da profissão e do mercado de trabalho.

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Section: Competências Competências Competênciasunclassified

Da gestão por competências às competências gerenciais do enfermeiro

Furukawa

Cunha

2010

Rev. Bras. Enferm.

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“…Para tanto, recorreuse às diretrizes curriculares nacionais, as quais sugerem que a formação (ensino) em áreas da saúde deve privilegiar a prática (serviço) contextualizada, ocupando lugar central na formação e estando presente em cenários diversificados ao longo de todo o curso (11) . Autores (19) corroboram a discussão ao apontarem que, em se tratando do processo ensino-aprendizagem, um dos desafios que a enfermagem tem enfrentado diz respeito à formação de profissionais competentes que busquem a articulação entre teoria e prática, segundo uma visão crítica acerca da realidade.…”

Section: Resul Resul Resul Resul Results T T T Tados E Discussão Ados unclassified

Vivência clínica hospitalar: significados para enfermeiros residentes em Saúde da Família

2010

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ABSTRACT ABSTRACT ABSTRACT This qualitative research in phenomenological design aimed at understanding the meaning of hospital clinical experience in the nurse's training in a Multiprofessional Family Health Residency. The study was developed in a teaching institution. Data collection was based on interviews and had as study population eight resident nurses. I investigated the residents' experience according to their speeches, by making the following guiding question: "Talk about your hospital experience, how does it show itself in your training as a resident"? One open categorie emerged from the subject' description: Causing to approach the hospital experience and the Primary Health Care. Among the meanings attributed to the hospital experience, there is the need and relevance as an integrant part of the curriculum vitae of the Multiprofessional Family Health Residency for the nurses. K K K K Key wor ey wor ey wor ey wor ey words: ds: ds: ds: ds: Clinical competence; Nursing, education; Internship and residency. RESUMEN RESUMEN RESUMEN RESUMEN RESUMEN Se trata de investigación cualitativa en la vertiente fenomenológica, anheló comprender el significado de la vivencia clínica hospitalaria en la formación del enfermero en la Residencia Multiprofesional en Salud de la Familia. El estudio fue desarrollado una institución de enseñanza superior. La colecta de los datos utilizó la entrevista, teniendo como población del estudio ocho enfermeros residentes. Busqué en los discursos de los residentes sus vivencias, por medio de la siguiente cuestión orientadora: "Hable de su vivencia hospitalaria, ¿cómo ella se muestra en su formación mientras residente"? De las descripciones de los sujetos, surgió uno categoría abierta: Aproximando la vivencia hospitalaria y la Atención Primaria a la Salud. De los significados atribuidos a la vivencia hospitalaria, se encuentra la necesidad y relevancia como parte integrante del currículo de la Residencia Multiprofesional en Salud de la Familia para los enfermeros.

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“…Even though Public Policies have the discourse of transformation, and subjects have had problems to meet it, both in education and practice, determined by the demands of the resisting Hegemonic Model of Health and Education, which is still present in the institutional policies of IFES, of the Municipal Health Secretariat and of the Hospital, regarding the activities developed in the trainee system, the proposal inserted is the strategy of reflexive practice (13) , where investigation is performed together with action-reflection-action of the every day situations together with the students and nurses of and the flexibility of management, considering it as an instrument for care dimension (14) .…”

Section: Additionally During Discussion Statementsmentioning

confidence: 99%

Background and managerial practice of nurses: paths for transforming praxis

Resck

Gomes

2008

Rev. Latino-Am. Enfermagem

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The emphasis in the 21st century is in the transforming praxis that is characterized by indetermination and unpredictability, which enables men, as a conscious and social being, to face new needs and situations, and to produce something new from a reality or from preexisting elements, but, to that end there must be an intervention in conscious and in human action (2) .To meet this challenge, Nursing must take a transforming theoretical-pedagogical reference that supports a significant learning, and that is suitable to the imposed social and professional demand. To that end, it is necessary to work with a different Pedagogy, that considers each learner with their potential and difficulties, and that aims at building senses, thus opening ways for transformation rather than the uncritical reproduction of social reality. To form this reference, contributions from all levels of society are searched for, in the work in itself and also in Pedagogy, Philosophy, Economics, and Social Science (3) .The reference for education is practice, which is ideal for work, not as something far away, but as something created in a team project among partners.Thus, the importance of students being aware of reality, putting it into context, proposing different intervention plans and developing educational process for intervention meeting the social demands of every day life, is a cross sectional knowledge that is recovered in several moments (4) .Managing knowledge is the o guide wire for nurses to search for professional development and METHODOLOGYThe choice for the investigative path in the approach of the empirical reality to reach the goals proposed in this study is the qualitative research.The objectivity of the social phenomena regarding the subjectivity of meanings, attitudes, beliefs, and values are considered interdependent that is, the action and meaning interact. The research starts from the point of view of social actors, but it is not limited to them, encompassing relations that entail them and determine them. Likewise, the results of the investigations are unfinished and temporary, since there is no absolute truth, but historicity of social processes (object is historical), and the approximate character of qualitative approach (6) .To that end, the theoretical reference we have adopted is based on the dialectic perspective, in which knowledge is a construction made as of other knowledge where apprehension, critic, and doubt are practice (6) .The option for the development field of this research is the scenery for the work of nurses, students, and nursing professionals during the Curricular Training, which is a stage of the process of In the initial process to make individuals sensible, they were formally invited both by telephone, personally, and with an invitation letter.At the same time, we present the research objectives, the importance of taking part in the study, assuring confidentiality, so as to decrease concern with future exposure. Meetings were scheduled regarding the day, time, and place, following ethical and ...

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Competências e habilidades no ensino de administração em enfermagem à luz das diretrizes curriculares nacionais

Cited by 13 publications

References 2 publications

Da gestão por competências às competências gerenciais do enfermeiro

Da gestão por competências às competências gerenciais do enfermeiro

Vivência clínica hospitalar: significados para enfermeiros residentes em Saúde da Família

Background and managerial practice of nurses: paths for transforming praxis

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