Interdisciplinaridade, estágios clínicos e desenvolvimento de competências

Abstract

RESUMO:A natureza do exercício profissional dos enfermeiros na actualidade e os caminhos da sua formação ganham sentido, se perspectivados numa lógica de cruzamentos disciplinares de saberes interpessoais, interprofissionais e interinstitucionais. Os estágios clínicos, momentos de aproximação à vida profissional, emergem como componentes relevantes no processo de formação. Neste artigo explora-se a natureza interdisciplinar da abordagem de supervisão clínico-reflexiva de matriz ecológica baseada na acção, na interacção e na reflexão.ABSTRACT: Nursing professional activities in present times and training modalities become more meaningful if viewed in the interplay of interpersonal, interdisciplinary, inter-professional and interinstitutional dimensions. Clinical placements as approaching steps to professional life are key components in the education of health professionals. The clinical-reflective ecological approach to supervision of becoming nurses is discussed. Based on action, interaction and reflection, it highlights the interdisciplinary characteristics of competent nursing. RESUMEN:La naturaleza del ejercicio profesional de los enfermeros actualmente, y los caminos de su formación ganan significado, cuando estos se analizan desde una lógica de cruzamientos disciplinarios de saberes interpersonales, interprofesionales e interinstitucionales. Las prácticas clínicas, como momentos de aproximación en la vida profesional surgen como componentes relevantes en el proceso de formación. En este artículo se explora la naturaleza interdisciplinar del abordaje de la supervisión clínica-reflexiva de matriz ecológica con base en la acción, la interacción y en la reflexión.Endereço:

Clinical supervision and preceptorship/tutorship: contributions to the Supervised Curricular Internship in Nursing Education

“…The systematic monitoring of nursing students on the part of the service is based on the CS concepts, because it aims to overcome the historicity of ritualistic learning, based on the accomplishment of tasks, in favor of meaningful learning, focusing on the development of clinical skills, supported by the logic of reflection on action and about the action, seeking to develop the ability to solve complex problems (6) . Its implementation occurs by the preceptorship monitoring logic.…”

“…Therefore, in CS the preceptor/tutor takes on the role of developing activities planned together with the professor, in such a way to supervise, teach, instruct, train, advise, and evaluate, supporting the student to ensure the completeness of the future generalist nurse. Preceptor/tutor nurses favor the transition between being a nursing student and being a professional, decreasing the reality shock experienced by new graduates (2,(4)(5)(6) .…”

“…It is believed that education is an ongoing process of personal ownership of knowledge, within contexts that favor interaction, leading to the development of professional skills, since these involve knowing what to do in a particular situation. Preceptors/ tutors make the moments of observation and intervention within work contexts tangible, and in this training environment students are expected to develop behaviors and self-regulation processes, and to integrate, mobilize, and encourage knowledge acquired in the theoretical and practical learning, through contact with different situations experienced in the real world of the profession (6) .…”

“…At this point, students are expected to use knowledge, skills, and professional behaviors learned by them, enhancing their skills, which are strongly influenced by the work processes of the healthcare institutions (2) . Therefore, it makes no sense for the vocational training to be exclusively monitored by professors and actors linked to educational processes without the effective participation of professionals who actually mobilize their knowledge for solving complex health problems and management issues that daily occur in healthcare services (6) .…”

“…In such a way there is articulation between the school and the service, two conditions are essential: the open capacity of, constructively, questioning theories and practices; and the existence of permanently former communication channels. Ensuring socialization between future nurses and the profession is, undoubtedly, the responsibility of the school, and it can only be achieved in partnership with healthcare services (4,6) .…”