Problemas éticos vivenciados no estágio curricular supervisionado em Enfermagem de um currículo integrado

Abstract

RESUMOEstudo exploratório, de abordagem qualitativa, com o objetivo de analisar a repercussão do estágio curricular supervisionado no desenvolvimento da dimensão ética da competência de graduandos em Enfermagem. Entrevistas semiestruturadas foram realizadas com 28 estudantes, docentes e enfermeiros colaboradores de uma instituição de ensino superior pública do estado de São Paulo, no período de outubro de 2010 a março de 2011. O material empírico resultante foi submetido à técnica de análise de discurso e resultou nas categorias empíri-cas: a preservação da autonomia; a responsabilidade social e o respeito nas relações intersubjetivas na produção do cuidado em saúde e no processo de ensino e aprendizagem; a terapêutica e o cuidado a partir da dimensão ética; a responsabilidade pública e a justiça social. Concluiu-se que o estágio que utiliza a problematização como método de ensino e aprendizagem proporciona a reflexão crítica sobre a prática profissional, os serviços e o sistema de saúde. DESCRITORES Educação em enfermagem Educação baseada em competência Competência profissional Ética Bioética ABSTRACTAn exploratory, qualitative study with the objective of analyzing repercussions of the supervised curricular internship in the development of the ethical dimension of competency in undergraduate nursing students. Semistructured interviews were performed with 28 students, professors and nurse preceptors of a public institution of higher education in the state of São Paulo, during the period of October of 2010 to March of 2011. The empirical result was subjected to the technique of discourse analysis and resulted in the empirical categories: preservation of autonomy; social responsibility and respect in interpersonal relations in health care delivery and in the teaching -learning process; treatment and care from the ethical dimension; and, public responsibility and social justice. It was concluded that the phase that uses problematization as a method of teaching and learning provides critical reflection about professional practice in the services and system of health. DESCRIPTORS Education, nursing Competency-based education Professional competency Ethics Bioethics RESUMENEstudio exploratorio, de enfoque cualitativo, con el objetivo de analizar el impacto de la práctica clínica supervisada en el desarrollo de la dimensión ética de la competencia de los estudiantes del pregrado en enfermería. Fueron realizadas entrevistas semiestructuradas con 28 estudiantes, docentes y enfermeros colaboradores de una universidad pública en el Estado de Sao Paulo, durante el periodo de octubre de 2010 a marzo de 2011. El material empírico obtenido se sometió a la técnica del análisis del discurso y dio lugar a categorías empíricas: la preservación de la autonomía, la responsabilidad social; el respeto en las relaciones intersubjetivas en la producción de la atención de la salud y en el proceso de enseñanza y aprendizaje, el tratamiento y el cuidado a partir de la dimensión ética; la responsabilidad pública y la justicia social. Se con...

Estágio de administração em enfermagem: repercussões para a equipe em unidades clínico-cirúrgicas

“…However, in the case of a practicum program that requires the development of skills for professional practice, the nursing team has to show how the principles, values and virtues of the profession make sense for the students. This situation converges to the understanding of nursing as a social practice whose professional ethics should be emphasized in the training to future nurses (17) .…”

“…Considering that the nursing activities are notably performed by teams, dialog favors consensus in actions and becomes a teaching and learning object (14,17) .…”

Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences

“…9 In this context, it is highlighted the relevance of the curricula lay hold of questioning as a method for teaching-learning process as the core of bioethics which was the field of this study, by providing opportunities for reflection criticism of professional practice, the services and the health system, allowing question whether the legal and administrative rules respond ethically to the population health problems. 10 The problem-based education denies the act of transferring, narrating or transmitting knowledge to students and imposes an organization around the world these students view. Thus, it is urgent work that contents not as a package that is given to students, but as a deliberate activity, which seeks solutions to contextualized and relevant problems in the lives of students.…”

Uso da casuística no processo ensino-aprendizagem de bioética em saúde

“…For this purpose, the teaching bodies must appropriate and search for more interactive educational tendencies, which take advantage of innovative teaching methodologies and resources 3 . That is, the teaching of ethics needs to motivate reflections on values, culture and decision making in real context, from practical field experience 4 .…”

“…If educational strategies are restricted to the transmission of information and training abilities, critical thinking will not be thoroughly develope 4 . The relevance for the use of the casuistic model in teaching bioethics is included in this context, and the scholars' reasoning may be stimulated through this active methodology to facilitate decision-making.…”