Supervisão de enfermagem

Abstract

The organization of hospital care is a complex task of overcoming difficulties to fully meet the health needs of the population. In this context, the work of nursing supervision has the potential to plan, organize a welcoming, qualified and safe care, due to its interlocution between institutional planners and executors of care work. For this, a systematized work process is required for the management of care. The objective of this research was to systematize the practice of hospital nursing supervision to manage care. We conducted a qualitative research with a researchaction method, in four stages, developed jointly with nursing directors and supervisors of the hospital (university and public). For the data collection were carried out Interviews in the first phase, the exploratory phase, and observation in the second phase, the deepening. The collected empirical material was interpreted by content analysis, according to the reference of the marxist work process. As a phase three action strategy, we have done workshops, with all nursing supervisors, whose task was to build proposals for changes in the work of supervision aiming at a systematized process directed to the management of care. The evaluations and validations of the results, phase four, were carried out in the course of all research by meetings, individual instruments and online questionnaire. The results of the first and second phases provided us with an understanding of the work process fragmented between the daytime and nightime periods, routine visits to the wards, control of the nursing staff frequency, management of material resources, resolution of unexpected demands and less often education in service. The purpose of the work is centered on controlling the organization of the units and the frequency of the team by routine managerial instruments. These results were used to plan the workshops, where it was developed the supervisors'critical awareness about crystallized pre-estabelished practice actions.The workshops favored experience exchanges, considerations and agreements for the collective construction of an action proposal to overcome difficulties in the work process that deviate the supervision from the care management. The knowledge produced in the action-research phases the researches allowed to construct a "Method to systematize the practice of nursing supervision", with three planning moments structure: exploratory work (explanatory and investigative); intervention-action and referrals and agreements. This method may contribute to qualify the supervision practice in nursing, through the permanent education of supervisors of any nursing service in the health system.

Percorrendo caminhos da arqueologia e da educação: encontros no ensino escolar

“…Até o final do Regime Militar, nos anos 1980, o ensino argentino esteve focado em temas de uma identidade nacional ligada historicamente à colonização europeia e à sociedade colonial, que rompia com os passados da diversidade cultural indígena (Giacomasso;Mariano;Conforti, 2014;Pernicone, 2011;Podgorny, , 2000. O ensino era tido enquanto agente "civilizador" frente à "barbárie" indígena americana (Pernicone, 2011).…”

“…A arqueologia argentina e suas relações com a educação foram formatadas nesse contexto (Giacomasso;Mariano;Conforti, 2014). A disciplina se desenvolveu em museus de história natural, adquirindo um viés naturalista que lhe dava uma organização mais geográfica que social (Podgorny, 1994(Podgorny, , 2000.…”

“…A arqueologia nas escolas segue afastada da pesquisa acadêmica (Endere;Conforti, 2016;Pernicone, 2011;Rocio;Conforti, 2022). A disciplina carece de uma tomada de consciência mais intensa para produzir voltada ao ensino, sendo essa uma atividade menosprezada no meio acadêmico, cuja falta resulta em escassez de materiais didáticos e de diálogo entre a academia, professoras e professores (Endere;Conforti, 2016;Giacomasso;Mariano;Conforte, 2014;Pernicone, 2011;Podgorny, , 2000Rocio;Conforti, 2022) e na dificuldade de se integrar temas arqueológicos à formação de profissionais da educação (Colombo, 2020;Pernicone, 2011;Podgorny, , 2000Rocio;Conforti, 2022).…”

“…Como mérito da arqueologia argentina percebemos a preocupação recorrente em ouvir as demandas e trabalhar os patrimônios reconhecidos pelas comunidades locais (e.g. Colombo, 2020;Giacomasso;Mariano;Confort, 2014;Albeck, 2013;Montenegro, 2012;Oliva, 1994;Rocio;Conforti, 2022), nisso incluídos professoras e professores, administradores educativos, editoras de livros didáticos e financiadores (e.g. Podgorny, 1994;Pupio et al, 2009).…”