Teaching-service integration: building the educational workshop in healthcare

Abstract

Objective: To identify the pedagogical strategies and the elements that determine the construction of the educational workshop in healthcare at the teaching-service integration process. Method: Collective case study with qualitative approach. The cases consisted of two undergraduate courses in nursing. Thirty-one interviews were conducted with healthcare professionals, professors and students, in addition to participant observation in seven basic health units (UBS) that received the students interviewed. Results: The following analytical categories emerged: teaching-service integration: articulating idealized situations with real situations; pedagogical workshop in health: development of collective pedagogical actions; reflection on the experiences in the pedagogical workshop in health: articulating the knowledge of the work world with the teaching world. Final Consideration: Despite the integration difficulties between teaching and service, we can conclude that their encounter generates a fertile field for the development of the educational workshop in healthcare. To this end, the agreement of the strategies presented in the constitution of the workshop is necessary.

Integração ensino-serviço na formação técnica de enfermagem

“…A dinâmica estabelecida na integração dos atores do serviço e do ensino contribui para a formação contextualizada e, consequentemente, conectada às reais necessidades em saúde. E os espaços de reflexão da integração dependem de como os profissionais se apropriam ou não da responsabilidade com o processo de formação (13) .…”

“…Alguns profissionais mostram pouca receptividade aos estudantes, destacada em estudos como a principal dificuldade no processo de integração ensino-serviço (1,11,13,17) .…”

“…Os resultados apresentados despertam para a reflexão do papel da equipe assistencial na formação de novos profissionais. O profissional deveria estar junto ao docente acompanhando o desenvolvimento do estudante, integrando-se ao suporte técnico, participando do processo de troca de saberes com o repensar de suas práticas (13) .…”

“…A partir do vivenciado na prática, os estudantes deveriam conseguir encontrar relação com a teoria, buscando estratégias que possam contribuir positivamente com a realidade onde estão inseridos e motivar-se aos estudos a partir das demandas reais do cenário de prática profissional (13) . Pressupõe-se assim, uma relação indissociável entre a produção do conhecimento e seu campo de prática (6) .…”

Diálogos da enfermagem durante a pandemia: reflexões, desafios e perspectivas para a integração ensino-serviço

“…This integration can be constituted as a pedagogical health workshop and, to be effective, it is necessary that a welcoming relationship occurs between both (teaching and service) and a dialogical relationship that provides analysis of the reality experienced by its protagonists (teachers, students, health professionals, managers, community, among others), stimulating the debate and reflection on the problems of the practice, besides providing mutual growth. 5 In order to maintain, to some extent, the integration between teaching and care in the teaching-service relationship, the discipline coordinator and the monitors invited managers and nurses of the health care units where the students' technical visits take place, to form a kind of "pedagogical workshop on health in times of pandemic". This workshop aims to discuss and reflect on aspects of professional nursing practice in the context of the pandemic, from an interlocution between concepts of the Institutional Analysis (IA) theoretical framework and the professional and academic experiences of the authors.…”