Teaching-service integration: implications and roles in experiences of Undergraduate Courses in Nursing

Abstract

RESUmoO estudo buscou conhecer as implicações da integração ensino-serviço para a formação em Enfermagem na perspectiva de docentes, alunos e profissionais dos serviços de Atenção Básica à saúde e identificar os papéis de docentes e profissionais que acompanham as vivências práticas na formação. Pesquisa

Apprehensions of nurse managers on evidence-based practice

“…HPEs support the university vocation as a scenario with a differentiated potential for the quality of care, in order to facilitate the reconciliation of nursing practice, teaching, research and technological development. 6,7 The engagement of Nursing coordination, as indicated by contemporary scientific productions, presents as a crucial strategy to make the hospital context favorable to EBP. This is due to the fact that the Nursing leaders present themselves capable of encouraging and supporting the assistance teams in the change of practices -an organizational change, therefore, 8,9 provides the undertaking of strategies that increase the cooperation and engagement of the workers as important elements for the implementation of EBP -in particular to avoid discontinuance of this practice in the organization.…”

A teoria em prática: interlocução ensino-serviço no contexto da atenção primária à saúde na formação do(a) enfermeiro(a) The theory into practice: teaching-service dialogue in the context of primary healthcare in the training of nurses

“…The development of social and epidemiological research such as territorialization, the smart maps used in situation class rooms and the diagnoses and situation planning were strengthened to support the contextualized practices. 10 The territorialization actions are the basis to reach the community orientation principle and to understand the territory concept, risk area and microarea. 21 And another study, on the assessment by the users of the presence of students in the family healthcare unit, made a similar finding.…”

“…3,8,9 Also, there is a figure forgotten by most people on the training of the nurse to act in PHC, but critical for the actual sense of the participative teaching-learning process: the graduating individual. It is necessary to be aware of the commitment that the students make in their professional training, because unveiling their participating experience in the construction of knowledge and in the conduction of their training trajectory is to make effective the criticalreflexive teaching premises 10 . In this scenario, this study is justified by the need to conduct researches that can contribute in the construction of the profile of the future nursing professionals able to act in the context of primary healthcare, such as in the planning and implementation of training and insertion policies for this professional, constructed based on the SUS principles and directives, 11 so that it is possible to subsidize and foster the PHC consolidation and implementation.…”

Percepções de enfermeiros docentes e assistenciais sobre a parceria ensino-serviço em unidades básicas de saúde

“…Nevertheless, both foci merge in activities performance at the health unit. Thus, there are intervening factors in the teaching-service integration that need to be discussed as they represent limits for desired advances 16 , including organizational aspects of courses routines and health institutions.…”