[The educational practice of preceptors in healthcare residencies: a study on reflective practice]. / A prática educativa dos preceptores nas residências em saúde: um estudo de reflexão.

The purpose of this article was to reflect on thepractice of preceptorship as an educational practice in the training and qualifications of professional health information for the public health system. This is a theoretical reflection with support in the literature. The teacher addresses the teaching-learning process and transforms the activities in the work on educational moments. In this area arise questions about what is being preceptor and their role in health education. It is necessary to teach knowledge beyond the content of the discipline, and reflecting about preceptorship as an educational practice in the workplace, the preceptor needs pedagogical preparation. Herewith, being a preceptor means being a teacher? This reflection places us in front of a problem present in our daily exercise, which is the pedagogical training of those who teach for a transformation of practice in health.

[Production of knowledge about the training of nurses in Latin America]. / Produção do conhecimento acerca da formação do enfermeiro na América Latina.

An integrative literature review with a qualitative approach aimed at understanding the landscape of scientific production in Nursing Education in Latin America, made to understand how it is being conducted the training of future nurses. Data collection was done in the database Latin American and Caribbean Health Sciences, between 2005 and August 2012. The descriptors used were: Higher Education, Curriculum, Teaching, all of them associated with the main descriptor: Nursing Education. We included 82 studies to research this topic. From the complete reading of the studies yielded the following categories: "Curriculum", "Teacher", "Teaching-Learning Process", "Students" and "Evaluation". The results identified the authors concern in nursing education with issues of critical care actions integral to the community. We must move forward in relation to the adoption of theoretical emancipation that needs to be incorporated and discussed forming between instances of the nurse.

[Nursing education research groups in Brazil]. / Grupos de Pesquisa de Educação em Enfermagem do Brasil.

The aim of this study is to characterize the organization of nursing education research groups in Brazil. This is a quantitative, descriptive and documentary study. Census data for 2006 were collected from the CNPq database website. Brazil has 47 education research groups, comprised of 412 researchers, of whom 91% have masters, doctoral or postdoctoral degrees. There are 307 students, of whom 92% are nursing undergraduates. However, only 9% are recipients of young investigator grants. There are also 112 technicians, of whom 75% are nursing professionals; 46% have a masters or doctoral degree. In Brazil, there are a considerable number of nursing education research groups, which contribute significantly to scientific production of nursing knowledge in Latin America. In this scenario, there are many challenges to be overcome: poor interdisciplinary cooperation; limited integration between education and practice; low number of grants awarded to young investigators and significant inequalities between the country's geographic regions in terms of access to research development.

[Research groups in nursing in the South Region part of Brazil]. / Grupos de pesquisa de educação em enfermagem da Região sul do Brasil.

The study purpose is to describe how the Research Groups of Nursing Education (RGNE) are organized in the Southern of Brazil. It's a documental study descriptive and explorative, of qualitative research, with the data collection from the Brazilian National Agency for Science and Technology (CNPq) Groups Directory website 2006 census. The South Region presents 18 RGNE with 173 researchers; most of them have Master and Doctor Degree, working like professor. There are 111 students; most of them are graduating from the nursing course. Nevertheless, we still have a small number of scientific initiation scholarships. There are 27 technicians, who have got masters degree or have taken a specialization and have worked on assistance and teaching working in nursing area. The expressive participation of undergraduate students seems to improve the nursing researcher formation. Therefore, there is a great need to invest in the interdisciplinary process and the teaching-working integration at RGNE.

[Care and technology: approaches through the care model]. / Cuidado e tecnologia: aproximações através do modelo de cuidado.

To reflect about care in the perspective of the technology makes us rethink the human being's inherent capacity in looking for innovations. Historically, the relationship between the nursing care and the technology is permeated by the search of the scientific knowledge. Thus, the Nursing structured its knowledge body according to its abstraction degree and also having as one of its components the care model. We used mainly Mehry (2002) as referential for us to associate the approach of the technology and care in the care model. Because, the application and implementation of this refers to a light-hard and light technology and it could produce light, light-hard or hard new technologies.

Self-knowledge of health teachers: A qualitative exploratory study.

BACKGROUND: Specific pedagogical training for teaching in the area of health emerges with the goal of creating critical and reflective professionals and as a necessary challenge to university teaching, where there is reflection on self-awareness, consciousness, and the incompleteness of being. OBJECTIVES: This study aims to understand how Freire's critical consciousness is expressed in the pedagogical practice of health teachers. DESIGN: This study is a qualitative study that is descriptive, exploratory, and analytical. PARTICIPANTS AND SETTINGS: Twenty-one teachers from a public university in southern Brazil participated. METHODS: Data were collected using open-ended, in-person interviews held from May to December 2013. Data systematization was based on Minayo's operative proposal. RESULTS: The analysis yielded 2 main categories, including the naïve critical consciousness of health teachers, i.e., education as a practice of oppression, and the epistemological critical consciousness of health teachers, i.e., education as a practice of freedom. The results revealed the teachers' self-knowledge, including the reasoning and motivations that made them become teachers, the characteristics considered necessary to be a teacher, the teachers' feelings in their teaching practice, and the teaching preparation required for being in the classroom from the perspective of naïve and epistemological critical consciousness. CONCLUSIONS: The study shows that the self-knowledge that emerged from the teachers' reports encourages new perspectives in the construction of the teacher, raising the challenge of development and transformation from naïve consciousness to epistemological consciousness, and thus contributing to a breakthrough with respect to critical and creative teacher training.

[Child abuse and therapeutic play]. / Violência infantil e brinquedo terapêutico.

This article describes a care methodology, for abused children living in orphanages. This study aimed at increasing the theoretical-methodological knowledge on therapeutic play, and to develop a methodology for its application. This qualitative Convergent Care Study was developed between October of 2004 and April of 2005, with three children. Data were collected using open interviews and participant observation. The analysis process included collection, synthesis, theorization, and recontextualization. Results evidenced that the methodology can be applied, as it allowed better care of these children.

Representation and participation in management committees of teaching and service integration.

OBJECTIVES: To analyze the representation and participation of the management, attention, teaching and social control segments in management committees of health teaching-service integration. METHODS: Qualitative research with exploratory-analytical approach that involved representatives of these segments who participate in the management instances of the Pro-Health integrated proposal of Chapecó, Santa Catarina, Brazil. The data was collected through semi-structured interviews with 11 members of the segments and observation of six meetings of instances between October 2012 and April 2013. RESULTS: The following categories emerged: Representation through dialogue: possibility to negotiate; Legitimacy of representation: establishing fecund relationships; Disparity in the representation of the segments: the four-way approach in disharmony. CONCLUSIONS: It is incipient participation of some segments; there are different understandings as to the perception of the meaning of representation. There are conflicts, but the dialogue prevails, provided that the subjects need improve their communication skills.

Experiential learning in nursing consultation education via clinical simulation with actors: action research.

This was an action research study conducted during an undergraduate nursing course. The objective was to propose and implement experiential learning for nursing consultation education using clinical simulation with actors. The 4 steps of action research were followed: planning, action, observation and reflection. Three nursing undergraduate students participated in the study. Data were collected in May and July 2013 via participant comments and interviews and were analyzed in accordance with the operative proposal for qualitative data analysis. Planning included constructing and validating the clinical guides, selecting and training the actors, organizing and preparing the scenario and the issuing invitations to the participants. The action was carried out according to Kolb's (1984) 4 stages of learning cycles: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Clinical simulation involves different subjects' participation in all stages, and action research is a method that enables the clinical stimulation to be implemented. It must be guided by clear learning objectives and by a critical pedagogy that encourages critical thinking in students. Using actors and a real scenario facilitated psychological fidelity, and debriefing was the key moment of the reflective process that facilitated the integral training of students through experiential learning.

[Nursing and pre-hospital care: dead-ends and perspectives]. / Enfermagem e serviço de atendimento pré-hospitalar: descaminhos e perspectivas.

The present paper is about a reflection related to the emerging of Pre-Hospital Care in Brazil ant its respective models of care during the last few decades. By drawing out a basic historical trajectory we were able to point out the successful and dead end paths of this modality of health assistance in our country. The most recent attempts of standardization at a national level of this kind of service were analyzed, especially the Health Ministry Decree no. 2048/02, which constitutes itself as a starting point, offering subsidies to institutions and to those involved in this specific field of health knowledge, in order to remake the path within another perspective.

[Communicative action for building nursing knowledge]. / O agir comunicativo na construção do conhecimento em enfermagem.

It is a theoretical essay aiming at proposing the usage of the communicative action theory, by philosopher Jürger Habermas, as a mediator of educational technologies in building nursing knowledge. Based on the contributions by the philosopher and authors such as Demo, Morin, Assman, Perrenoud, Waldow, and Ramos, we reflect on technological advances and the necessary innovations in the field of nursing education. We believe that this proposal can contribute to implementing the national curriculum guidelines in undergraduate courses.

[Nursing care in pre-hospital services and airmedical removal]. / Assistência de enfermagem em serviço pré-hospitalar e remoção aeromédica.

The present article is a description of an experience developed during the Conclusive Monography of the Nursing Course from Santa Catarina's Federal University, in the second semester year 2000. It discusses the importance of the Pre-hospital Attendiment Service and Airmedical Removal, and the need of nurses preparation to attend the increasing requests of those services. It presents a historical review on these kind of attention method in health, in Brazil and in the world. It discusses some aspects related to management of human and material resources, concerning its specificity in those kind of services. It also points out the importance of the Nurse roll, and the necessity of widening their skills to act in the field of pre-hospital attendiment and airmedical removal.

Development of critical attitude in fundamentals of professional care discipline: a case study.

This is a qualitative case study to identify the contributions of a critical pedagogical technique in developing critical attitudes of graduating nursing students in Brazil. Fourteen students participated in this study. Data were collected from March to August 2010 using triangulation of non-participant observation, interview and document analysis. The collected data were transcribed to Word documents, which were subsequently imported into ATLAS.ti, version 6.2, for organisation and qualitative data analysis. The analysis was based on the work of Minayo (2010). The following three thematic analysis units were constructed: feeling free - seeking the liberty to learn to admire, admiring by curiosity and reflecting about the admired object. The results of the thematic categories reveal that the students understand that they are free to have an active role in their education, and the teacher facilitates this process; thus, the students have a raison d'ètre, or reason for being, free. Feeling free, the student can exercise their curiosity when facing the given situations and topics, which challenges them to make decisions based on their awareness of the world.

From ''being to the self'' to ''become to be'': on development of autonomy construction in nursing students.

OBJECTIVE: To understand nursing student's self-consciousness and his/her autonomy in the discipline of fundamentals of professional care in the context of a liberating pedagogical proposal. METHODOLOGY: This qualitative, case-based research in the model of Ludke and André involved 14 students participating in the discipline. Data were collected by non-participatory observation and analysis of documents. Field observation was conducted from March to July 2010 and data were collected according to the proposal of Minayo: pre-analysis, exploration of material and treatment of results. RESULTS: We constructed two thematic units of analysis: from ''being to the self'' and exercise of ''become to be''. CONCLUSION: When nursing students feel more liberty, they have the opportunity to substitute the scary prospect of learning something new material to something that motivates their curiosity and leads them to become more autonomous.

[Theses and dissertations of nurses about education in nursing and health: a bibliometric study]. / Teses e dissertações de enfermeiros sobre educação em enfermagem e saúde: um estudo bibliométrico.

The study aimed to describe the panorama of Education in Nursing and Health from abstracts of theses and dissertations published by nurses in Brazil between the years 2001 to 2009. This is a bibliometric, descriptive and quantitative study. Data were collected in the "Catalogue of Theses and Dissertations" from CEPEn/ABEn. After reading the abstracts and systematization of the material, analysis was performed using descriptive statistics. It was reviewed 4.101 studies, 523 of them on the theme of education. From these, 67% were dissertations and 33% of them were theses, predominantly produced in the southeast of Brazil. One conclude that the representation of the theme in the national context is significant and contributes to the advancement of knowledge in the field of Nursing, even though there are regional differences in the production process of this area of knowledge.

[Convergent Care Research: use in developing models of nursing care]. / Pesquisa Convergente Assistencial: uso na elaboração de modelos de cuidado de enfermagem.

The present text is a theoretical reflection upon the importance of Nursing care models for the consolidation of this discipline, concerning the contribution of Convergent Care Research (Pesquisa Convergente Assistencial -PCA) in elaborating such models. Beyond this, this article discusses the importance of Convergent Care Research in the convergence of the academic and practical worlds of nursing, which aid towards a safe practice, systematize care, and establish connections between pragmatism and scientism, leading nurses to adopt more solid knowledge construction postures.

The construction process of pedagogical knowledge among nursing professors.

Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students' general pedagogical knowledge and the teacher's biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching.

Representation and participation in management committees of teaching and service integration / Representación y participación en espacios colegiados de la integración docente asistencial en salud / Representação e participação em espaços colegiados de integração ensino-serviço em saúde

Abstract Objective To analyze the representation and participation of the management, attention, teaching and social control segments in management committees of health teaching-service integration. Methods Qualitative research with exploratory-analytical approach that involved representatives of these segments who participate in the management instances of the Pro-Health integrated proposal of Chapecó, Santa Catarina, Brazil. The data was collected through semi-structured interviews with 11 members of the segments and observation of six meetings of instances between October 2012 and April 2013. Results The following categories emerged: Representation through dialogue: possibility to negotiate; Legitimacy of representation: establishing fecund relationships; Disparity in the representation of the segments: the four-way approach in disharmony. Conclusion It is incipient participation of some segments; there are different understandings as to the perception of the meaning of representation. There are conflicts, but the dialogue prevails, provided that the subjects need improve their communication skills.

Resumen Objetivo Analizar la representación y participación de los segmentos de gestión, atención, educación y control social en los espacios colegiados de integración docente-asistencial en salud. Métodos Investigación cualitativa con abordaje exploratorio-analítico realizada con representantes de los sectores que participan de las entidades colegiadas de la propuesta integrada Pro-Salud de Chapecó, Santa Catarina, Brasil. La recolección de datos se realizó, por un lado, mediante entrevistas semiestructuradas a 11 miembros de los segmentos y, por otro lado, observación de las reuniones, entre octubre de 2012 y abril de 2013. Resultados Surgieron las categorías: Representación a partir del diálogo: posibilidad de negociar; legitimidad de la representación: el establecimiento de relaciones fructíferas; disparidad en la representación de los segmentos: el cuadrilátero en desarmonía. Conclusión Es incipiente la participación de algunos segmentos que tienen diferentes entendimientos con respecto a la percepción de lo que sea representación. Existen conflictos, pero el diálogo prevalece, aunque los sujetos requieren mejorar sus habilidades de comunicación.

Resumo Objetivo. Analisar a representação e a participação dos segmentos: gestão, atenção, ensino e controle social nos espaços colegiados de integração ensino-serviço em saúde. Métodos. Pesquisa qualitativa com abordagem exploratório-analítica que envolveu representantes desses segmentos que participam das instâncias colegiadas da proposta integrada do Pró-Saúde Chapecó, Santa Catarina, Brasil. A coleta de dados ocorreu mediante entrevistas semiestruturadas com 11 membros dos segmentos e observação de seis reuniões das instâncias, entre outubro de 2012 e abril de 2013. Resultados. Emergiram as categorias: Representação por meio do diálogo: possibilidade de negociar; Legitimidade da representação: estabelecendo relações fecundas; Disparidade na representação dos segmentos: o quadrilátero em desarmonia. Conclusão. É incipiente a participação de alguns segmentos; havendo entendimentos diversos quanto à percepção do significado da representação. Existem conflitos, mas o diálogo prevalece, ainda que os sujeitos necessitem aprimorar sua capacidade de comunicação.

Processo de formação crítico-criativo: percepção dos formandos de enfermagem / Critical process in creative education: nursing graduates perceptions

Resumen:

Objetivo: este estudio es una investigación cualitativa, descriptiva y exploratoria, basado en el referencial teórico de Paulo Freire. El objetivo es comprender cómo los estudiantes de enfermería de pregrado en una universidad pública del sur de Brasil perciben su proceso de formación para el desarrollo profesional crítico y creativo.

Métodología: en el estudio participaron 11 estudiantes de enfermería matriculados en el último año. Los datos fueron recogidos en el primer semestre de 2012 a través de entrevistas semiestructuradas individuales y se analizaron mediante análisis de contenido. Resultados: después de analizado, resultó en la formación de la categoría A formación del profesional crítico creativo y las subcategorías: construcción de un agente de transformación y búsqueda de conocimiento. Discusión: los resultados indican que la formación del enfermero es crítica y creativa, y que la búsqueda del conocimiento es importante para la transformación de la realidad, y es esencial para el cambio en el lugar de trabajo. Esta búsqueda de conocimiento conduce a la autonomía y esto hace que los estudiantes sean sujetos de su proceso de aprendizaje, también enfatizan la importancia de la investigación en su formación.

Abstract:

Introduction/purpose: this is a qualitative, descriptive, and exploratory investigation, based on the Paulo Freire theoretical referral. It is aimed at understanding the perceptions of undergraduate nursing students in a public university in Southern Brazil on their training process to build a critical and creative professional. Methods: eleven last year undergraduate nursing students were enrolled. Dada collection was carried out during the first six-month term in 2012, by means of semi-structured individual interviews that were analyzed through contents analysis. Results: the analysis resulted in the development of a category A training of a critical and creative professional, with the following subcategories: building of a transformation agent and search for knowledge. Discussion: results suggest that nurse education is critical and creative, and that search for knowledge is important to transform the reality and critical for promoting the change in workplace. Such a search for knowledge leads to autonomy and makes the students the subject of their learning process; it also highlights the importance of research in their education.

Introduçao/Objetivo: trata-se de uma pesquisa de caráter qualitativo, descritivo exploratório, ancorado pelo referencial de Paulo Freire, cujo objetivo foi compreender como os formandos de graduação em Enfermagem de uma Universidade Pública da Região Sul do Brasil percebem o seu processo de formação para a construção do profissional critico criativo. Método: participaram deste estudo 11 estudantes de Enfermagem, do sexo feminino, com idade entre 21 e 30 anos, regularmente matriculadas no último ano do curso. Os dados foram coletados no primeiro semestre de 2012 por meio de entrevistas individuais com roteiro semiestruturado. O tempo médio das entrevistas foi de 30 minutos e foram analisadas de acordo com análise de conteúdo. Resultados: após analisadas, resultou na categoria A formação do profissional critico criativo e as subcategorias: Construindo um agente transformador e Buscando conhecimento. Discussão: os resultados apontam que a formação do enfermeiro é crítica e criativa e que a busca do conhecimento é importante para a transformação da realidade e essencial para mudança no ambiente de trabalho. Essa busca pelo conhecimento leva à autonomia e isso faz com que os alunos sejam sujeitos do seu processo ensino aprendizagem. Eles destacam ainda a importância da pesquisa na sua formação.

Um diálogo sobre avaliação da aprendizagem: relato de experiência / A dialog on learning evaluation: An experience report

Resumen:

Objetivo: relato de experiencia sobre enfermeras-estudiantes de postgrado que utilizaron del Arco de Maguerez adaptado por Hengemühle para hacer un seminario cuyo tema fue: “Evaluación del aprendizaje en la formación del profesional de enfermería”. Resultados: en la etapa “situación-problema de la realidad” tres situaciones produjeron una reflexión sobre la realidad y su diseño; en la de “hipótesis de solución previa a la teorización”, surgieron posibilidades de soluciones basadas en el conocimiento previo de los participantes; en la de “teorización” los textos de lectura contribuyeron a la construcción de conocimiento a partir de la interpretación colectiva; en la de “solución de hipótesis fundamentada” se mejoraron los supuestos realizados en la segunda fase; y en la etapa final de “comprensión, aplicación y reconstrucción de la realidad” se propuso la elaboración de un instrumento para la evaluación del seminario. Discusión: la experiencia permitió la reconstrucción de concepciones sobre evaluación del aprendizaje, con miras a la evaluación participativa y reflexiva.

Abstract:

Purpose: an experience report on nurses-postgraduate students using the Maguerez arch adapted by Hengemühle to carry out a seminar on the following topic: "‘Assessment of learning in nursing professionals training". Results: in the step of "situation-problem in reality", three situations resulted in a reflection on the reality and its design; in the "solution hypothesis prior to theorizing", potential solutions based on previous knowledge of participants emerged; in the "theorizing", texts suggested for reading contributed to the building of knowledge based on a collective interpretation; in the "solution well-founded hypothesis", the assumptions made in the second step were improved; and in the final step of "understanding, implementing, and reconstruction of reality", the development of a tool to evaluate the seminar was proposed.

Discussion: the experience allows the reconstruction of concepts on learning evaluation, aiming at a participative and reflexive assessment.

Objetivo: trata-se de um relato de experiência sobre enfermeiras-estudantes da pós-graduação que utilizaram o Arco de Maguerez adaptado por Hengemühle para realizar um seminário com o tema: avaliação da aprendizagem na formação do profissional enfermeiro. Resultados: na etapa ‘situação-problema da realidade’, três situações subsidiaram uma reflexão sobre a realidade e seu delineamento; na ‘Hipótese de solução antes da teorização’, emergiram possibilidades de soluções, baseadas no conhecimento prévio dos participantes; na ‘Teorização’, textos para leitura contribuíram na construção do conhecimento a partir da interpretação coletiva; na ‘Hipótese de solução fundamentada teoricamente’, as hipóteses formuladas na segunda etapa foram aprimoradas; e na etapa ‘Compreensão, aplicação e reconstrução da realidade’, foi proposta a elaboração de um instrumento para avaliação do seminário. Discussão: a experiência possibilitou a reconstrução de concepções acerca da avaliação da aprendizagem, com vistas a avaliação participativa e reflexiva.