La historia de vida de la enfermera Águeda Medina Soto como elemento clave dela relevancia de la cultura de los cuidados en la enfermería de Jaén / A história de vida da enfermeira Águeda Medina Soto como elemento chave darelevância da cultura do cuidado na enfermagem em Jaén / The life story of the nurse Águeda Medina Soto as a key element of the relevance of the culture of care in nursing in Jaén

In this proposal we present a feminist critical analysis of the importance that nurses haveplayed, being the life story of the nurse Águeda Medina Soto an example of her relevance in Jaén.In this sense, the methodology that facilitates the study of our recent past is life history, this beingpart of a critical-reflective intergenerational analysis, establishing cause-effect between personal experiences, society and Nursing. In addition, linking it with the gender perspective, it provides uswith another necessary analysis to reflect on how society was formed, the access and limitationsthat were presented to women of the time for incorporation into the nursing branch, in addition tothe difference structural and recognition of sex-gender roles between women and men who exercised these trades (nurses and interns respectively). The results obtained show the usefulness offered by the life history, to make visible the differences both structural, academic and sex-genderdifferentiated practices associated with nurses and practitioners. In turn, make visible the socialrelevance of nurses within the health field in the culture of care, through the case of nurse Águeda.(AU)

En esta propuesta presentamos un análisis crítico feminista de la importancia que hanjugado las enfermeras, siendo la historia de vida de la enfermera Águeda Medina Soto un ejemplo de su relevancia en Jaén. En este sentido, la metodología que nos facilita el estudio de nuestro pasado reciente es la historia de vida, siendo esta, parte de un análisis intergeneracional crítico-reflexivo, estableciendo causa-efecto entre las experiencias personales, la sociedad y la Enfermería. Además, enlazándolo con la perspectiva de género, nos presta otro un necesario análisis para reflexionarsobre cómo se conformaba la sociedad, el acceso y limitaciones que se presentaban a las mujeres dela época para la incorporación en la rama de enfermería, además de la diferencia estructural y dereconocimiento de los roles sexo-genéricas entre las mujeres y hombres que ejercían dichos oficios(enfermeras y practicantes respectivamente). Los resultados obtenidos muestran la utilidad queofrece la historia de vida, para visibilizar las diferencias tanto estructurales, académicas y prácticasdiferenciadas sexo-genéricas asociadas a las enfermeras y los practicantes. A su vez, visibilizar larelevancia social de las enfermeras dentro del ámbito sanitario en la cultura de los cuidados, a travésdel caso de la enfermera Águeda.(AU)

Nesta proposta apresentamos uma análise crítica feminista da importância que os enfermeiros têm desempenhado, sendo a história de vida da enfermeira Águeda Medina Soto um exemplo da sua relevância em Jaén. Nesse sentido, a metodologia que facilita o estudo do nosso passadorecente é a história de vida, fazendo parte de uma análise intergeracional crítico-reflexiva, estabelecendo causa-efeito entre experiências pessoais, sociedade e Enfermagem. Além disso, articulando-acom a perspectiva de gênero, nos fornece mais uma análise necessária para refletir sobre como seformou a sociedade, os acessos e limitações que se apresentavam às mulheres da época para incorporação ao ramo da enfermagem, além da diferença estrutural e reconhecimento dos papéis sexogênero entre mulheres e homens que exerciam esses ofícios (enfermeiros e estagiários, respectivamente). Os resultados obtidos mostram a utilidade oferecida pela história de vida, para tornar visíveis as diferenças estruturais, acadêmicas e práticas diferenciadas de gênero associadas a enfermeiros e profissionais. Por sua vez, visibilizar a relevância social dos enfermeiros da área da saúde nacultura do cuidado, através do caso da enfermeira Águeda.(AU)

Centro Acadêmico da Escola de Enfermagem de Ribeirão Preto: 1953-1954 / Centro Académico de la Escuela de Enfermería de Ribeirão Preto: 1953-1954 / Academic Center of the School of Nursing of Ribeirão Preto: 1953-1954

Resumo Objetivo analisar o início do movimento estudantil da Escola de Enfermagem de Ribeirão Preto, mediante a criação do Centro Acadêmico da Escola de Enfermagem de Ribeirão Preto, órgão representativo do segmento estudantil, e as ações desenvolvidas durante a primeira gestão. Método estudo de perspectiva histórica, com abordagem na micro-história e análise documental para tratamento das fontes, e delimitação temporal de 1953 a 1954. Resultados constatou-se a criação em 17 de dezembro de 1953. No período investigado, a entidade promoveu atividades de lazer e esportivas, ações para recrutamento e melhor visibilidade da escola, comunicação com outros centros acadêmicos, gestão de finanças, e demonstrou preocupação com questões políticas, estudantis e sociais. Considerações finais e implicações para a prática a triangulação de fontes e literatura de aderência corroboram vários assuntos documentados nas atas da primeira gestão, e revelam parte da história do movimento estudantil de enfermagem, na década de 1950, e da própria Escola de Enfermagem de Ribeirão Preto.

Resumen Objetivo analizar el inicio del movimiento estudiantil en la EERP-USP, a través de la creación del CAEERP, órgano representativo del segmento estudiantil, y las acciones desarrolladas durante la primera dirección. Método estudio de perspectiva histórica, con enfoque de Micro-Historia y análisis documental para el tratamiento de las fuentes, con delimitación temporal de 1953 a 1954. Resultados se encontraron fuentes documentales en soporte papel y entrevistas realizadas a egresados ​​del curso. La creación del se constató el 17 de diciembre de 1953. Durante el período investigado, la entidad promovió actividades lúdicas y deportivas, acciones de captación y visibilidad de la escuela, comunicación con otros centros de estudiantes, gestión financiera y mostró preocupación por los intereses políticos, estudiantiles y cuestiones sociales. Consideraciones finales e implicaciones para la práctica triangulación de fuentes y literatura corroboran varias cuestiones documentadas en las actas de la primera gestión y contribuyen a revelar parte de la historia del movimiento estudiantil de enfermería en la década de 1950 y de la propia Escuela de Enfermería de Ribeirão Preto.

Abstract Objective to analyze the beginning of the student movement, through the creation of the Academic Center of the School of Nursing of Ribeirão Preto, a representative body of the student segment, and the actions developed during the first board. Method study from a historical perspective, with a Micro-History approach and documental analysis to treat the sources, with a temporal delimitation from 1953 to 1954. Results documentary sources were found in paper support and interviews carried out with graduates of the course. The creation was founded on December 17, 1953. During the period investigated, the entity promoted leisure and sports activities, actions to recruit and improve the school's visibility, communicated with other student organizations, financial management, and exposed concern for the political, student, and social issues. Final considerations and implications for practice triangulation of sources and literature corroborate several issues documented in the minutes of the first administration and contribute to revealing part of the history of the student movement in the 1950s and of Ribeirão Preto School of Nursing itself.

Trajetória de Walter Fernandes no Centro Acadêmico da Escola de Enfermagem Alfredo Pinto (1968-71) / Trajectory of Walter Fernandes in the academic center of the School of Nursing Alfredo Pinto (1968-71) / Trayectoria de Walter Fernandes en el centro académico de la Escuela de Enfermería Alfredo Pinto (1968-71)

Objetivo: analisar a trajetória acadêmica de Walter Fernandes enquanto ativista do movimento estudantil na Escola de Enfermagem Alfredo Pinto (EEAP). Método: estudo descritivo, do tipo bibliográfico, de abordagem qualitativa. Utilizou-se a análise de conteúdo temática na perspectiva da história oral de vida. Os dados foram coletados em junho de 2018, por meio de entrevista filmada e gravada. Resultados: o registro eficaz e bem construído ao longo da trajetória do depoente, mediante preocupação com o campo social, sobrevivência e aporte estrutural do corpo discente durante o contexto político das décadas relatadas, legitima a memória do movimento estudantil de enfermagem na EEAP. Além disso, aborda os embates da sociedade brasileira a época, a conjuntura universitária e estigmatização dos direitos sociais. Conclusão: a trajetória de Walter Fernandes reforça a participação dos estudantes nas articulações e soluções possíveis aos impasses, ratificando sua representação e agregação científica, acadêmica e social

Objective: to analyze the academic trajectory of Walter Fernandes as an activist of the student movement in the School of Nursing Alfredo Pinto (EEAP). Method: a descriptive study, of the bibliographic type, with a qualitative approach. It was used the analysis of thematic content in the perspective of the oral history of life. The data were collected in June of 2018, through a filmed and recorded interview. Results: the effective and well-constructed registry along the trajectory of the deponent, through concern for the social field, survival and structural contribution of the student body during the political context of the decades, legitimizes the memory of the student movement of nursing in EEAP. In addition, it addresses the struggles of Brazilian society at the time, the university situation and stigmatization of social rights. Conclusion: walter Fernandes 'trajectory reinforces students' participation in articulations and possible solutions to impasses, ratifying their representation and scientific, academic and social aggregation

Objetivo: analizar la trayectoria académica de Walter Fernandes como activista del movimiento estudiantil en la Escuela de Enfermería Alfredo Pinto (EEAP). Método: estudio descriptivo, del tipo bibliográfico, de abordaje cualitativo. Se utilizó el análisis de contenido temático en la perspectiva de la historia oral de vida. Los datos fueron recolectados en junio de 2018, por medio de una entrevista filmada y grabada. Resultados: el registro eficaz y bien construido a lo largo de la trayectoria del deponente, mediante preocupación con el campo social, supervivencia y aporte estructural del cuerpo discente durante el contexto político de las décadas relatadas, legitima la memoria del movimiento estudiantil de enfermería en la EEAP. Además, aborda los embates de la sociedad brasileña la época, la coyuntura universitaria y estigmatización de los derechos sociales. Conclusión: la trayectoria de Walter Fernandes refuerza la participación de los estudiantes en las articulaciones y soluciones posibles a los impasses, ratificando su representación y agregación científica, académica y social

Homens na enfermagem: vivências dos primeiros graduados na Escola de Enfermagem da Universidade Federal de Minas Gerais (década de 1970) / Men in nursing: experiences of the first graduates of the School of Nursing of the Federal University of Minas Gerais (1970s)

Contextualization of the theme: Men in nursing are known especially for their work as caregivers in military services and religious orders, assisting the sick and wounded during the Crusades and, later on, in civil wars. However, in the contemporary age, the teaching model known as Nightingalean privileged women and did not allow men to enter nursing schools. However, with the shortage of professionals after World War II, men began to be admitted to regular courses. They received little encouragement from nursing schools, and it is important to unveil the experiences of this group during their undergraduate studies in nursing. Justification: There are few studies that portray the history of men in nursing and in the context of Minas Gerais nursing, in the almost 90 years of existence of the Nursing School of the Federal University of Minas Gerais (EEUFMG) no work addresses the experiences of men as students at that school. Guiding question: How did the first men inserted in the EEUFMG experience graduation in the 1970s? General objective: To analyze how the first men experienced graduation at EEUFMG in the 1970s. Specifics objectives: To understand how the professional choice of men took place in undergraduate nursing; understand what it was like to be a man in a nursing school with a female predominance. Methodological path: This is a socio-historical study, with a qualitative approach, whose methodological framework was centered on thematic Oral History, developed through the analysis of historical documents and interviews with a semi-structured script, carried out with 10 men who graduated from the EEUFMG in the 1970s. The interviews were submitted to Thematic Content Analysis, enriched with documentary research. MAXQDA® software was used for data organization, coding and support for analysis. The ethical precepts of Resolution n. 466/2012 were respected. Three categories of analysis were constructed, namely: "Nursing carrer for men: a thought through professional choice?"; "The bad side of the choice: barriers faced by men during the undergraduate nursing course", "The good side of the choice: the benefits of being a man in the undergraduate nursing course". Results and discussion: The first category identified that nursing was not the first career option for the majority of the group. However, the opportunities arising from this profession led respondents to choose it. The second category revealed the difficulties experienced by men during their academic career, pointing out the care for the opposite sex as one of the obstacles. Finally, the third category presented the benefits of choosing a career, showing that men are privileged because they are the minority in the occupation. Final considerations: this study allowed to rescue the history of nursing, cooperating to unveil the male experiences during the undergraduate nursing course at the EEUFMG in the 1970s. It was identified that the choice of the course allowed to experience both sides: good and bad. It is recommended that the study be extended to the following decades, addressing the advances that have occurred in nursing programs with the inclusion of men in the course.

Descifrando narrativas contemporáneas sobre la salud y la enfermedad: el proyecto Madrasa / Deciphering Contemporary Narratives on Health and Disease: The Madrasa Project

OBJETIVO: describir el desarrollo del proyecto Madrasa y sus resultados tras dos años de implementación. METODOLOGÍA: proyecto de innovación docente llevado a cabo con metodología de Investigación-Acción Participativa y la participación de alumnos de los grados de Enfermería, Medicina y Antropología Social y Cultural de la Universidad de Granada. Resultados principales: se realizaron 10 círculos narrativos, 2 elucidarios y 2 visitas dialogadas, contando con 19 expertos invitados. Se registraron 1203 participantes (785 alumnos) en las actividades presenciales y los círculos narrativos experimentaron 8.400 visitas desde las plataformas digitales, con una satisfacción media del 84 %. Conclusión principal: el proyecto Madrasa ha logrado instaurar una pedagogía innovadora, apoyada en la transformación digital, con enfoque multidisciplinar, que contribuye a incorporar a la enseñanza reglada de los futuros profesionales de la salud y la antropología, de una forma transversal, competencias para el desarrollo del pensamiento crítico en el análisis de la diversidad de narrativas que se producen en torno a la salud y la enfermedad en el mundo contemporáneo

OBJECTIVE: to describe the development of the Madrasa project and its results after two years of implementation. METHODOLOGY: teaching innovation project carried out with Participatory Action Research methodology and the participation of students from the Nursing, Medicine and Social and Cultural Anthropology degrees at the University of Granada. MAIN RESULTS: 10 narrative circles, 2 elucidations and 2 dialogued visits were carried out, with 19 invited experts. 1203 participants (785 students) were registered in the face-to-face activities and the narrative circles experienced 8,400 visits from digital platforms, with an average satisfaction of 84%. Main conclusion: the Madrasa project has managed to establish an innovative pedagogy, supported by digital transformation, with a multidisciplinary approach, which contributes to incorporating into the regulated education of future health and anthropology professionals, in a transversal way, competences for the development of critical thinking in the analysis of the diversity of narratives that occur around health and disease in the contemporary world

USP Escuela de enfermería y el Programa de Inclusión Social: un enfoque histórico / USP School of Nursing and Social Inclusion Program - A Historical Approach / A Escola de Enfermagem da USP e o Programa de Inclusão Social - Uma abordagem histórica

En los primordios la enfermería brasileña, se buscó la mejor categoría para desarrollar la profesión: las mujeres blancas. El color de la piel era un impedimento para hacer enfermería. En la Escuela de Enfermería de la USP (EEUSP), nunca ha habido un mecanismo oficial para impedir que las personas negras hacen el curso, pero aun así, siempre ha capacitado a pocos estudiantes negros. Con el Programa de Inclusión Social (Inclusp) de USP, en 2007, la expectativa era ampliar el acceso a la Universidad para este grupo específico. Por lo tanto, el presente estudio asumió que EEUSP continúa formando pocos negros, en comparación con la mayoría blanca que ingresa al curso cada año. OBJETIVOS: Identificar si EEUSP continúa capacitando a pocas enfermeras negras incluso con acciones afirmativas y describir la experiencia de estudiantes y ex alumnos negros y marrones dentro de la escuela. MÉTODO: Primero, buscó mapear cuántos se beneficiaron y quiénes eran estas personas; Luego, algunos de estos graduados negros fueron invitados a contar sus historias y experiencias como estudiantes. RESULTADOS: El subregistro de color en la documentación estudiada comprometió los resultados. Hubo cinco entrevistas descriptivas. CONCLUSIONES: concluyó que a pesar del programa, EEUSP continúa formando pocos negros, lo que contribuye al hecho de que, hasta hoy, el número de enfermeras negras capacitadas por instituciones públicas es pequeño

In the early days of Brazilian nursing, the best category to build the profession was sought: white women. The color of one skin was an impediment to study nursing. At the Nursing School of University of São Paulo (EEUSP), there was never an official mechanism to bar black people from taking the course, but even so, it has always trained a small number of black students. With USP's Social Inclusion Program (Inclusp), in 2007, the expectation was to expand access to the University for this particular group of people. That is why, this study was based on the hypothesis that few black nurses graduate EEUSP still, compared to the white majority who enter the course each year. GOALS: Identify whether EEUSP continues to train few black nurses, even with affirmative action, and describe the experience of black and brown school students and alumni. METHOD: First, it sought to map how many benefited from the program and who these people were; then, some of these black graduates were invited to tell their stories and experiences as a student. RESULTS: The color underreporting in the studied documentation compromised the results. There were five descriptive interviews. CONCLUSIONS: That despite the program, EEUSP continues to train few black nurses, contributing to the fact that, until today, the number of black nurses trained by public institutions remain small

Nos primórdios da enfermagem brasileira, buscou-se a melhor categoria para construir a profissão: mulheres brancas. A cor da pele era um impedimento para cursar enfermagem. Na Escola de Enfermagem da USP (EEUSP), nunca houve um mecanismo oficial para barrar pessoas negras de fazer o curso, mas mesmo assim sempre formou poucos alunos negros. Com o Programa de Inclusão Social da USP (Inclusp), em 2007, a expectativa era de que se ampliasse o acesso à Universidade para esse grupo específico. Desta forma, o presente estudo partiu do pressuposto que a EEUSP continua a formar poucos negros, comparativamente à maioria branca que ingressa no curso a cada ano. OBJETIVOS: Identificar se a EEUSP continua formando poucos enfermeiros negros mesmo com ações afirmativas e descrever a experiência de alunos e ex-alunos pretos e pardos dentro da Escola. MÉTODO: Primeiro, buscou-se mapear quantos foram beneficiados e quem eram essas pessoas; em seguida, alguns esses egressos negros foram convidados a contar sua história e suas vivências como aluno. RESULTADOS: A subnotificação de cor na documentação estudada comprometeu os resultados. Foram feitas cinco entrevistas descritivas. CONCLUSÕES: Apesar do programa, a EEUSP continua formando poucos negros, contribuindo para que, até hoje, o número de enfermeiros negros formados por instituições públicas seja diminuto

Escola de Enfermagem Aurora de Afonso Costa: do planejamento à inauguração (1943-1945) / Aurora de Afonso Costa Nursing School: from planning to inauguration (1943-1945)

Objeto de estudo: planejamento, criação e implantação da Escola de Enfermagem do Estado do Rio de Janeiro. O recorte temporal compreende o período de 1943 a 1945, sendo o inicial, 1943, o ano em que uma equipe de enfermeiras norte-americanas da Divisão de Enfermagem do Serviço Especial de Saúde Pública concluiu o relatório sobre as condições de saúde das cidades de Niterói, Campos dos Goytacazes e Petrópolis, com vistas à seleção do local para a instalação de uma escola; enquanto que o ano 1945 corresponde à realização da aula inaugural da EEERJ, em 01 de fevereiro. Objetivos: narrar as circunstâncias que determinaram a criação da Escola de Enfermagem do Estado do Rio de Janeiro; analisar o planejamento e o processo de organização da escola; discutir o efeito das estratégias empreendidas pela Comissão de Administração da Escola para a sua implantação. Metodologia: análise de documentos escritos e fotográficos relativos à criação e planejamento da escola. A mesma se deu em conformidade com o método histórico. Os conceitos de habitus, campo, capital e poder simbólico de Pierre Bourdieu constituíram as referências analíticas. Resultados: as estratégias empreendidas pelos detentores do poder em prol da escola refletiram e derivaram da conjuntura internacional e nacional, pois, a escola foi implantada no bojo de uma guerra mundial, determinando importantes repercussões. A crescente industrialização e consequente aumento da urbanização e a modernização dos hospitais demandaram a necessidade de ampliação do número de enfermeiras. Conclusão: a criação da escola representou um ganho para a saúde e a educação em enfermagem, bem como conferiu reconhecimento profissional aos participantes, advindos da participação em um projeto de grande visibilidade nacional.

Object of study: planning, creation and implementation of the Nursing School of the State of Rio de Janeiro. The time frame covers the period from 1943 to 1945, the initial one being 1943, the year in which a team of North American nurses from the Nursing Division of the Special Public Health Service concluded the report about health conditions of the cities Niterói, Campos dos Goytacazes and Petrópolis, in order to select the location for the installation of a school; while the year 1945 corresponds to the first class of EEERJ, on February 1st. Objectives: relate the circumstances that determined the creation of the Nursing School of the State of Rio de Janeiro; analyze the school's planning and organization process; discuss the effect of the strategies determined by the School Administration Commission for its implementation. Methodology: analysis of written and photographic documents related to the creation and planning of the school. This one was carried out in accordance with the historical method. The analytical references were the Pierre Bourdieu's concepts of habitus, field, capital and symbolic power. Results: the strategies taken by the power holders in favor of the school reflected and derived from the international and national conjuncture, since the school was implanted during a world war, determining important repercussions. The increasing industrialization and the consequent increase in urbanization and the modernization of hospitals demanded an increase in the number of nurses. Conclusion: the creation of the school represented a gain for health and nursing education, as well as conferring professional recognition to the participants, due to the participation in a project of great national visibility.

Revisiting task orientated care: Oral histories of former student nurses in Ireland (1960-2001).

The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960-2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. These findings can inform current debate on supernumerary status and task allocation for the student nurse within their clinical learning environment, but also on the history of nurse education in Ireland in the twentieth century.

Ensino de graduação em enfermagem em saúde mental como aliado à consolidação do movimento de Reforma Psiquiátrica / Teaching undergraduate nursing in mental health as allied to the consolidation of the Psychiatric Reform movement

Objective: To analyze the updating of mental health education in a Nursing Undergraduate Course concomitantly with the implementation of the Psychiatric Reform in the municipality of Volta Redonda. Method: Historical-social study with primary sources consisting of written and oral documents. The analysis, based on the main concepts of the Psychiatric Reform, was performed by the triangulation of data. Results: In a transitional phase of mental health models, the municipality studied developed strategies to develop psychiatric reform, of which the creation of CAPS stands out. At the same time, an agreement with the Undergraduate Nursing Course enrolled students, still in the 1990s, in all the mental health services of the municipality. The teachers of this course acted as nurses, one in care and another in mental health management, facilitating the teaching-assistance dialogue. Conclusion: The graduate students, to integrate as interns services, contributed to the change of the concepts that supported the mental healthcare, while the psychiatric reform developed. This was a successful strategy to stimulate the formation of a new logic and care to brings killed labor to services, since the course graduates opted for acting in CAPS.

Objetivo: Analizar la actualización de la enseñanza de salud mental en un Curso de Graduación en Enfermería concomitantemente a la implantación de la Reforma Psiquiátrica en el municipio de Volta Redonda. Método: Estudio histórico-social con fuentes primarias constituidas de documentos escritos y orales. El análisis, sostenido en los principales conceptos de la Reforma Psiquiátrica, fue realizado por la triangulación de datos. Resultados: En una fase de transición de modelos de salud mental, el municipio estudiado creó estrategias para desarrollar la reforma psiquiátrica, de las cuales se destaca la creación de los CAPS. Al mismo tiempo, un convenio con el Curso de Graduación en Enfermería insertó a estudiantes, aún en la década de 1990, en todos los servicios de salud mental del municipio. Las profesoras de ese curso actuaban como enfermeras, una en la asistencia y otra en la gestión en salud mental, facilitando el diálogo enseñanza-asistencia. Conclusión: Los estudiantes de graduación, al integrar como pasantes los servicios, contribuían al cambio de los conceptos que sostenían el cuidado en salud mental, mientras la reforma psiquiátrica se desarrollaba. Este hecho fue una estrategia exitosa para estimular la formación en una nueva lógica asistencial y para traer mano de obra calificada a los servicios, una vez que los egresados ​​del curso optar por la actuación en los CAPS.

Objetivo: Analisar a atualização do ensino de saúde mental em um Curso de Graduação em Enfermagem, concomitantemente à implantação da Reforma Psiquiátrica no município de Volta Redonda. Método: Estudo histórico-social com fontes primárias constituídas de documentos escritos e orais. A análise, sustentada nos principais conceitos da Reforma Psiquiátrica, foi realizada pela triangulação de dados. Resultados: Em uma fase de transição de modelos de saúde mental, o município estudado criou estratégias para desenvolver a Reforma Psiquiátrica, das quais se destaca a criação dos Centros de Atenção Psicossocial (CAPS). Ao mesmo tempo, um convênio com o Curso de Graduação em Enfermagem inseriu estudantes, ainda na década de 1990, em todos os serviços de saúde mental do município. As professoras desse curso atuavam como enfermeiras, uma na assistência e outra na gestão em saúde mental, facilitando o diálogo ensino-assistência. Conclusão: Os estudantes de graduação, ao se integrarem nos serviços como estagiários, contribuíam para a mudança dos conceitos que sustentavam o cuidado em saúde mental, enquanto a Reforma Psiquiátrica se desenvolvia. Esse fato foi uma estratégia bem-sucedida para estimular a formação segundo uma nova lógica assistencial e trazer mão de obra qualificada aos serviços, uma vez que egressos do curso optaram pela atuação nos CAPS.

Uniformes e suas relações com a identidade profissional do enfermeiro formado pela Escola de Enfermagem Anna Nery da Universidade Federal do Rio de Janeir (1969-1985)

Pesquisa sócio-histórica, de natureza qualitativa, sobre a função do uniforme na construção, manutenção e preservação da identidade profissional de enfermeiros formados pela Escola de Enfermagem Anna Nery (EEAN) da Universidade Federal do Rio de Janeiro(UFRJ), no período de 1969 a 1985 correspondentes, respectivamente, ao ano de retirada do avental do uniforme hospitalar e o ano em que a calça jeans passou a integrar o uniforme de saúde pública dos estudantes de enfermagem. Objetivos: descrever a função dos uniformes usados pelos estudantes da EEAN no cotidiano institucional; analisar as estratégias para a construção da identidade profissional nos estudantes da EEAN diante das alterações nos uniformes e dos rituais que solenizavam seu uso; discutir o significado do vestuário na construção, manutenção e preservação da identidade profissional do enfermeiro formado na EEAN. Metodologia: As fontes incluíram documentos escritos e iconográficos do acervo do Centro de Documentação da EEAN/UFRJ e pertencentes ao arquivo pessoal dos colaboradores entrevistados. As fontes orais foram produzidas mediante a abordagem deHistória Oral Temática, segundo um roteiro preestabelecido. Foram entrevistados 38colaboradores. Os documentos foram selecionados dentro do recorte temporal, organizado sem ordem cronológica e classificados conforme os objetivos a serem alcançados. Realizou-sea crítica interna e externa aos documentos e, posteriormente, fez-se a triangulação das fontes selecionadas. O embasamento teórico contou com autores que tratam de vestuário e identidade profissional, com destaque para Roland Barthes, Alison Lurie e Claude Dubar.Para melhor compreender a função dos uniformes na EEAN, acrescentaram-se os conceitos de disciplinarização do corpo, de Michel Foucault...

Socio-historical research, with qualitative approach, about the function of theuniform in the construction, maintenance and preservation of professional identity of nursesgraduated from Escola de Enfermagem Anna Nery (EEAN) of the Universidade Federal doRio de Janeiro (UFRJ), from 1969 to 1985, period that corresponds, respectively, to the yearof removal of the apron from the hospital uniform and the year in which jeans becomes part ofthe uniform of public health nursing students. Objectives: To describe the function of theuniforms worn by the EEAN students in the institutional routine; analyze the strategies for theconstruction of professional identity in students from EEAN before the changes in uniformsand the rituals that celebrated its use; discuss the meaning of clothing in the construction,maintenance and preservation of professional identity of nurses graduated from EEAN.Methodology: Socio-historical study. The sources included written and iconographicdocuments belonging to the collection of EEAN/UFRJ Documentation Center and to thepersonal collection of research collaborators. Oral sources were produced using the OralThematic History technique. Thirty-nine collaborators were interviewed. The documents wereselected within the timeframe, arranged in chronological order and classified according to theobjectives to be achieved. Internal and external criticism of documents took place and latertriangulation of the selected fonts was held. The theoretical basis featured authors who dealabout clothing and professional identity, with an emphasis on Roland Barthes, Alison Lurieand Claude Dubar. To better understand the function of uniforms at EEAN, the concepts ofthe body disciplining of Michel Foucault were added...

Investigación socio-histórica, de naturaleza cualitativa sobre la función del uniforme en la construcción, mantenimiento y preservación de la identidad profesional de losenfermeros formados por la Escola de Enfermagem Anna Nery (EEAN) de la Universidade Federal do Rio de Janeiro (UFRJ), entre 1969-1985, período correspondiente, respectivamente, al año de retirada del delantal del uniforme hospitalario y el año en el que los pantalones vaqueros se convirtieron en parte del uniforme de los estudiantes de enfermería de la salud pública. Objetivos: Describir la función de los uniformes usados por los alumnos de EEAN en la rutina institucional; analizar las estrategias para la construcción de la identidad profesional de los estudiantes de EEAN delante de los cambios en los uniformes y rituales que celebraban su uso; discutir el significado de la ropa en la construcción, mantenimiento y preservación de la identidad profesional de los enfermeros formados en EEAN. Metodología: Estudio socio-histórico. Las fuentes incluyeron documentos escritos e iconográficos que pertenecen a la colección del Centro de Documentación EEAN / UFRJ y la colección personal de colaboradores de la investigación. Las fuentes orales se produjeron utilizando la técnica de Historia Oral Temática. Se entrevistó a 39 trabajadores. Los documentos fueron seleccionados dentro del marco de tiempo, dispuestos en orden cronológica y clasificados de acuerdo con los objetivos a alcanzar. Se realizó la crítica interna y externa a los documentos y la posterior triangulación de las fuentes seleccionadas. La base teórica tenía autores que se ocupan de laropa y profesional de identidad, especialmente Roland Barthes, Alison Lurie y Claude Dubar. Para comprender mejor la función del uniforme en EEAN, fueron añadidos los conceptos de disciplinarización del cuerpo de Michel Foucault...

Entornos educativos saludables de los estudiantes universitarios de enfermería / Healthy educational settings and their correlation with academic performance of nursing Students

Introducción: La presente investigación tuvo como objetivo determinar los entornos de estudio y aprendizaje que poseen los estudiantes de enfermería de la Universidad Nacional de Córdoba. Material y método: Estudio observacional-analítico, período 2011. Universo, estudiantes que cursan la licenciatura. Muestra estratificada, aleatoria. Técnica encuesta auto administrada. Fuente primaria. Resultados: La población estuvo compuesta por 290 alumnos, el 46% poseen entre 18 y 25 años, el 44% entre 26 y 40; 83% mujeres; 68% solteros; el 76% convive con la familia, y el 69% posee familiares a cargo; el 56% trabaja y el 44% recibe ayuda de los padres o beca. Al analizar el entorno en la dimensión organización y gestión, en la facilitación de materiales, se destaca su disponibilidad en más del 70%. En la planta física el 50% respondieron que no es adecuada. Los alumnos reciben apoyo en sus distintas variantes pedagógicas un 75%. En la planificación de cátedras el 78% que no existe. El 52% respondió que la conducción en el período estudiado no demuestra habilidad para la gestión. Con respecto al aspecto vincular académico los estudiantes no se sienten escuchados en la institución en un 65%, respondiendo que la comunicación entre pares es poco o medianamente colaborativa en un 59%. El 78% de los estudiantes afirman que no existe comunicación entre los dos ciclos. Por último a la dimensión de la participación estudiantil en relación al centro de estudiantes el 92% respondieron que no participan activamente y el 59% afirman que no promueve un entorno saludable. Conclusión: La organización y gestión, y la comunicación son identificadas negativamente. Consideramos que resta diseñar elementos que visibilicen esta problemática como central en la política de gestión académica, para construir estrategias conjuntas de resolución (AU)

Introduction: This research aimed to determine the study and learning environments that have nursing students of the National University of Córdoba. Methods: Observational - analytical study, period 2011 Universe all students pursuing the degree. Sample stratified random. Technical self-administered survey. Primary source. Results: The population consisted of 290 students studying different subjects of the degree. 46% of students have between 18 and 25 years, 44 % between 26 and 40; 83% female; 68 % were single; 76% live with family, and 69% have dependents; 56% work and 44% receive help from parents or scholarship. When analyzing the environment in the organization and management dimension, in facilitating learning materials in-house services discipline highlights its availability in more than 70%. In the variable physical plant over 50% responded that it is not appropriate. Students are supported in their different pedagogical variations in values higher than 75 % As formulation processes complaints, 75% responded that their claims are not heard: by managers in planning Chairs respondents 78% do not exists a negative impact on all the subdomains. 52% of respondents said that driving during the study period shows no ability to manage. Regarding the aspect linking academic students do not feel heard in the institution by 65 %, responding to peer communication is low and intermediate collaboratively by 59 %. 78% of students say there is no communication between the two last ciclos. Por dimension to student participation in relation to the center 92% of students said they are not actively engaged and 59% say they do not promote a healthy environment. Conclusion: The organization and management, and communication are negatively identified. We consider remaining design elements that illustrate this problem as central to the politics of academic management, to build joint resolution strategies (AU)

The archaeology and genealogy of mentorship in English nursing.

In the United Kingdom, the concept of mentorship has been central to nurse education since the 1980s. Mentorship has become the definitive term used to denote the supervisory relationship of the student nurse with a qualified nurse who monitors and evaluates their skill development in the clinical area. The background against which the concept was established is examined through a consideration of the concepts of archaeology of knowledge and genealogy of knowledge as conceptualised by Michel Foucault. In particular, the Foucauldian concepts of power, discourses and the gaze are used to direct and shape the analysis. The paper explores the interplay of managerial dominance and professionalism and the ways in which mentorship can be used as a means of control and surveillance.

The process of Danish nurses' professionalization and patterns of thought in the 20th century.

In this article, we address how the professionalization process is reflected in the way Danish nursing textbooks present 'nursing' to new members of the profession during the 20th century. The discussion is based on a discourse analysis of seven Danish textbooks on basic nursing published between 1904 and 1996. The analysis was inspired by the work of Michel Foucault, in particular the concepts of rupture and rules of formation. First, we explain how the dominating role of the human body in nursing textbooks disappears in the mid-20th century. This transformation can of course be attributed to changes in tasks and responsibilities for nurses or to the implementation of increasing amounts of knowledge and theories from other disciplines than medicine into the nurses' knowledge base. However, inspired by Foucault, we consider these historical changes to be the conditions of possibilities and not causes. The second part of the analysis shows that along with 'the disappearance of the body', a second discursive change appears: the role of doctors and medicine changes fundamentally from about mid-20th century. Finally, we argue that this discursive reorganization enabling new patterns of thought to emerge was driven by a professional interest in describing nursing as an independent profession.

Issues concerning recruitment, retention and attrition of student nurses in the 1950/60s: a comparative study.

AIM: To investigate student nurse recruitment and attrition in the 1950' and 1960s and undertake comparisons to modern day concerns. The study was set in one hospital in the U.K. BACKGROUND: In the period studied nursing was unpopular as a profession and there were difficulties surrounding recruitment. Attrition rates were high. METHOD: Documentary analysis of 641 training records dating 1955 to 1968 was undertaken. Attrition rates, reasons for non-completion and employment following successful completion were determined. RESULTS: Most recruits were young, unmarried, females and had overseas addresses. The majority (n = 88) had prior nursing experience. Over 69% (n = 443) successfully completed their training. Attrition rates were over 30% (n = 198), the main reason being academic failure. Following completion over 40% (n = 183) undertook midwifery training (n = 183) or secured a staff nurse post (n = 153). CONCLUSIONS: Issues relating to recruitment, retention and attrition in the 1950s and 1960s put into context present day issues. Recent attrition rates from pre-registration nurse education have fallen, nevertheless some of the issues of yesteryear remain problematic. In the present study significant numbers of entrants left due to domestic and ill-health problems resonates with many modern day studies. Also failure to complete due to academic shortcomings continues to be a concern.