Programa de residência de enfermagem obstétrica: a perspectiva dos residentes

Abstract

Health courses have invested in critical-reflective training models based on innovations in the teaching-learning process, which are sufficient to contribute to changes in work processes. The internalization of health training gave rise to specialization courses and nursing residency programs, which can present difficulties for effective implementation, and the valorization of professionals in the service network who act as preceptors. In this way, evaluations of the teaching-service integration processes may be necessary for the objectives of the programs to be achieved. Therefore, this research aimed to understand the residents' view regarding the implementation of the Obstetric Nursing Residency Program (PREO) in the interior of the State of Pernambuco (PE). It is a qualitative, descriptive and exploratory study, whose unit of analysis was the ONRP located in three regional maternity hospitals in the interior of PE. The survey was carried out from July to August 2019. Interviews were conducted with fifteen residents of the program. The responses were recorded and transcribed in full, being submitted to Bardin's content analysis method, with detailed readings and then categorized with support from the Atlas.ti program. Subsequently, the two analyzes were compared to define the analysis categories. 100% of residents were interviewed, who revealed the following weaknesses: in communication, in the organization of the program, in the theoretical part, in the preparation of hospitals, in the lack of engagement of many preceptors, in the integration of teaching and service and that the geographical distance can also hinder this integration. As strengths of the program, the following stood out: differentiated training, personal and professional growth through practical activities, and incentives for the learning scenario. In terms of the teaching-learning process, according to the residents, development depends on each one of them and it is important to be influenced by activities interspersed between the theoretical-practical model and the preceptor. With regard to continuing education and training to become a tutor, it was not conclusive. The PRICE was rated by residents as positive, as it brought several benefits to all the actors involved. Theoretical activities were not satisfactory because, according to the residents, probably due to the fact that the preceptors do not master the use of active methodologies for the construction of the teaching-learning process. Finally, the weakness in communication between teaching and service can influence the education of the resident, with the preceptor being an important actor in this process. The study is not conclusive as to the solidity of the training of preceptorship, which suggests the development of new research that evaluates other actors, such as preceptors and managers. Therefore, the research result was sent both to the hospital and to the coordination of the residency program. Then, a planning workshop was held in order to strengthen the teaching-service integration, which was attended by preceptors, coordinators of the Residency Program and the coordinator of the Hospital's Permanent Education Center, whose action culminated in a productive moment. a lot of interaction and construction of teaching- service integration planning. The report of that moment, with all the suggestions, was sent to the hospital and to the coordination of the Nursing Program.