Contribuições do estágio curricular na atenção básica para a formação de enfermeiros: à luz das diretrizes curriculares nacionais e sob o olhar do discente

Abstract

The following Academic Work for the Conclusion of a Professional Master's Degree in Health Education at the Faculty of Medicine (FAMED/UFAL) consists of two scientific papers and two intervention products which resulted from the research entitled “CONTRIBUTIONS OF THE CURRICULAR INTERNSHIP IN BASIC ATTENTION TO THE NURSE TRAINING: considering the National Curriculum Guidelines and under the student’s perspective”. In order to analyze the contributions of the curricular internship in Primary Care (AB) to the nurse training considering the DCNs and under the student’s perspective, the research had a qualitative approach of the type descriptive and exploratory study. The study participants were students from the nursing undergraduate course at UFAL - Arapiraca campus who had completed supervised curricular internship in AB in 2019. The data was collected through in two moments: in the first, a workshop was held to discuss the concept of competencies and about the competencies of the nurse predicted by the DCN; in a second moment, individual interviews using a semi-structured script about the student’s experiences that contributed to the development of skills during the curricular internship in Primary Care. The interviews were transcribed and read exhaustively. Word clouds were created to facilitate the elaboration of categories and the data was analyzed according to Bardin's content analysis technique, obtaining five categories: 1) Supervised internship: space for the development of nurses' skills, 2) Primary care: opportunity to “be a nurse” during training, 3) The importance of the preceptor during the internship, 4) The importance of practical classes for training, and 5) The use of active methodologies during the University graduate. The last two categories were part of the second article. All ethical precautions were respected, in accordance with Resolution N. 510/16. Therefore, two papers were written, the first dealt with the contributions of the curricular internship in AB, making it possible to perceive that the experience of the real user necessities, the daily services and the teamwork caused a significant learning of nurse skills and the development of a critical-reflective and humanized professional profile, that is concerned with offering comprehensive health care to the individual. The second article addressed the teaching-learning strategies used during graduation, prior to the internship, making it possible to infer that the active methodologies provided the development of a critical, humanized and integral view on problem situations and in real scenarios. In addition, two educational products were produced: the first, a Instructional Material for the Workshop creation, which can be used as a pedagogical practice during graduation for nursing students and preceptors in order to provoke reflections and improvements in the teaching-learning and training process the nurse's professional and the second, a series of educational videos that can be used during the suggested workshop and in other learning moments, such as classes, internships, training and permanent education that have the nurse's skills as their theme. It is hoped that the research may contribute to rethink teaching and preceptorship practices, making it possible to point out suggestions for improvements and new directions for the improvement of nursing education and professional qualification.