Relevância das noções de prática docente para ensino superior em um programa de residência em enfermagem

Abstract

Introduction: The nursing residency program plays an important role in in the State of Alagoas, training newly graduated professionals for teaching and for practice through theoretical modules. Objective: To analyze the contribution of teaching practice fundaments to the professional activities of graduates in the nursing residency program. Methodology: Descriptive type study with quali-quantitative approach. This research encompassed graduates between the years 2007 and 2019 from a nursing residency program. The data was collected through a mixed questionnaire with multiple choice as well as subjective questions. The objective data was subjected to a descriptive analysis through simple percentage. The subjective questions were interpreted according with Bardin's technical steps. The results of the study are presented in two original papers named: 1) General features of nursing residency programs and 2) Relevance of teaching practice notions for higher education in a nursing residency program. This research include 3 educational products: 1) Original paper Formation of health professionals for teaching in higher education, 2) Technical- scientific report with results feedback to the Universidade Estadual de Ciências da Saúde de Alagoas, and 3) Social network page The Resident Corner. Results: 96% graduates identify as female and 4% as male. The predominant age range is between 20-30 years old (56%), followed by the range of 31-40 years old (44%). Most graduates (90%) are from public higher education institutions. As for the year of undergraduation, 18% of the subjects concluded their studies in 2012, followed by the years of 2013, 2014 and 2015 with 14% each one. In relation to the year of conclusion of the residency studies, 22% subjects completed their studies in 2017, followed by 2016 (14%). 88% of graduates are employed, of which 78% are working in their area of specialization. As of their job profile, 50% are care nurses, 20% are teacher nurses and 18% are both care and teacher nurses. By the time of conclusion of the residency, 36% graduates enrolled in post-graduation courses, 10% in specializations on higher education teaching programs and 4% declare to have studied active methodolodies on teaching- learning practices. The teaching experiences during residency contribute to the teaching practice of the graduates, but while they report the transformative character of the teaching instruction, the limitations of it are acknowledged. The residency program promote the continuity of studies through a theoretical background for the teaching practices with positive results for the future graduates. Final considerations: The teaching training for higher education of health professionals is gradually being recognized by the educational institutions, as it figures as one of the main factors that are capable of enhancing the quality of education, besides benefiting institutions, teachers and students. The nursing residency offers an extensive theoretical-practical instruction, which further encourage the graduates to continue their studies. The notions of teaching practices for higer education is a particular feature of the program studied in this research, with which it is expected that both teacher training in higher education and health assistance to the general population are improved though the training of nurses that are capable of multiple habilites. It is expected that the educational products of this work may help future professionals in practical ways and also broaden the access to free, shared and scientic knowledge.