Percepção dos preceptores de um curso de enfermagem sobre o processo de ensino-aprendizagem na atenção básica

Abstract

Introduction: The supervised internship in primary care plays an important role in the professional training of nurses, as it contributes to the construction of the nurse's critical-reflective profile and remains aligned with curricular guidelines. Objective: To analyze the preceptor's perception of the teaching-learning process in the supervised primary care internship. Methodological Course: This is an exploratory study, with a qualitative approach, case study type. The research involved preceptors from a nursing course who are part of the supervised internship discipline in primary care. To collect data, a questionnaire with multiple choice and subjective questions was used. Objective data were subjected to simple percentage descriptive analysis. The analysis of the subjective questions were evaluated and organized according to the participants' statements in response to the form, following the technical steps according to Bardin. The research results are presented in an article entitled: “Perception of preceptors of a nursing course on the teaching-learning process in primary care”. Furthermore, the work contains an educational product: “Supervised internship in primary care: Sequence of activities to include students in the field, built in the form of an e-book to offer, in an accessible way, a sequence of guidelines to standardize the practices of preceptors during the mandatory curricular internship. Results: All participants were female, graduated in nursing from a private institution, with a prevalent age range of 31-40 years. Most have a Lato Sensu specialization. As for teacher training, half reported having yes. Regarding preceptorship time, 66.7% said it was more than 4 years. It is possible to see that there is a concern, on the part of preceptors, to have, at least, the title of specialist to develop preceptorship. In addition to serving as a stimulus for continuity in the training process. Final considerations: It was possible to identify the preceptors' perception of the impact of their actions on the training of new nurses. During the research, the lack of mention of the importance of pedagogical knowledge for its practice was notable. The notions of teaching practice for higher education are a differentiator for health care for the general population by training qualified professionals to work in different areas. It is expected that the product can assist in this process of standardizing practice.