O papel do estágio curricular obrigatório no desenvolvimento de competências gerenciais do acadêmico de enfermagem na atenção básica

Abstract

The curricular internship of the undergraduate nursing major can be considered a phase of academic training that aims to consolidate the knowledge acquired throughout the courses. Students plan and implement a nursing care practice built in the work environment, and are provided with collective spaces in which not only practical activities are performed, but also human relations in a constant learning to learn. In this context, this research intends to understand the perception of undergraduate nursing students of a higher education private institution on the managerial skills developed in curricular stage to enhance the capacity to mobilize multiple knowledge, such as knowing how to act, learn, engage, take responsibility, and have a strategic vision. In this descriptive study with a qualitative approach, we used semi structured interviews with guiding questions to collect data. The sample set consists of 19 students interviewed (89.4% women) aged between 22 and 42 years. A thematic analysis was performed, which enabled us to organize the information in 7 Registration Units - UR. The results evidenced the potential of the curricular stage in the development of managerial competencies necessary for the nurse's role in primary care. When faced with real events, trainees are encouraged to reflect on the different situations that arise in the context of health work, leading them to plan their actions and only later implement them. On the other hand, there is a need to strengthen the reflective capacity of trainees to provide better planning of health actions and decision-making processes, aiming at political and social accountability to the assisted community. Faced with this challenge, a support notebook was prepared for professors, preceptors and professional nurses who accompany students in compulsory curricular internship. Our aim was to enable the development of activities to be carried out during the internship, stimulating the trainees’ reflexive capacity through discussion of situations experienced in the daily life of Health Units. Our results reinforce the concern about the distance among higher education institutions, health service managers, and professionals in the curricular stages, which reflects negatively on the academic training of health professionals, health and, consequently, the quality of care provided.