A percepção dos docentes sobre o trabalho de conclusão de curso e a formação crítica do enfermeiro

Abstract

Introduction: The Course Conclusion Paper (CBT) is a compulsory curricular component in the Nursing Undergraduate Course, whose purpose is to foster critical and reflective vision for the future nurse, stimulating its leading role in the teaching-learning process mediated by teacher. Objective: To analyze the contribution of the Course Conclusion Work (CBT) to the critical formation of nurses. Methodology: The study was defined as exploratory and descriptive, with a qualitative approach, conducted at Estácio de Alagoas College, in Maceió / AL. The subjects participating in the study were 13 (thirteen) teachers linked to the nursing course of the selected institution who participated as counselors of at least 01 (one) CBT. The production of information was performed through individual semi-structured in-depth interviews using a mobile application that has the function of recorder; We tested the functionality and audio of the app before the interviews. Information was collected from November 2018 to January 2019, and interviews were recorded using a mobile device. Results: This study, seeking to analyze the contribution of the Course Conclusion Work to the critical formation of nurses, from the perspective of the advisor teacher, originated 02 themes and 04 subthemes, which were: Contribution of the Course Conclusion Work to the formation nurse's criticism (theme 1); the importance of CBT for critical training (sub-theme 1.1) and CBT and the development of investigative competence (sub-theme 1.2); the CBT orientation process (theme 2), the operationalization of the CBT orientation process (sub-theme 2.1) and the importance of the mentor in the orientation process (subtheme 2.2). The importance of CBT is understood as an instrument that helps in the critical formation of the student, provided that it can reflect from a social reality, as well as CBT is an instrument that helps in the development of investigative competence, provided that it is properly experienced. and that the student's investigative thinking be instigated. The orientation process is operationalized in a first meeting, of great importance for the CBT segment, with the construction of bonds and motivating ideas and going to the next meetings, which vary depending on the teacher's analysis. Final considerations: From the teachers' statements, it is clear that the Course Conclusion Work contributes positively to the critical formation of the student, fostering the investigative view. Some components may weaken the orientation process, such as the teacher himself, the student and the institution. The teacher's view is fundamental for the development of student criticality.