Aprender a cuidar em enfermagem: do diálogo reflexivo aos significados : perspectiva do estudante da licenciatura
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2011
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Este estudo tem como tema central a „vivência de aprender a cuidar sendo cuidado‟ na formação inicial em enfermagem. A conjugação, sistemática e contínua, de estratégias baseadas no princípio da realidade e da relação dialógica enquadram a pertinência de compreender o fenómeno da vivência de aprender a cuidar. Um dispositivo pedagógico inovador, fundamentado no Teoria Humanista de Enfermagem de Paterson & Zderad, foi desenvolvido nos anos lectivos 2005/2006 e 2006/2007 desde a teoria à prática clínica, na Unidade Curricular Enfermagem Pediátrica, em que participaram 86 estudantes do 3º ano. O estudo de investigação, com uma abordagem qualitativa, foi elaborado a partir da participação de 12 sujeitos paradigmáticos oriundos das três comunidades de aprender, que realizaram reflexões individuais, diários de aprendizagem e portefólios, instrumentos nos quais registaram as descrições significativas. Estas foram submetidas a análise qualitativa, com os critérios propostos pelo Método Fenomenológico conjugados com os de Van Manen, que nos permitiu identificar e relacionar semelhanças e idiossincrasias nas comunidades de aprender. Emergiram treze temas: tempo; lugar; consciência do outro; autoconhecimento; auto-realização; reciprocidade; abertura; responsabilidade; respeito; confiança interpessoal; ligação; competência no cuidar e compreensão do aprender. Concluímos que um dispositivo pedagógico fundamentado nesta teoria promove o desenvolvimento pessoal e profissional do estudante quando conjugada com as estratégias seleccionadas e potencia o acto de cuidar sensível. A congruência, sistematização e continuidade de uma matriz pedagógica construtivista e humanista (re)coloca a centralidade no ser humano, levando-nos a recomendar a sua implementação no ensino de enfermagem.
The core theme of this study is the experience of learning to care, while being cared, in undergraduate nursing education. The systematic and permanent, articulation of learning strategies, based in the principle of reality and dialogic relationship, support the relevance of understanding the phenomenon of learning to care. An innovative educational strategy, based on the Theory of Humanistic Nursing of Zderad & Paterson, was developed in the academic years 2005/2006 and 2006/2007, from theory to clinical practice in Paediatric Nursing Course, attended by 86 students of the 3rd year. The research study, with a qualitative approach, was developed upon the participation of 12 paradigmatic subjects, from the three of learning communities, which produced individual reflections, learning journals and portfolios, where instruments recorded the meaningful descriptions. These were subjected to qualitative analysis, the criteria proposed by the phenomenological method in conjunction with Van Manen, which allowed us to identify and list similarities and idiosyncrasies in the communities of learning. Thirteen themes emerged: time, place, awareness of others, self, self-actualization, reciprocity, openness, responsibility, respect, interpersonal trust, connection; caring competence and understanding of learning. We conclude that a pedagogical approach framed by this theory, when combined with selected strategies, promotes the personal and professional development of the student and encourages the act of sensitive caring. The consistency, continuity and systematization of a humanist and constructivist pedagogical framework (re)places the centrality in human beings, leading us to recommend its implementation in nursing education.
The core theme of this study is the experience of learning to care, while being cared, in undergraduate nursing education. The systematic and permanent, articulation of learning strategies, based in the principle of reality and dialogic relationship, support the relevance of understanding the phenomenon of learning to care. An innovative educational strategy, based on the Theory of Humanistic Nursing of Zderad & Paterson, was developed in the academic years 2005/2006 and 2006/2007, from theory to clinical practice in Paediatric Nursing Course, attended by 86 students of the 3rd year. The research study, with a qualitative approach, was developed upon the participation of 12 paradigmatic subjects, from the three of learning communities, which produced individual reflections, learning journals and portfolios, where instruments recorded the meaningful descriptions. These were subjected to qualitative analysis, the criteria proposed by the phenomenological method in conjunction with Van Manen, which allowed us to identify and list similarities and idiosyncrasies in the communities of learning. Thirteen themes emerged: time, place, awareness of others, self, self-actualization, reciprocity, openness, responsibility, respect, interpersonal trust, connection; caring competence and understanding of learning. We conclude that a pedagogical approach framed by this theory, when combined with selected strategies, promotes the personal and professional development of the student and encourages the act of sensitive caring. The consistency, continuity and systematization of a humanist and constructivist pedagogical framework (re)places the centrality in human beings, leading us to recommend its implementation in nursing education.
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Orientação: Maria do Céu Aguiar Barbieri de Figueiredo
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EDUCAÇÃO, ENFERMAGEM, DOUTORAMENTO EM EDUCAÇÃO, EDUCATION, NURSING, PEDAGOGICAL STRATEGIES, ESTRATÉGIAS PEDAGÓGICAS, FENOMENOLOGIA , PHENOMENOLOGY