Integração ensino-trabalho-cidadania na formação de enfermeiros

Abstract

This study aims to identify the conflicts found daily throughout the development of the specialization course Process of Change in Superior Education and Health Services. This descriptive qualitative study is a case study carried out at a private University Center in the State of Rio de Janeiro, Brazil. The subjects were 18 students from the specialization course, who spontaneously decided to participate in the study The data was collected in April 2009 and analyzed and described in five thematic units that describe the focus of conflicts in the world of the work: Integration among Education, Work and Citizenship; Team work; Permanent education, Social responsibility; Establishment of the care line. The intersection between the academic field and health services produces tensions and conflicts which are latent most of the time, but are never evident.

Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers

“…For that to happen, any teaching that enables a limited and fragmented healthcare must be reviewed (24) . The teaching-service integration stands out as an ideal to be pursued toward the proposition of the construction of an integrated curriculum in which theory and practice are inseparable (25) .…”

Inte(g)ração Ensino-Serviço e o Fortalecimento do SUS na Primeira Década do Século XXI

“…O trabalho em equipe é o terreno fértil da interdisciplinaridade, para o qual é preciso lembrar que trocar saberes não significa perda de espaço ou da identidade profissional, muito menos a sobreposição de profissões (13,17) . profissional (18,32) . encontrando falas da população (8) .…”

Repercussoes do pet-saude na formacao de estudantes da area da saude

“…For this new perspective to become real, motivated educators are fundamental, to articulate theory and practice, encouraging the students to experience new contexts of learning, without removing from them the investigation and the questioning through teaching and research activities, the interdisciplinarity, and the participative methodologies [12][13][14][15][16][17] . In this regard, the PET-Health offers an opportunity for the students to have training in which they can reflect and act in favor of humanized care and a greater impact on the community, becoming active and critical subjects in their learning process, and thus contributing to the transformation of the context of the training and of the health care.…”

“…The health professionals do not experience, during their training, strategies which articulate their activities and knowledges with those of the other professionals in the team; generally, the learning in which it becomes necessary to share knowledges and spaces with the other professionals following graduation is mentioned as one of the difficult times. The learning often creates extremely conflict-ridden situations in which the individual needs end up prevailing, to the detriment of more qualified care 17 . Analyzing the students' discourses, it stands out that it is fundamental, therefore, that these preceptors should be active elements in the entire process of implementation of the program, from the conception of the proposals through to their carrying-out and continuous evaluation, through team work.…”