Motivações de acadêmicos de enfermagem atuantes em projetos de extensão universitária: a experiência da Faculdade Ciências da Saúde do Trairí/UFRN

Abstract

OBJETIVO: compreender os motivos que levaram os estudantes de enfermagem da Faculdade de Ciências da Saúde do Trairí da Universidade Federal do Rio Grande do Norte (FACISA/UFRN) a participarem dos projetos de extensão universitária da instituição. MÉTODO: a partir de estudo de natureza descritivo-exploratório analítico, com abordagem qualitativa, realizado com 15 discentes do curso de enfermagem da FACISA/UFRN, município de Santa Cruz/RN, que participaram ativamente de projetos de extensão. RESULTADOS: os resultados indicam que os motivos que levaram os estudantes a participarem das ações extensionistas foram o fator financeiro, currículo e área de aproximação. CONCLUSÃO: cabe à instituição ofertante recrutar os acadêmicos para participarem de projetos de extensão universitária, tirando do foco a remuneração e pondo em prática uma metodologia social.

Contribution of university extension activities in a group of pregnant women and couples for the training of nurses

“…University extension activities enable students to have contact with what is real and concrete, and encouraging students to aspire to extension projects is essential in social terms as students are expected to become critical and reflective professionals. 12 The undergraduate nursing program provided at the university under study allows students to experience both theoretical and practical learning and research and extension, while all these are interconnected. These experiences directly influence the training of nurses and the quality of care they will provide when they become professionals.…”

“…Students have a chance to seek extension activities during undergraduate studies, but this is not the only path they can follow; generally, choosing extension activities is related to other factors and is influenced by their experiences during their undergraduate programs. 12 Currently, extension activities tend to be included in the curricula and, in accordance with recommendations of the National Plan of Education 2014-2024, which proposes that 10% of the curriculum is composed of extension activities, students will have greater access to extension projects and will be able to develop their skills within the community, more easily linking teaching and research. 10 The inclusion of extension activities in the curricula is intended to link the university cornerstones: teaching, research and extension.…”

“…These factors include the possibility of having contact with the University extension activities in the training of nurses Lima MM, Machado ML, Costa R, Canever B, Pina JC, Alves IFBO community, affinity with the topic and with the work developed in the extension project, and also because of the remuneration provided to those holding a scholarhip. 12 Extension activities focus on establishing a connection between community and the educational sector, as educational institutions are opinion-makers and promote health education. In the university, extension activities work together with research and teaching, promoting the search for and treatment of information and its later dissemination to the community and the academic milieu.…”

Concepções sobre o curso de enfermagem de uma universidade pública: opinião dos docentes

“…Os professores evidenciaram a importância das atividades de extensão, pesquisas, e suas oportunidades dentro da academia para o discente, o que corrobora um estudo realizado numa faculdade de enfermagem de uma universidade pública do Rio Grande do Norte 23 .…”

Educação popular em saúde, pensamento crítico e os sete saberes

“…27 Often, the motivations that lead nursing students to get involved are remuneration, training and work experience, skills development interaction and curiosity in dialogue with users. 28 The extensionist within the scope of the EPS is shaped interdisciplinarily when visualizing its curricular matrix, mainly connected to Basic Care, dialoguing on fears, lifestyle, God, work, among others, composing a personal, affective and professional growth of the future workers of the Cheers. Another point is that it becomes imperative to work in a group, problematizing whenever possible daily learning26, as well as the knowledge that the democratic expression of the subjects bestows, the ethics of the human race (knowledge 7), understanding that each one has a system of values and attitudes.…”