Preceptorship in the perspective of comprehensive care: conversations with nurses

Abstract

The aim of this study was to understand preceptorship in nursing practice fields and its association with comprehensive care. This study was based on qualitative field research conducted in Fortaleza, Ceará, Brazil, from April to June 2012. A total of 20 preceptors were interviewed in the practice fields of three higher education institutions at three public state hospitals and one basic health unit Thematic analysis enabled apprehension of the theme 'preceptorship in the perspective of comprehensive care' and the empirical categories: (dis)articulation in teaching-service: distancing from academic institutions; welcoming students in the practice field. On the field, routine teaches: articulation in teaching-service from the preceptor's perspective. Results showed that teaching-service integration is at risk in light of biologicism and the gap between teaching institutions and health services, but that it is a way of constructing the necessary changes to consolidate the National Health Service.

A teoria em prática: interlocução ensino-serviço no contexto da atenção primária à saúde na formação do(a) enfermeiro(a) The theory into practice: teaching-service dialogue in the context of primary healthcare in the training of nurses

“…15 The nursing students' presence in PHC daily services represents the living link between service and school, an assurance of the re-significance of knowledge and (re) construction of conducts in harmony with the users' demands. 16 This reality is an advance towards the DCN/ ENF premises, conceives an innovative proposal to consolidate the SUS reorganization of the healthcare model by ESF. This, it shows potential to transform the local and the SUS reality, since there is a possibility to overcome the challenges presented.…”

Implementation of the Integrality Principle in Technical Nursing Courses at Schools in the Sus Network

“…Nevertheless, the absence or fragmentation of the teacher's job bonds with the schools can somehow make teaching work more precarious, as it distances him/her from the pedagogical experiences due to the absence of a bond, and almost always as a second job or complementary income. 7 The difficulties related to the composition of the teaching staff is one of the Gordian Knots in the supply of highquality technical professional nursing education at the secondary level: there is a lack of education for teaching (as the nurses obtain the bachelor degree in nursing and need specific pedagogical preparation for teaching), as well as non-attractive salaries and the preference of care activities that situate the nurse in a specialty and guarantee some degree of professional recognition and stability. 8 Next, the two CIs are presented that constitute this category: The teachers' bonds with the ETSUS and the challenges of integrality; and Difficulties for the teachers to apply the principle of integrality and supply pedagogical workshops.…”

A Formação Do Enfermeiro, O Sistema Único De Saúde E a Saúde Como Um Direito: Uma Revisão Sobre a Tipologia De Conteúdos De Ensino-Aprendizagem

“…Tudo isto evidencia a necessidade de abandono de paradigmas educacionais tradicionais e mergulho direto nas propostas de outra referência para a educação. Recentemente, tem se indicado como um facilitador para o processo de formação de profissionais da saúde a Política de Educação Permanente em Saúde (BRASIL, 2004a;b;2014), mas esta entendida e aplicada na sua mais ampla concepção.…”

“…Desenvolvido no ano 2008, em oito instituições de saúde, localizadas na cidade do Rio de Janeiro (PONTES; OLIVEIRA; GOMES, 2014).Preceptoria na perspectiva da integralidade: conversando com enfermeiros Pesquisa de campo, de natureza qualitativa, realizada no município de Fortaleza, capital do Estado do Ceará, Brasil, de abril a junho de 2012. Participaram do estudo 20 enfermeiros assistenciais que também atuavam como preceptores de três Instituições de Ensino Superior, sendo duas públicas e uma privada(RODRIGUES et al, 2014).…”