Supervised curricular internship: analysis of the students' experience

Abstract

Estudo qualitativo cujo objetivo foi analisar a experiência de estudantes no desenvolvimento das atividades do Estágio Curricular Supervisionado do curso de graduação em enfermagem de uma universidade pública do estado de São Paulo. O material foi constituído pelo relatório fi nal dos discentes sobre o estágio desenvolvido. A análise documental foi utilizada para compreender as experiências vivenciadas pelos estudantes. Foram analisados seis documentos, utilizando-se como referencial a análise de conteúdo temático, na tentativa de identifi car signifi cados e obter inferências sobre os documentos produzidos. Os relatos permitiram concluir que a experiência dos discentes foi positiva, contribuindo para a construção de um elo entre a teoria oferecida pela universidade e a prática do serviço. O crescimento pessoal e profi ssional obtido foi referido pelos estudantes como fundamental para se sentirem capacitados a atuar como profi ssionais seguros e competentes.

Supervised internship in undergraduate education in nursing: integrative review

“…It enables the student to be inserted into the health system of the Brazilian Unified Health System, as it is presented, without manipulations or even adjustments for the realization of teaching-learning processes (18)(19)(20)(23)(24)(25)28,30) . By inserting the student into the real world of work, tutored by the concrete figure of the nurse professional, mediated by the didactic-pedagogical organization of the professor, with the objective of making real interventions in the work processes, seeks to ensure that teaching-part of the training process.…”

“…By inserting the student into the real world of work, tutored by the concrete figure of the nurse professional, mediated by the didactic-pedagogical organization of the professor, with the objective of making real interventions in the work processes, seeks to ensure that teaching-part of the training process. This will aid the process of building professionals capable of making praxis (theory-practice articulation) subsidize collective reflections, resulting in changes in real health situations (18)(19)(23)(24)28) . Mentoring has been recognized in the international literature as a strategy to maximize the benefits of nursing education in terms of acquisition of knowledge and skills, safety and professional socialization.…”

“…In order to carry out the IS, the student must be matured in his professional training process and be able to mobilize theoretical and practical knowledge acquired in the various disciplines that integrate the curriculum, in order to contribute to the development of his own professional qualification (19,28) . Therefore, it is clear why DCN determines that 20% of the total course workload should be allocated to the SI, and this should be developed in the last year of the course.…”

“…The evaluation processes that have been used strengthen the promotion of the student's responsibility and commitment to their learning, preparing them for working life (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31) . Regarding the pedagogical practices, they affirm that the activities simulated before the SI guarantee independence and autonomy during internship.…”

“…Regarding the pedagogical practices, they affirm that the activities simulated before the SI guarantee independence and autonomy during internship. Due to the active involvement of professors, field nurses and health services, the IS also makes it possible to strengthen teaching-service-community links (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31) . These contributions, as a tool to break paradigms of attention and health training, become a reality if the student is inserted early in the health services.…”