Competência clínica para realizar procedimentos técnicos de enfermagem : percepções de egressos

• Ano de defesa: 2018
• Autor(a) principal: Finger, Adriana Freitas de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Faculdade de Enfermagem (FAEN); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Enfermagem
• Palavras-chave em Português: Competência clínica; Enfermagem; Procedimentos clínicos; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM; Clinical competence; Nursing; Clinical procedures
• Link de acesso: http://ri.ufmt.br/handle/1/2460

The study aimed to examine perceptions of graduates on the development of clinical competence to perform technical procedures, the degree course in nursing. The motivation for studying this issue was the result of my experience as graduate teaching institution, from reflections on the performance of students in the fields of practice. It is a descriptive, exploratory and qualitative approach. Developed in the Faculty of Nursing at the Federal University of the State of Mato Grosso. Had as participants 11 graduates of the undergraduate program of the campus of Cuiabá-MT, which pasted degree between 2014 and 2015 and are inserted into the labour market in the city of Cuiabá. In this study were included all subjects who have agreed to participate in the research and met the inclusion criteria, characterizing the theoretical exhaust. Data collection took place through the semi-structured interview, mediated by script containing essay questions. We use the content analysis of the thematic type, as proposed by Bardin. The results of this dissertation resulted in three manuscripts: 1) Rewiring of knowledge in the development of clinical competence in nursing, with the themes – Understanding about clinical competence, Rewiring of knowledge, practices and interactions during the graduation and Rewiring of knowledge, practices and interactions at the beginning of his career; 2) the dichotomy theory-practice in the training of nurses – still a challenge to be overcome, with the themes – the dichotomy expressed in the pedagogic project of the course, "time to gather the boxes" - the challenge of learning to be a nurse already being and learning mediated by continuing education; and 3) Professor, what the nurses do? The teaching role in identity construction of profession-Teacher, what does the nurses do? and, the teacher-student interaction – impacts on identity of the Constitution to be a nurse. We concluded that this study enabled us to understand the many factors that influence the development of clinical competence, evidencing the need for changes in the educational setting, a long path to be trodden. To this end, we believe that we have contributed with this study as a starting point, an invitation to reflection about how has configured the formation process of nurses.