Abordagem holística na formação de enfermeiras
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22697 |
Resumo: | Holism is a philosophical concept associated with an extendedunderstanding of phenomena, without reductionism or fragmentation. Holistic health is based on a combination of knowledge and health practices that approach the human in its physical, mental and spiritual dimensions, in an ecological-social and cosmic interaction, leading to a systemic and transdisciplinary vision of the health and disease. The purposes of this study were to identify the potentialities and weaknesses of the holistic training in a nursing undergraduate course and to highlight the suggestions of the students and professors for the holistic training. This research is a descriptive analysis with a qualitative approach that used the Discourse of the Collective Subject and the content analysis. The participants of the research were 10 students from de last semester and 5 professors from the nursing degree course. The data collection was performed through an oral interview, recorded in audio, guided by a script with guiding questions and a sociodemographic form application. Thequotes were categorized into three themes and their respective subtopics: holistic training potentialities (human comprehension in all its dimensions, global vision of a phenomenon, integrative therapies, satisfactory approach, experiences in the Basic Health Unit (BHU), first year experience, forth year experience and appropriate conditions for a holistic approach), difficulties for the holistic training (holism as a way of seeing the other, insufficient approach, limited approach to the first year, prevalence of the biological and social approach, influence of the personal values of the professor, difficulties to execute the holistic care, isolated experience,unfilled gaps, theme devaluation, the loss of emphasis of the biological approach, limited time), suggestions for the holistic training (to knowstudents realities, to prioritize the nursing care, to get deep into the tutorials topics, to change the vision of some professors, to balance the contents, to start the approach in the first year, holistic training for the professors, integration theory and practices, human understanding in all its dimensions, quality of life in the teaching work). Emphasis was given to the experiences lived in the first and second years and to the supervised curricular internship, which, together with the conceptual frameworks and the pedagogical model of the course, potentialize the holistic formation. However, there are still challenges to be overcomed for a holistic, continuous, balanced and integrated approach, without fragmentation, with the care customization based on nursing theories, professors that combinesensitivity with scientific practice, interprofessional work and permanent holistic education for professors and the health professionals |
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Duarte, Lúcia Rondelohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4308660A4Leite, Mila Moraes2019-10-15T12:19:13Z2019-09-19Leite, Mila Moraes. Abordagem holística na formação de enfermeiras. 2019. 97 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2019.https://tede2.pucsp.br/handle/handle/22697Holism is a philosophical concept associated with an extendedunderstanding of phenomena, without reductionism or fragmentation. Holistic health is based on a combination of knowledge and health practices that approach the human in its physical, mental and spiritual dimensions, in an ecological-social and cosmic interaction, leading to a systemic and transdisciplinary vision of the health and disease. The purposes of this study were to identify the potentialities and weaknesses of the holistic training in a nursing undergraduate course and to highlight the suggestions of the students and professors for the holistic training. This research is a descriptive analysis with a qualitative approach that used the Discourse of the Collective Subject and the content analysis. The participants of the research were 10 students from de last semester and 5 professors from the nursing degree course. The data collection was performed through an oral interview, recorded in audio, guided by a script with guiding questions and a sociodemographic form application. Thequotes were categorized into three themes and their respective subtopics: holistic training potentialities (human comprehension in all its dimensions, global vision of a phenomenon, integrative therapies, satisfactory approach, experiences in the Basic Health Unit (BHU), first year experience, forth year experience and appropriate conditions for a holistic approach), difficulties for the holistic training (holism as a way of seeing the other, insufficient approach, limited approach to the first year, prevalence of the biological and social approach, influence of the personal values of the professor, difficulties to execute the holistic care, isolated experience,unfilled gaps, theme devaluation, the loss of emphasis of the biological approach, limited time), suggestions for the holistic training (to knowstudents realities, to prioritize the nursing care, to get deep into the tutorials topics, to change the vision of some professors, to balance the contents, to start the approach in the first year, holistic training for the professors, integration theory and practices, human understanding in all its dimensions, quality of life in the teaching work). Emphasis was given to the experiences lived in the first and second years and to the supervised curricular internship, which, together with the conceptual frameworks and the pedagogical model of the course, potentialize the holistic formation. However, there are still challenges to be overcomed for a holistic, continuous, balanced and integrated approach, without fragmentation, with the care customization based on nursing theories, professors that combinesensitivity with scientific practice, interprofessional work and permanent holistic education for professors and the health professionalsHolismo é um conceito filosófico associado ao entendimento amplo dos fenômenos, sem reducionismo ou fragmentação. Saúde holística baseia-se em uma combinação de conhecimentos e de práticas de saúde que procuram abordar o ser humano nas suas dimensões física, mental e espiritual, em uma interação ecológica-social e cósmica, apontando para uma visão sistêmica e transdisciplinar do processo saúde-doença. Os objetivos deste estudo foram identificar potencialidades e fragilidades da formação holística em um curso de graduação em Enfermagem e evidenciar as sugestões de alunos e docentes para a formação holística. Trata-se de pesquisa descritiva de abordagem qualitativa que utilizou o discurso do sujeito coletivo e a análise temática de conteúdo. Os participantes foram 10 alunos do último semestre e 5 docentes do curso de graduação em Enfermagem da PUC-SP. A coleta de dados foi realizada por meio de entrevista oral, gravada em áudio, orientada por roteiro com questões norteadoras e aplicação de formulário sociodemográfico. Os discursos foram categorizados em três temas e respectivos subtemas: potencialidades da formação holística (compreensão do ser humano em todas as suas dimensões, visão global de um fenômeno, terapias integrativas, abordagem satisfatória, vivências na UBS, vivência no primeiro ano, vivência no quarto ano e condições adequadas para enfoque holístico), dificuldades para a formação holística (holismo como maneira de ver o outro, abordagem insuficiente, abordagem limitada ao primeiro ano, prevalência do enfoque biológico e social, influência dos valores pessoais do docente, dificuldades para a realização do cuidado holístico, vivencia isolada, lacuna a ser preenchida, desvalorização do tema, perda de ênfase do enfoque biológico, tempo limitante), sugestões para a formação holística (conhecer a realidade dos alunos, priorizar o cuidado de enfermagem, aprofundar o tema nas tutorias, mudar a visão de algumas professoras, equilibrar os conteúdos, iniciar a abordagem no primeiro ano, capacitação holística para os professores, integração teoria e prática, compreender o ser humano em todas as suas dimensões, qualidade de vida no trabalho docente). Foram destaque as experiências vivenciadas no 1º e 2º ano e no estágio curricular supervisionado que, aliadas aos marcos conceituais e o modelo pedagógico do curso, potencializam a formação holística. Porém, ainda há desafios a serem vencidos para uma abordagem holística continuada, equilibrada e integrada, sem fragmentações, com personalização do cuidado baseando-o em teorias de enfermagem, professores que combinem sensibilidade com prática científica, trabalho interprofissional e educação holística permanente para docentes e profissionais de saúdeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50673/Mila%20Moraes%20Leite.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação nas Profissões da SaúdePUC-SPBrasilFaculdade de Ciências Médicas e da SaúdeEducação em saúdeEducação em enfermagemRelações enfermeiro-pacienteSaúde holísticaHealth educationNursing educationNurse and patientHolistic medicineCNPQ::CIENCIAS DA SAUDEAbordagem holística na formação de enfermeirasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMila Moraes Leite.pdf.txtMila Moraes Leite.pdf.txtExtracted texttext/plain158078https://repositorio.pucsp.br/xmlui/bitstream/handle/22697/4/Mila%20Moraes%20Leite.pdf.txt5037ab3fda620636d3b98bfa303d6f50MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Abordagem holística na formação de enfermeiras |
title |
Abordagem holística na formação de enfermeiras |
spellingShingle |
Abordagem holística na formação de enfermeiras Leite, Mila Moraes Educação em saúde Educação em enfermagem Relações enfermeiro-paciente Saúde holística Health education Nursing education Nurse and patient Holistic medicine CNPQ::CIENCIAS DA SAUDE |
title_short |
Abordagem holística na formação de enfermeiras |
title_full |
Abordagem holística na formação de enfermeiras |
title_fullStr |
Abordagem holística na formação de enfermeiras |
title_full_unstemmed |
Abordagem holística na formação de enfermeiras |
title_sort |
Abordagem holística na formação de enfermeiras |
author |
Leite, Mila Moraes |
author_facet |
Leite, Mila Moraes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Duarte, Lúcia Rondelo |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4308660A4 |
dc.contributor.author.fl_str_mv |
Leite, Mila Moraes |
contributor_str_mv |
Duarte, Lúcia Rondelo |
dc.subject.por.fl_str_mv |
Educação em saúde Educação em enfermagem Relações enfermeiro-paciente Saúde holística |
topic |
Educação em saúde Educação em enfermagem Relações enfermeiro-paciente Saúde holística Health education Nursing education Nurse and patient Holistic medicine CNPQ::CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Health education Nursing education Nurse and patient Holistic medicine |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE |
description |
Holism is a philosophical concept associated with an extendedunderstanding of phenomena, without reductionism or fragmentation. Holistic health is based on a combination of knowledge and health practices that approach the human in its physical, mental and spiritual dimensions, in an ecological-social and cosmic interaction, leading to a systemic and transdisciplinary vision of the health and disease. The purposes of this study were to identify the potentialities and weaknesses of the holistic training in a nursing undergraduate course and to highlight the suggestions of the students and professors for the holistic training. This research is a descriptive analysis with a qualitative approach that used the Discourse of the Collective Subject and the content analysis. The participants of the research were 10 students from de last semester and 5 professors from the nursing degree course. The data collection was performed through an oral interview, recorded in audio, guided by a script with guiding questions and a sociodemographic form application. Thequotes were categorized into three themes and their respective subtopics: holistic training potentialities (human comprehension in all its dimensions, global vision of a phenomenon, integrative therapies, satisfactory approach, experiences in the Basic Health Unit (BHU), first year experience, forth year experience and appropriate conditions for a holistic approach), difficulties for the holistic training (holism as a way of seeing the other, insufficient approach, limited approach to the first year, prevalence of the biological and social approach, influence of the personal values of the professor, difficulties to execute the holistic care, isolated experience,unfilled gaps, theme devaluation, the loss of emphasis of the biological approach, limited time), suggestions for the holistic training (to knowstudents realities, to prioritize the nursing care, to get deep into the tutorials topics, to change the vision of some professors, to balance the contents, to start the approach in the first year, holistic training for the professors, integration theory and practices, human understanding in all its dimensions, quality of life in the teaching work). Emphasis was given to the experiences lived in the first and second years and to the supervised curricular internship, which, together with the conceptual frameworks and the pedagogical model of the course, potentialize the holistic formation. However, there are still challenges to be overcomed for a holistic, continuous, balanced and integrated approach, without fragmentation, with the care customization based on nursing theories, professors that combinesensitivity with scientific practice, interprofessional work and permanent holistic education for professors and the health professionals |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-10-15T12:19:13Z |
dc.date.issued.fl_str_mv |
2019-09-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Leite, Mila Moraes. Abordagem holística na formação de enfermeiras. 2019. 97 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22697 |
identifier_str_mv |
Leite, Mila Moraes. Abordagem holística na formação de enfermeiras. 2019. 97 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2019. |
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https://tede2.pucsp.br/handle/handle/22697 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Médicas e da Saúde |
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Pontifícia Universidade Católica de São Paulo |
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