Teaching-service integration within the Unified Health System: perspectives of nursing students

• Autor(a) principal: Queiroz, Anne Caroline Rodrigues
• Data de Publicação: 2021
• Outros Autores: Pereira, Fabíola Afonso Fagundes, Dionízio , Andra Aparecida da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Medicina de Família e Comunidade (Online)
• Texto Completo: https://www.rbmfc.org.br/rbmfc/article/view/2512
• topic: Patient-Centered Care; Health Centers; Program for Incentives and Benefits.; Assistência Centrada no Paciente; Centros de Saúde; Programa de Estímulos e Incentivos.; Atención Dirigida al Paciente; Centros de Salud; Programa de Estímulos e Incentivos.

Introduction: Teaching-service integration is part of the training process of nursing students, through curricular internships, teaching, research, and extension activities. Objectives: To understand the perspective of nursing students about the teaching-service integration within the Unified Health System. Methods: This is a descriptive and qualitative study, which included 15 students enrolled in the 7th and 8th periods in the second semester of 2017. The data were submitted to content analysis thematic. Three categories emerged: the early insertion of the student in the service; preceptors as facilitators of the teaching-learning process; and factors that hinder the practical activity in primary health care. Results: The students valued territorialization as an essential process for the development of interventions in the face of the weaknesses identified in the community, in addition to providing opportunities for academic maturation. They emphasized that the presence of the preceptor to improve their skills was satisfactory, especially when they felt afraid to perform some procedure. However, they pointed out the structural precariousness of the units, the lack of demand, the number of people in an internship group, and the resistance of the employees as conditions that hinder their inclusion in the practice field. Conclusion: From the academics’ perspective, the teaching-service integration is positive. However, the units require interventions from those responsible for their physical structure, and the pedagogical plan of the course for new proposals that enable practices more integrated with theory and the community.