Práticas de cuidado do enfermeiro da Atenção Primária à Saúde e sua interface com a formação profissional

• Autor(a) principal: Santos, Flavia Pedro dos Anjos
• Data de Publicação: 2019
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17945
• topic: Enfermería; Atención Primaria a la Salud; Cuidados de Enfermería; Educación en Enfermería; Nursing; Primary Health Care; Nursing Care; Nursing Education; Enfermagem; Atenção Primária à Saúde; Cuidados de Enfermagem; Educação em Enfermagem; CIENCIAS DA SAUDE::ENFERMAGEM

This research addressed issues related to the relationship between nurses’ training and their care practices in Primary Health Care (PHC), with the general aim of understanding their practices in the PHC of the municipality of Jequié, Bahia, Brazil, and their relationship with their professional training. As specific objectives we intended to identify the aspects of professional training that influence their care practices in the PHC and analyze the contributions that this professional training brings to their care practices. The research was carried out in fifteen Family Health teams and four health centers that make up the PHC in the municipality of Jequié. The study participants were twenty-seven nurses who work in the PHC of this municipality. We used a semi-structured interview as the data collection technique. For the analysis of the data we used the philosophical hermeneutics of Gadamer that allowed the establishment of the following categories: category 1 - context of the nurses’ care practice and its relationship with training; category 2 - aspects of professional training that influence the nurses’ practice; and, category 3 - teaching-service-community integration in the context of the nurses’ training. The results of the study showed weaknesses in the dialogue and interaction between the subjects of the management, of the health services, Higher Education Institution and users, thus pointing to a challenge inpromoting the involvement of the bodies involved in the process of professional training and healthcare. With regard to aspects that contributed to the nurses’ training, the emphasis was placed on the teaching assistance and the inclusion of the students in monitoring programs, and research and extension activities, which collaborated for their critical training and for the understanding on the nurses’ performance in the context of the PublicHealth Care System. Some nurses revealed that they had difficulties to relate theory to practice because some disciplines were learned in a way that was disjointed of the reality of the nursing practices in the PHC. Moreover,they also signaled that, during their training, they did not perceive involvement and collaboration on the part of some nurses who acted in the Health Units, generating gaps for their learning and requiring greater accompaniment of the teacher, who, at times, did not present theoretical-practical knowledge. The interviewees also pointed out that, at times, their training emphasized technical learning, generating a certain distance from the training committed to the health needs of the users and from the subjective dimension of care. The coexistence of weaknesses and potentialities in the teaching-service-communityintegration process was also evidenced, provoking reflections on the need for a dialogue among those involved in this process to ensure that the professionals of the Health Units should understand and value the activities carried out by the students in those Units. The articulation between PHC management, health professionals, users, teachers and undergraduate nursing students is thus relevant in order to elaborate strategies that aim to strengthen the training and performance of nurses in the PHC.