Formação para atuar na atenção básica: percepção de discentes de enfermagem

• Autor(a) principal: Sobral , Janaína Paula Calheiros Pereira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/3776
• topic: Educação em enfermagem; Capacitação de recursos humanos em saúde; Estudantes de enfermagem; Atenção primária à saúde; Sistema Único de Saúde (Brasil); Nursing Education; Health Human Resource Training; Students of Nursing; Primary Health Care; Unified Health System (Brazil); CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM

This study aims to perception of nursing students about their training to act in Primary Care and as objectives: analyze the perception of nursing students about their training to act in Primary Care and investigate the potentialities and weaknesses in the training of these students. This is a descriptive research with a qualitative approach, conducted with 14 nursing students from a public higher education institution. Data were produced through a semistructured interview between August and September 2017, using a script that contained characterization data and triggering questions. The statements were analyzed through the technique of content analysis in the thematic analysis modality, being anchored in the Critical Pedagogy of Paulo Freire, in National Curricular Guidelines of undergraduate courses in nursing and relevant literature. From the analysis emerged three themes: 1. Training to act in Basic Attention: the students' gaze; 2. Fragility and potential of training to act in Primary Care; and 3. Supervised Curricular Internship as an essential component of training to act in Primary Care. The results demonstrated that students studied presented contradictory perceptions. For some, the training focuses on Primary Care and for others it has traces of a hospital-centric logic. They saw potentialities such as theoretical content, innovative initiatives such as the Education for Work Program for Health and, as main, the Supervised Curricular Internship. However, it was identified as weaknesses: 1. Imbalance in the relation theory and practice, with the need to offer more practical activities, pertaining to entire graduation; 2. Need for greater approximation with reality of Primary Care; 3. Fragmentation in teaching-learning, with the need to approach, in a theoretical and practical way, specific subjects focused on this context. The results obtained demonstrate the need to increase the offer of activities extension focused on Primary Care, (re)discuss curricular structure and reflect on a (re)adequacy, aiming to overcome the fragilities punctuated by the students and still consider a balance between the offer of learning opportunities in the hospital and Basic Attention. The contributions are to foment discussions in search of improvements in the curricula for the critical training of nurses with a focus on AB and to encourage the performance of other research that considers the student's view, as well as other actors involved in the training process as teachers, supervisors of public and private higher education institutions, and preceptor nurses.