Completeness of the care: conceptions and practices of professors of Graduation in Nursing
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2009 |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Revista Eletrônica de Enfermagem |
| Texto Completo: | https://revistas.ufg.br/fen/article/view/8018 |
Resumo: | The completeness has guided change processes, in the formation of the nurse. So, it is important to know the initiatives in courses of Graduation in Nursing, with the focus in this principle. It is about a descriptive-exploratory study, that aims to analyze the conceptions of completeness that are present in the speeches of the professors, and the strategies used for the apprehension of completeness for the pupils. Professors from three Institutions of Higher Education (HE) existing in the State of Goiás that had integrated at least a resume, in the year of 2005 participated of this study.The collection of data was carried out in the respective institutions, between April and September of 2006, after previous appointment. Eleven professors of the feminine gender composed the study. They were at between 40 and 55 years old, with teaching experience that varies from 15 to 32 years and the majority has After-Graduation Stricto-Sensu course. The interviews and the plans of teching of the representative professors of the áreas of Sciences of the Nursing (Beddings of Nursing, Assistance of Nursing, Administration of Nursing and Education of Nursing) has been analyzed according to Bardin (2003). By means of the analysis, three conceptions of completeness had emerged: Completeness of the Care: of the singular to the global one; Completeness of the Care: the ways for the SUS and Completeness of the Care: strategies for the learning. The directions of the completeness of the care had revealed innovative, to the measure that value the singular, global and the ways for the SUS. They reveal the directions, giving the care to the human being in its social reality, with its specificities and subjectivities, considering the social nets of care and where they are inserted. They have tried to develop learn to learn and make, and learn to be and to live together as strategies for the learning, creating possibilities for the students to apprehend all the directions manifested by the professors. We waint that the results, of this research, can contribute for the reflection of the professors of the HE on the direction of the completeness of the care, in the area of education, as well as, to reorient the formation process, giving potency to the human resources and to the strategies that have already been used in the direction of the continuous construction of completeness of the care, in the health area.Key words: Completeness; Nursing care; Comprehensive health care; Nursing faculty practice. |
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Completeness of the care: conceptions and practices of professors of Graduation in NursingIntegralidad del cuidado: concepciones y prácticas de docentes de Graduación en EnfermeríaIntegralidade do cuidado: concepções e práticas de docentes de Graduação em EnfermagemCompletenessNursing careComprehensive health careNursing faculty practice.IntegralidadAtención de EnfermeríaAtención integral de saludPráctica del docente de enfermería.IntegralidadeCuidados de enfermagemAssistência integral à saúdePrática do docente de enfermagem.The completeness has guided change processes, in the formation of the nurse. So, it is important to know the initiatives in courses of Graduation in Nursing, with the focus in this principle. It is about a descriptive-exploratory study, that aims to analyze the conceptions of completeness that are present in the speeches of the professors, and the strategies used for the apprehension of completeness for the pupils. Professors from three Institutions of Higher Education (HE) existing in the State of Goiás that had integrated at least a resume, in the year of 2005 participated of this study.The collection of data was carried out in the respective institutions, between April and September of 2006, after previous appointment. Eleven professors of the feminine gender composed the study. They were at between 40 and 55 years old, with teaching experience that varies from 15 to 32 years and the majority has After-Graduation Stricto-Sensu course. The interviews and the plans of teching of the representative professors of the áreas of Sciences of the Nursing (Beddings of Nursing, Assistance of Nursing, Administration of Nursing and Education of Nursing) has been analyzed according to Bardin (2003). By means of the analysis, three conceptions of completeness had emerged: Completeness of the Care: of the singular to the global one; Completeness of the Care: the ways for the SUS and Completeness of the Care: strategies for the learning. The directions of the completeness of the care had revealed innovative, to the measure that value the singular, global and the ways for the SUS. They reveal the directions, giving the care to the human being in its social reality, with its specificities and subjectivities, considering the social nets of care and where they are inserted. They have tried to develop learn to learn and make, and learn to be and to live together as strategies for the learning, creating possibilities for the students to apprehend all the directions manifested by the professors. We waint that the results, of this research, can contribute for the reflection of the professors of the HE on the direction of the completeness of the care, in the area of education, as well as, to reorient the formation process, giving potency to the human resources and to the strategies that have already been used in the direction of the continuous construction of completeness of the care, in the health area.Key words: Completeness; Nursing care; Comprehensive health care; Nursing faculty practice.La integralidad ha orientando procesos de cambios en la formación del enfermero. De esta manera, es importante conocer las iniciativas en cursos de Graduación en Enfermería, con foco en ese principio. Se trata de un estudio descriptivo-exploratorio, con objetivos de análisis de las concepciones de integralidad presentes en los discursos de los docentes, y las estrategias utilizadas para la aprehensión de integralidad por los alumnos. Participaron docentes de tres Instituciones de Enseñaza Superior (IES) existentes en el Estado de Goiás, que habían integralizado por lo menos un currículo, en el año de 2005. Los datos fueron recogidos en las respectivas instituciones, entre abril y septiembre de 2006, tras cita previa. Once docentes del genero femenino hicieron parte del estudio, con edad entre 40 y 55 años y con experiencia entre 15 y 32 años en docencia donde gran parte posee Pos-Grado Stricto-Sensu. Las entrevistas y los planes de trabajo de los docentes representantes de las áreas de las Ciencias de la Enfermería (Fundamentos de Enfermería, Asistencia de Enfermería, Administración de Enfermería y Enseñanza de Enfermería) fueron analizados según Bardin (2003). Por medio de los análisis, emergieron tres concepciones de integralidad: Integralidad del Cuidado: del singular al global; Integralidad del Cuidado: los caminos para el SUS (Sistema ùnico de Salud) y Integralidad del Cuidado: estrategias para la enseñanza. Los sentidos de la integralidad del cuidado se revelaron innovadores, a la medida que valorizan el singular, el global y los caminos para el SUS. Manifiestan los sentidos, atendiendo con cuidado al ser humano en su realidad social, con sus especificidades y subjetividades, considerando las redes de cuidado y sociales en que están inseridos. Como estrategias para la enseñanza, buscan desarrollar el aprender a aprender y hacer el aprender a ser y vivir junto, posibilitando medios para que los educandos aprendan todos los sentidos manifiestos por los docentes. Esperamos que los resultados, de esta investigación, puedan contribuir para la reflexión de los docentes de las IES acerca del sentido de la integralidad del cuidado, en el área de enseñanza, así como, reorientar el proceso de formación y potenciación de los recursos humanos y estrategias ya utilizadas hacia a la construcción continua de integralidad del cuidado, en el área de salud.Palabras clave: Integralidad; Atención de Enfermería; Atención integral de salud; Práctica del docente de enfermería.A integralidade tem norteado processos de mudanças, na formação do enfermeiro. Assim, é importante conhecer as iniciativas em cursos de Graduação em Enfermagem, com foco nesse princípio. Trata-se de um estudo descritivo-exploratório, com objetivos de analisar as concepções de integralidade presentes, nos discursos dos docentes, e as estratégias utilizadas para a apreensão de integralidade pelos alunos. Participaram docentes de três Instituições de Ensino Superior (IES) existentes no Estado de Goiás, que haviam integralizado pelo menos um currículo, no ano de 2005. A coleta de dados ocorreu nas respectivas instituições, entre abril e setembro de 2006, após agendamento prévio. Compuseram o estudo onze docentes do gênero feminino, com idade entre 40 e 55 anos, com experiência em docência, variando de 15 a 32 anos e a maioria portadora de Pós-Graduação Stricto-Sensu. As entrevistas e os planos de ensino dos docentes representantes das áreas das Ciências da Enfermagem (Fundamentos de Enfermagem, Assistência de Enfermagem, Administração de Enfermagem e Ensino de Enfermagem) foram analisados segundo Bardin (2003). Por meio da análise, emergiram três concepções de integralidade: Integralidade do Cuidado: do singular ao global; Integralidade do Cuidado: os caminhos para o SUS e Integralidade do Cuidado: estratégias para a ensinagem. Os sentidos da integralidade do cuidado mostraram-se inovadores, à medida que valorizam o singular, o global e os caminhos para o SUS. Manifestam os sentidos, prestando o cuidado ao ser humano na sua realidade social, com as suas especificidades e subjetividades, considerando as redes de cuidado e sociais em que estão inseridos. Como estratégias para a ensinagem, buscam desenvolver o aprender a aprender e fazer e aprender a ser e viver junto, possibilitando meios para que os educandos apreendam todos os sentidos manifestos pelos docentes. Esperamos que os resultados, desta pesquisa, possam contribuir para a reflexão dos docentes das IES sobre o sentido da integralidade do cuidado, na área de ensino, assim como, reorientar o processo de formação, potencializando os recursos humanos e estratégias já utilizadas, rumo à construção contínua de integralidade do cuidado, na área de saúde.Palavras chave: Integralidade; Cuidados de enfermagem; Assistência integral à saúde; Prática do docente de enfermagem.Faculdade de Enfermagem da UFG2009-11-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/fen/article/view/8018Revista Eletrônica de Enfermagem; Vol. 10 No. 1 (2008)Revista Eletrônica de Enfermagem; v. 10 n. 1 (2008)1518-1944reponame:Revista Eletrônica de Enfermageminstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/fen/article/view/8018/5801Copyright (c) 2009 Revista Eletrônica de Enfermagemhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantana, Fabiana Ribeiro2023-08-31T13:04:19Zoai:ojs.revistas.ufg.br:article/8018Revistahttps://revistas.ufg.br/fenPUBhttps://revistas.ufg.br/fen/oairee.fen@ufg.br1518-19441518-1944opendoar:2023-08-31T13:04:19Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)false |
| dc.title.none.fl_str_mv |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing Integralidad del cuidado: concepciones y prácticas de docentes de Graduación en Enfermería Integralidade do cuidado: concepções e práticas de docentes de Graduação em Enfermagem |
| title |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| spellingShingle |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing Santana, Fabiana Ribeiro Completeness Nursing care Comprehensive health care Nursing faculty practice. Integralidad Atención de Enfermería Atención integral de salud Práctica del docente de enfermería. Integralidade Cuidados de enfermagem Assistência integral à saúde Prática do docente de enfermagem. |
| title_short |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| title_full |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| title_fullStr |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| title_full_unstemmed |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| title_sort |
Completeness of the care: conceptions and practices of professors of Graduation in Nursing |
| author |
Santana, Fabiana Ribeiro |
| author_facet |
Santana, Fabiana Ribeiro |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Santana, Fabiana Ribeiro |
| dc.subject.por.fl_str_mv |
Completeness Nursing care Comprehensive health care Nursing faculty practice. Integralidad Atención de Enfermería Atención integral de salud Práctica del docente de enfermería. Integralidade Cuidados de enfermagem Assistência integral à saúde Prática do docente de enfermagem. |
| topic |
Completeness Nursing care Comprehensive health care Nursing faculty practice. Integralidad Atención de Enfermería Atención integral de salud Práctica del docente de enfermería. Integralidade Cuidados de enfermagem Assistência integral à saúde Prática do docente de enfermagem. |
| description |
The completeness has guided change processes, in the formation of the nurse. So, it is important to know the initiatives in courses of Graduation in Nursing, with the focus in this principle. It is about a descriptive-exploratory study, that aims to analyze the conceptions of completeness that are present in the speeches of the professors, and the strategies used for the apprehension of completeness for the pupils. Professors from three Institutions of Higher Education (HE) existing in the State of Goiás that had integrated at least a resume, in the year of 2005 participated of this study.The collection of data was carried out in the respective institutions, between April and September of 2006, after previous appointment. Eleven professors of the feminine gender composed the study. They were at between 40 and 55 years old, with teaching experience that varies from 15 to 32 years and the majority has After-Graduation Stricto-Sensu course. The interviews and the plans of teching of the representative professors of the áreas of Sciences of the Nursing (Beddings of Nursing, Assistance of Nursing, Administration of Nursing and Education of Nursing) has been analyzed according to Bardin (2003). By means of the analysis, three conceptions of completeness had emerged: Completeness of the Care: of the singular to the global one; Completeness of the Care: the ways for the SUS and Completeness of the Care: strategies for the learning. The directions of the completeness of the care had revealed innovative, to the measure that value the singular, global and the ways for the SUS. They reveal the directions, giving the care to the human being in its social reality, with its specificities and subjectivities, considering the social nets of care and where they are inserted. They have tried to develop learn to learn and make, and learn to be and to live together as strategies for the learning, creating possibilities for the students to apprehend all the directions manifested by the professors. We waint that the results, of this research, can contribute for the reflection of the professors of the HE on the direction of the completeness of the care, in the area of education, as well as, to reorient the formation process, giving potency to the human resources and to the strategies that have already been used in the direction of the continuous construction of completeness of the care, in the health area.Key words: Completeness; Nursing care; Comprehensive health care; Nursing faculty practice. |
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2009 |
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2009-11-01 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.ufg.br/fen/article/view/8018 |
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https://revistas.ufg.br/fen/article/view/8018 |
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por |
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por |
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https://revistas.ufg.br/fen/article/view/8018/5801 |
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Copyright (c) 2009 Revista Eletrônica de Enfermagem https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2009 Revista Eletrônica de Enfermagem https://creativecommons.org/licenses/by/4.0 |
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Faculdade de Enfermagem da UFG |
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Faculdade de Enfermagem da UFG |
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Revista Eletrônica de Enfermagem; Vol. 10 No. 1 (2008) Revista Eletrônica de Enfermagem; v. 10 n. 1 (2008) 1518-1944 reponame:Revista Eletrônica de Enfermagem instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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