Política Nacional de Humanização : a formação do enfermeiro contribui para a práxis em saúde?

• Autor(a) principal: Calixto, Ludmila Morais
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4040
• topic: Enfermagem; Formação; Humanização da assistência; Política de humanização; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Nursing; Formation; Humanization of care; Humanization policy

This case study was developed by the Postgraduate Program in Education (PPGEdu) of the Institute of Human and Social Sciences of the Federal University of Mato Grosso, Campus of Rondonópolis-MT, and its main objective, therefore, to investigate as coordinators, faculty and students understand PNH in the undergraduate nursing program. Therefore, the reflexive proposal of this research is to answer the following question: How do coordinators, teachers and students in the undergraduate nursing course understand the National Humanization Policy? This is a case study with a qualitative approach, simultaneously covering two higher education institutions (private and public) and two coordinators, five teachers and four students of the Nursing course. On this occasion, the following themes were structured: the course and characterization of the PNH’s base documents, Nursing education and Humanization. Regarding the data analysis, they were performed based on semi-structured interviews directed to the participants, which were recorded, transcribed and synthesized. The results obtained emphasized to provide answers to the guiding question of this research and were categorized as follows: understanding about nursing education; conceptions about the National Humanization Policy; conception of humanization; and contradictions in the processes of professional practice. The analysis allowed us to see that teachers and coordinators understand Nursing teaching for purposes aimed at generalist education and with the core in the labor market, minimally characterizing the dialogue on the humanization policy in teaching and learning processes, even in the face of so much evidence the need for its implementation. Higher education is a unique moment in the construction of a profession and needs dialogic and teaching processes that constantly seek changes in contexts worn and weakened by care and educational practices that do not bear fruit for transformations in nursing. Nursing, conceived as one of the main health professions in the world, must guide deep considerations about the teaching and learning processes, especially the understanding of the dimension that humanization needs to be imbued in the essence of the profession.