Pedagogical practices in the qualification of obstetric nurses: preceptorship experience report on the Improvement Course for Obstetric Nurses at the Anna Nery School of Nursing 2014-2019

• Autor(a) principal: Araújo, Bruna de
• Data de Publicação: 2021
• Outros Autores: Ferreira, Helen Campos, Chrizóstimo, Miriam Marinho, Mouta, Ricardo José Oliveira, Araújo, Carla Luzia França, Silva, Lorena Sabbadini da, Porreca, Anna Christina de Almeida, Soares, Stephanea Marcelle Boaventura
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20439
• topic: Obstetric Nursing; Teaching; Permanent Education; Simulation; Preceptorship; Women's health services.; Enfermería Obstétrica; Enseñanza; Educación Continua; Simulación; Preceptoría; Servicios de salud para mujeres.; Enfermagem Obstétrica; Ensino; Educação permanente; Simulação; Preceptoria; Serviços de saúde da mulher.

The objective of this work is to report the pedagogical practices performed by preceptors of the classes of the Improvement Course for Obstetric Nurses by Rede Cegonha, developed for six years by the Anna Nery School of Nursing, in partnership with the Ministry of Health. From a qualitative approach, the experience and life of preceptorship is evidenced and from the testimonies of the course participants, in the various practice scenarios, the interpretative thematic inference is used for analysis. The results were the following pedagogical practices: Conversation circle – welcoming, bonding and knowledge of the realities experienced; Theory and guided practical simulation of themes selected by the participants in the classes - experiences in the construction of socialized knowledge; Care practice with direct contact with clients, family and community – critical reflective analysis of the care model in which they were inserted; and Closing meeting to consolidate the acquired knowledge – composition of initial ideas for the implementation of activities, experienced in a practical field, in the health units of origin. It is concluded that the diversified pedagogical practices allowed adaptation to the needs of each participant, as they do not restrict knowledge. This allowed them to be heard and exchange expectations of actions to change attitudes, aiming at reformulating the care model in obstetric care. The experiences resulting from socialized experiences in the group generate social and professional mobilization and impact. With this, it is understood that preceptorship contributed to qualitative and meaningful learning, highlighting experiences in respecting the other, as an individual of singularities and bearer of different realities.