Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors

Detalhes bibliográficos
Autor(a) principal: Rigobello, Jorge Luiz
Data de Publicação: 2018
Outros Autores: Bernardes, Andrea, Moura, André Almeida De, Zanetti, Ariane Cristina Barboza, Spiri, Wilza Carla, Gabriel, Carmen Silvia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/2177-9465-ean-2017-0298
http://hdl.handle.net/11449/157733
Resumo: AbstractObjective: Analyze the perception of graduates, undergraduates and professors about the teaching-learning process of the Supervised Curricular Internship (SCI) of Nursing Undergraduate Courses and in light of the development of management competencies.Method: Qualitative study based on the Mayan content analysis from a questionnaire of objective and discursive questions that evaluated the perception of 87 undergraduates, 280 graduates, and 48 professors from two universities in the state of São Paulo.Results: Four thematic categories emerged from this process and the development of management skills, highlighting the fundamental role of the supervising nurse in SCI and the need for greater presence of professors. Regarding management skills, the subjects emphasized leadership, resource management and performance of bureaucratic functions as essential skills.Final considerations: SCI is an environment that favors learning the profession and developing managerial skills; however, better coordination is required between educational institutions and SCI practice sites.
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spelling Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professorsPráctica Curricular Supervisada y desarrollo de competencias gerenciales: visión de egresados, estudiantes de pregrado y docentesEstágio Curricular Supervisionado e o desenvolvimento das competências gerenciais: a visão de egressos, graduandos e docentesClinical ClerkshipEducationCompetency-Based EducationNursingEstágio ClínicoEducaçãoEducação Baseada em CompetênciasEnfermagemAbstractObjective: Analyze the perception of graduates, undergraduates and professors about the teaching-learning process of the Supervised Curricular Internship (SCI) of Nursing Undergraduate Courses and in light of the development of management competencies.Method: Qualitative study based on the Mayan content analysis from a questionnaire of objective and discursive questions that evaluated the perception of 87 undergraduates, 280 graduates, and 48 professors from two universities in the state of São Paulo.Results: Four thematic categories emerged from this process and the development of management skills, highlighting the fundamental role of the supervising nurse in SCI and the need for greater presence of professors. Regarding management skills, the subjects emphasized leadership, resource management and performance of bureaucratic functions as essential skills.Final considerations: SCI is an environment that favors learning the profession and developing managerial skills; however, better coordination is required between educational institutions and SCI practice sites.ResumenObjetivo: Analizar la percepción de egresados, estudiantes de pregrado y docentes sobre el proceso de enseñanza-aprendizaje de la Práctica Curricular Supervisada (ECS) de los Cursos de Grado en Enfermería según desarrollo de las competencias gerenciales.Método: Estudio cualitativo basado en análisis de contenido de Mayan derivado de cuestionario de preguntas objetivas y discursivas, evaluando la percepción de 87 alumnos, 280 egresados y 48 docentes de dos universidades paulistas.Resultados: Surgieron cuatro categorías temáticas acerca del proceso y del desarrollo de competencias gerenciales, evidenciando: el papel fundamental del enfermero supervisor en el ECS; la necesidad de mayor presencia de los docentes; respecto de las competencias gerenciales, los sujetos destacaron: liderazgo, gestión de recursos y desempeño de funciones burocráticas, como esenciales.Consideraciones finales: El ECS constituye ámbito propicio para aprender la profesión y desarrollar competencias gerenciales, aunque resulta necesaria una mayor articulación entre las instituciones de enseñanza y lugares de práctica del ECS.ResumoObjetivo: Analisar a percepção dos egressos, concluintes e docentes acerca do processo de ensino-aprendizagem do Estágio Curricular Supervisionado (ECS) dos Cursos de Graduação em Enfermagem e à luz do desenvolvimento das competências gerenciais.Método: Estudo qualitativo baseado na análise de conteúdo de Mayan advindo de um questionário de perguntas objetivas e discursiva que avaliou a percepção de 87 discentes, 280 egressos e 48 docentes de duas universidades paulistas.Resultados: Emergiram quatro categorias temáticas acerca desse processo e do desenvolvimento das competências gerenciais, evidenciando: o papel fundamental do enfermeiro supervisor no ECS; a necessidade de maior presença dos docentes; quanto às competências gerenciais, os sujeitos enfatizaram liderança, gestão de recursos e desempenho das funções burocráticas como essenciais.Considerações finais: O ECS constitui um ambiente propício ao aprendizado da profissão e desenvolvimento de competências gerenciais, entretanto, faz-se necessário maior articulação entre as instituições de ensino e locais da prática do ECS.Universidade de São PauloUniversidade Estadual Paulista Júlio de Mesquita FilhoUniversidade Estadual Paulista Júlio de Mesquita FilhoUniversidade Federal do Rio de JaneiroUniversidade de São Paulo (USP)Universidade Estadual Paulista (Unesp)Rigobello, Jorge LuizBernardes, AndreaMoura, André Almeida DeZanetti, Ariane Cristina BarbozaSpiri, Wilza CarlaGabriel, Carmen Silvia2018-11-12T17:26:41Z2018-11-12T17:26:41Z2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article-application/pdfhttp://dx.doi.org/10.1590/2177-9465-ean-2017-0298Escola Anna Nery. Universidade Federal do Rio de Janeiro, v. 22, n. 2, p. -, 2018.1414-8145http://hdl.handle.net/11449/15773310.1590/2177-9465-ean-2017-0298S1414-81452018000200203S1414-81452018000200203.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengEscola Anna Nery0,141info:eu-repo/semantics/openAccess2023-11-05T06:06:51Zoai:repositorio.unesp.br:11449/157733Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T16:56:33.325514Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
Práctica Curricular Supervisada y desarrollo de competencias gerenciales: visión de egresados, estudiantes de pregrado y docentes
Estágio Curricular Supervisionado e o desenvolvimento das competências gerenciais: a visão de egressos, graduandos e docentes
title Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
spellingShingle Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
Rigobello, Jorge Luiz
Clinical Clerkship
Education
Competency-Based Education
Nursing
Estágio Clínico
Educação
Educação Baseada em Competências
Enfermagem
title_short Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
title_full Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
title_fullStr Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
title_full_unstemmed Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
title_sort Supervised Curricular Internship and the development of management skills: a perception of graduates, undergraduates, and professors
author Rigobello, Jorge Luiz
author_facet Rigobello, Jorge Luiz
Bernardes, Andrea
Moura, André Almeida De
Zanetti, Ariane Cristina Barboza
Spiri, Wilza Carla
Gabriel, Carmen Silvia
author_role author
author2 Bernardes, Andrea
Moura, André Almeida De
Zanetti, Ariane Cristina Barboza
Spiri, Wilza Carla
Gabriel, Carmen Silvia
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade de São Paulo (USP)
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Rigobello, Jorge Luiz
Bernardes, Andrea
Moura, André Almeida De
Zanetti, Ariane Cristina Barboza
Spiri, Wilza Carla
Gabriel, Carmen Silvia
dc.subject.por.fl_str_mv Clinical Clerkship
Education
Competency-Based Education
Nursing
Estágio Clínico
Educação
Educação Baseada em Competências
Enfermagem
topic Clinical Clerkship
Education
Competency-Based Education
Nursing
Estágio Clínico
Educação
Educação Baseada em Competências
Enfermagem
description AbstractObjective: Analyze the perception of graduates, undergraduates and professors about the teaching-learning process of the Supervised Curricular Internship (SCI) of Nursing Undergraduate Courses and in light of the development of management competencies.Method: Qualitative study based on the Mayan content analysis from a questionnaire of objective and discursive questions that evaluated the perception of 87 undergraduates, 280 graduates, and 48 professors from two universities in the state of São Paulo.Results: Four thematic categories emerged from this process and the development of management skills, highlighting the fundamental role of the supervising nurse in SCI and the need for greater presence of professors. Regarding management skills, the subjects emphasized leadership, resource management and performance of bureaucratic functions as essential skills.Final considerations: SCI is an environment that favors learning the profession and developing managerial skills; however, better coordination is required between educational institutions and SCI practice sites.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-12T17:26:41Z
2018-11-12T17:26:41Z
2018
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/2177-9465-ean-2017-0298
Escola Anna Nery. Universidade Federal do Rio de Janeiro, v. 22, n. 2, p. -, 2018.
1414-8145
http://hdl.handle.net/11449/157733
10.1590/2177-9465-ean-2017-0298
S1414-81452018000200203
S1414-81452018000200203.pdf
url http://dx.doi.org/10.1590/2177-9465-ean-2017-0298
http://hdl.handle.net/11449/157733
identifier_str_mv Escola Anna Nery. Universidade Federal do Rio de Janeiro, v. 22, n. 2, p. -, 2018.
1414-8145
10.1590/2177-9465-ean-2017-0298
S1414-81452018000200203
S1414-81452018000200203.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Escola Anna Nery
0,141
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio de Janeiro
publisher.none.fl_str_mv Universidade Federal do Rio de Janeiro
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
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