Abordagens pedagógicas e práticas educativas na formação em enfermagem: contribuições para a gestão do cuidado preconizado pelo Sistema Único de Saúde

Abstract

OBJECTIVE: To analyze the pedagogical concepts and educational practices used in the training of nurses from the perspective of contributions to Care Management in the Unified Health System. MATERIALS AND METHODS: This is an observational, exploratory, descriptive and inferential investigative process, using quantitative and qualitative approaches. The observational study allows for the direct investigation of the object to be studied, furthermore to the performance of statistical tests and similar procedures with the object of the research. In this type of study, occurs the investigation in a group of people with the purpose of answering some questions about a certain problem, previously described that covered the following phases: the first the bibliographic survey of the study, later the application of three questionnaires and one semi-structured interview, which the first assessed the population's socio-demographic profile, the second, the assessment of competences and skills dictated by the 2001 DCN, adapted and validated by the cronbath alpha, analyzed by grouping, euclidean metrics, in a hierarchical way and the questions qualitative of Bardin content analysis. RESULTS AND DISCUSSION: after applying the quantitative questionnaire, there was a significant difference between the groups in the domains F4 (communication), F6 (Assistance Methodology), F9 (Scientific Research) and F10 (Teamwork), it is observed that students present difficulties in these areas, suggesting changes in teaching strategies in order to minimize the gaps between professional training and its preparation for Care Management. When applying the semi-structured interview, there was a predominance of traditional teaching, focused on expository lectures and qualitative assessments, suggesting Mizukami's approach, the critical-social approach to content, in order to correlate theory with practice forming praxis, dynamizing classes and training the student as close as possible to his social, epidemiological and political reality. FINAL CONSIDERATIONS: Teaching covers the content dictated by the DCN 2001, of the Nursing Graduate Course: the traditional dichotomous content-persists in the Classroom; The students and some professors know how to define, but they did not adhere to the educational practice based on professional preparation for the Care Management At SUS.