O estágio extracurricular remunerado no cuidar da enfermagem nos hospitais de ensino

OLIVEIRA,Jonas Sâmi Albuquerque de; ENDERS, Bertha Cruz; MENEZES, Rejane Maria Paiva de MEDEIROS, Soraya Maria de. O estágio extracurricular remunerado no cuidar da enfermagem nos hospitais de ensino. Revista Gaúcha de Enfermagem, Porto Alegre(RS),v.30,n.2, p.311-8,jun.2009.

O que tenho a ver com isso? aula-vivência sobre violência contra crianças e adolescentes

A violência constitui hoje a principal causa de morte em crianças de 5 a 19 anos, o que tem imposto aos profissionais de saúde um olhar mais atento a estas questões, bem como uma formação que busque compreender este fenômeno sobre os vários prismas que a circunscreve. O objetivo deste artigo é relatar a experiência vivenciada com alunos do curso de Graduação em Enfermagem da Universidade Federal do Rio Grande do Norte numa aula-vivência sobre esta temática. A aula foi baseada numa prática pedagógica de ação reflexiva. Desenvolveu-se a partir da integração dos conteúdos teóricos e práticos, articulando-os com temas sociais, políticos e econômicos. A aula foi dividida em três momentos: um momento de sensibilização; um segundo momento onde foi apresentado e discutido o arcabouço teórico, científico e legal que envolve o tema; e um terceiro, que visou estimular uma reflexão sobre a realidade vivenciada nos serviços de saúde por profissionais que atuam diante de situações de violência. Nos três momentos da aula pudemos proporcionar ao aluno a inquietação e a reflexão necessárias para pensarmos sobre a violência em toda a sua complexidade, pluricausalidade e com toda a carga de preconceito em que esta se encontra envolvida

O discurso formativo do Biólogo sobre a morte: matizes e metáforas do saber que o sujeito não deseja saber

This study - Biologist s formative speech about death. Nuances and metaphors from knowing that the subject of do not want to know - shows a marginal cognitive construction in scientific education from biologist - death. It considered as obvious that death is a theme that covers both the scientific education from biologist and the division of the subject, and concerns the splitting of the double life-death and the principles of inclusion and exclusion of the subject. Part of sensitive question: What is the epistemological weave who supports biologist's speech about death? It is constituted an object of study of the biologist s speech on death. It is advocated the thesis that: Death is an epistemological obstacle announcing for something always aims to escape from the perspective of knowledge, especially of scientific knowledge because, since it is understood as cognitive learning about the disruption of biological phenomenon life which is involved on weave of imaginary and symbolic constructions about the finiteness of life; it has constituted a metaphorical knowing - encouraged by the noisy silence - which does not allow to know in full, mobilizing hence subject in searching for transitional truths that reduce the ontological being-mortal anguish centered in subjective dimension involved in the act of knowing. From this movement of search that the object mental life after death wins a symbolic value that requires a real-looking multi-referential for the study of biology - life - and its implications: the finiteness of life, especially by moving the omnipotence of scientific objectivity expressed by signs and symbols that seek say the completeness of scientific knowledge-, signaling thus the existence of the dynamics of incompleteness implicit in subjectivity that supports knowledge relating to the double, life and death, and to the temporality of the existence of Homo sapiens sapiens, with the axis guiding the desire of the subject, do not want to know about death, implicit in the mechanisms objective-subjective founded by non-said of death is the epistemology of the existence of objective-subjective subject, whose core is the negation of death. The theoretical methodological knowing web is anchored in the multi-reference which favors a transit by theoretical current, as the Psychoanalysis, bachelardian philosophy, the epistemology of complexity, the Thanatology, the Social Psychology, and Etnocenology, and Understanding Interview. The unveiling of the study object from the analysis of oral speech of eleven biologists who serve in high school, from three main guiding: Death in the history of life,Death in biologist s academic education and, Conceptions about concepts

Professores de ciências naturais: necessidades formativas para ensinar a medir em trabalhos práticos e experimentais

This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher´s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher´s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher´s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development

O processo de cuidar do enfermeiro em unidade de terapia intensiva: uma análise dos conhecimentos utilizados

Care has always been present in the history of humanity and in contemporary nursing it is considered to be a fundamental characteristic. In the Intensive Care Unit (ICU), care occurs within an environment that is known for its stressful factors, technological equipment, social isolation and discomfort. Whilst the reality of nursing practice in ICU demonstrates the lack of planned and systematized care, there is an indication that the professionals working in this setting utilize some type of knowledge. Based on that premise, in this study we aim to identify the knowledge that the nurses use in providing care in the ICU. We believe that the identification and characterization of this knowledge, and how it presents itself in practice, requires a reflective analysis process. Therefore, we utilized a qualitative perspective and Kim´s (1999) investigative methodology of reflective inquiry that is based on the precepts of Action Science proposed by Argyris et al. (1985). The study was conducted with 8 intensive care nurses of a public hospital. Data were collected by means of non-participative observation of the nursing care actions and a semi-structured interview conducted within the reflective mode that focused on the nurses practice in the ICU. The results enabled us no only to detect that the nurses utilized knowledge and patterns of knowledge acquired or constructed, but to identify them as: scientific, philosophic, religious, empirical, personal, ethical, and esthetic knowledge. The predominance of the scientific knowledge in the care process suggests that these nurses hold an acquired scientific substance that they utilize to provide specialized care directed toward critical treatment. The conception of this reality surpasses the theoretical limits, the techniques, and the known facts, and denotes the need for a reflective process in action to aide in the comprehension of the knowledge involved in the construction of excellent care