A formação acadêmica do enfermeiro para o SUS na percepção de docentes e discentes da faculdade de enfermagem/UERN

The model of attention to health in Single Health System (Sistema Único de Saúde SUS) presupposes a human-resources policy which prepares professionals of health to guide the services and sanitary practices. The nurse, a member of health staff, takes over an important role in implementation of principles and standards of SUS, being its professional formation necessary to labor organization in this purpose. In this way this study objectifies to analyse the process of formation of the male nurse in the Politic-Pedagogical Project (Projeto Político-Pedagógico PPP) in the perception of learning and teaching of the Faculty of nursing FAEN of the University of The Rio Grande do Norte State UERN. It treats about a descriptive-exploratory study with qualitative and quantitative approach carried out with learning and teaching of the graduation nursing course. In the field research carried out between the months of november, 2006 and february, 2007, were used like instruments the documental research below PPP´s, structured interview directed to the learning and the closed questionnaire applied to the students of eighth and ninth semesters of graduation course. The results of data about the questionnaires elaborated according to National Curricular Patters (Diretrizes Curriculares Nacionais DCN) and the Instrument of Evaluation Course of Graduation MEC were organized according to six lists about the profile of the learning and teaching that participate of the research; of the didactical-pedagogical organization and PPP´s objectives to the just-graduates person to the didactical-pedagogical curriculum organization. For considering the interviews it was adopted thematic analysis of content discribed in lexical analysis by informatical program ALCESTE which provided the organization of the material in five categories: daily problems of SUS consolidation versus nurse formation, dichotomies about FAEN´s nursing course of curriculum versus principles of integralization of graduating process, the just-graduated one from FAEN and its professional insertion united to SUS politic-pedagogical project and the concern about the overcoming of dichotomies of graduation process abilities and necessary competences to the SUS performing nurse. The analysis of informations deriving from documental performance and field research resulted on the verification that, in spite of good intentions, the implementation strategies showed themselves fragile to cope with the rendering of expressed ideal on PPP. There is still a great gap between what´s thought as innovating graduating process and what´s being really implemented

A morte a concepção de estudantes de enfermagem

Understanding the meaning of death for student nurses is the subject of this research. The motivation for the meeting place of my difficulties as a person and especially as a teacher in the face of nursing students in dealing with death on a day-to-day hospital during the undergraduate course. Death became known that this evil looms before men and destabilizing, causing often irreversible mental disorders when faced with family loss. Therefore, it is appropriate to study it the possibility of making us reflect on our way of living life and dealing with human beings from the perspective of finitude. Aimed to understand the meaning of death for nursing students. For this purpose, it was based on the following guiding question: What is the meaning of death for you as a nursing student? From this perspective, the study was developed within a qualitative dimension of the phenomenological approach. To perform ten students were interviewed during the month of July 2009. Emerged from these interviews a variety of feelings such as fear, anxiety, insecurity, failure, sadness, as the sensory experience of each. To understand the meaning units that emerged from the empirical data which constitute the essence of this research were fundamental studies dealing with Heidegger about the death in a phenomenological perspective, as well as authors Bicudo, D'Assunção, Dastur, Morin, Boff, Kübler-Ross, Boemer, among others. From the understanding of the phenomenon, we can say that death produces mixed feelings in these students that lead to selfprotection, understood, often as a departure from the other, at the approach of death. However, it proved to be sensitive and receptive to the approach of death in other dimensions, beyond the highly technical aspects, pointing to a paradigm shift that has the yeast's own willingness to change. In addition, the research highlights the weaknesses in the education of nurses regarding the understanding of the whole human death and the need to overcome them.

Articulação ensino/serviço na visão de discentes de enfermagem

It is a descriptive study with a qualitative approach aimed at understanding the impact of the teaching / service between the Nursing College of University of Rio Grande do Norte (FAEN / UERN) and health services in the city of Mossoró / RN on student s learning process. Hence, it was inquired to rescue and over-elaborate the trajectories experienced by students who were graduating in the year of 2009 the Nursing graduation course. It was used, as guidance tool a questionary with both open and objective questions to support the data collection. The data analysis was accomplished based on the precepts proposed by Bardin. The research revealed a clear need of bond establishments with the involvement of the students on services as well as professionals inserted on Academy, in a way that knowledge can be built collectively and the difficulties can be eased.

O projeto politico pedagógico de enfermagem e o sistema único de saúde: a visão de discentes

This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life.

Conhecimento dos enfermeiros do Hospital Universitário Onofre Lopes sobre sistematização da assistência de Enfermagem

Nursing as a profession goes in search on quality of their care through new frameworks, trying to break postures of the health care system so fragmented in the care. To change professional practices, it is necessary to build their own knowledge grounded on Nursing Care System. The aim of this study was to analyze the influence of nurses' knowledge on care systematization in nursing in the University Hospital Natal-RN. It is an analytical descriptive study carried out at the Onofre Lopes University Hospital (HUOL), Natal-RN, 2010, the sample was composed of 40 active nurses working in hospitalization units of the hospital, the inclusion criteria were being in the monthly scale sector and agree to participate in the study. The non-participant observation and another interview were used for collecting data, statistical analysis was descriptive and inferential with reliability test, Pearson test, chi-square and Fischer, the variables that correlated were analyzed in a model Multiple logistic , calculating odds ratio. The results were: predominance of female professionals (90%), predominantly in the age range 39-46 years (37.5%), nurses who have the undergraduate degree at the Federal University of Rio Grande do Norte (80%), and who have expertise training as a minimal degree (62.5%). Among the surveyed, the knowledge showed significance with the graduation time (p = 0.018) and time working in HUOL (p = 0.036). The majority of the professionals surveyed do not know which organ is responsible for the SAE legislation (52.5%), aware of the steps needed to build the nursing diagnosis (92.5%), understand the characteristics of nursing planning (90% ). However the same professionals do not perform physical examination in patients (50.0%) did not classify the clinical findings (68.4%), and identify the problems encountered as a classification (13.2%). The planning of nursing care is carried out by verbal order of nurses (82.5%), 41% of the professionals assess only the intervention stage, in other words, the actions taken. Regarding the practical application of nursing records 53% of nurses do not realize records, 30.8% is incomplete, the other held notes (p = 0.003). The nurses know the nursing process (90% of appropriate responses), despite the actions defined by the theory are not applied in practice. Investigators believe the condition of the hospital teacher (22.5%) could positively affect the implementation of the SAE associated with the interest of professionals (20%). Of the respondents, 17.5% accept as truth the lack of facilities to assist the SAE implementation in the hospital. It was concluded that nurses know the theory that underlies the SAE and the nursing process, but do not develop the service know as well, there is need for action to boost the SAE implementation as practice of nurses in the hospital investigated

Ensino do processo de enfermagem: significados percepções docentes na formação do enfermeiro

The implementation of the nursing process should be experienced by all nurses during their formative years. However, the lack of implementation of the nursing process for care planning during the educational process and the existing disorder in the formation process prompted the following research questions: What is the meaning of teaching the nursing process to the nursing professors? Do nursing professors use strategies and methods that promote critical thinking in their students? The objective of the study was to analyze the meaning that teaching of the nursing process has for the nursing faculty of the bachalaureate nursing course. Qualitative descriptive study conducted with a sample of 30 faculty members that taught nursing care courses in the nursing program of the Federal University of Rio Grande do Norte (UFRN) in Natal, RN. Two instruments were used, a questionaire and an interview guide. The questionnaire was designed to obtain sociodemographic, educational and work information, of faculty activities and of the teaching of nursing care. The guide was composed of five open questions regarding the understanding and perceptions of the nursing process, its utilization in teaching, and the nursing care teaching strategies. Interview data were submitted to content analysis techniques and interpreted according to the principles of Symbolic Interactionism. Six categories related to the analytical themes were identified: the nursing process as the guide for the care actions; clinical rationality; use of the care activities; teaching relevance; teaching barreirs; teaching strategies with focus on the abilities and competencies of the clinical rationale. Faculty perceptions regarding the teaching of the nursing process; nursing care approach in the nurses‟ formation. The study indicates that the participants understand the relevance of the nursing process a work instrument and that the use of this method during the nurses‟ formation enhances the abilities and competencies for critical thinking that is essencial for care. The strategies for teaching of abilities and competencies were identified, however the nursing faculty should use codes, direction and the influence so that the students can Interact and therefore stimulate the use of the nursing process

O ensino de enfermagem gerontológica na formação do enfermeiro

At the current time of demographic changes in the world , it is observed that the health sector requires restructuring of its practices in caring for the elderly , in order to enable a comprehensive and humane care . In this sense, we identify the need for qualified professionals to assist the elderly and, therefore , it is important that training curricula are adequate to this reality . The study aims to analyze how it develops teaching gerontological nursing component in undergraduate nursing . This is a descriptive , exploratory study with a qualitative approach, in two higher education institutions in the city of Natal / RN . The population involved corresponded to the coordinators of graduate courses in nursing and teachers who teach content of health care for the elderly, a total of seven participants . The data collection instruments were used: a questionnaire containing questions related to the characterization of the participants and the teaching of gerontological nursing in undergraduate courses in nursing and a form with items of analysis for pedagogical projects . The results were presented descriptively in tables and analyzed from coming themes of the main themes of the instruments defined in: knowledge about the research participants , knowledge of teaching gerontological nursing component and knowledge of pedagogical projects , discussed under Resolution paragraph . 03 of 7/11/2001 , which establishes standards for the nursing program , the educational projects of educational institutions , the Theoretical Donald Shoon and thematically relevant literature . The results indicate that the majority of participants were female (four), all have graduate though , none of them stated in the qualification of aging or elderly health area; the organization of the contents of the component in the curriculum, workload theoretical- methodological and practical teaching strategies presented was heterogeneous and sometimes diverging at the same institution . On the definition of gerontological nursing component was identified that is not well defined along the pedagogical design of educational institutions surveyed . It was concluded that in the context of this study , teaching gerontological nursing is present in the course of nursing education, but needs reevaluation and updating in order to teach a wider range of driving and health practices

Estágio supervisionado em enfermagem: visão de preceptores

The present study aimed to analyze the vision of tutors from a university hospital about supervised internship in nursing. It is a descriptive nature research with qualitative approach, developed at the University Hospital Onofre Lopes (HUOL), located in Natal/RN. The population was composed of eleven assisting nurses engaged the precentorship of undergraduate course students in nursing, from the Federal University of Rio Grande do Norte (UFRN). For the empirical research, conducted in the period from September to November 2013, the semi-structured interview involving questions directed to the stage was used, as advocate the national curriculum guidelines, as regards this curricular component. With the consent of the institution where the study has been developed and approved by the Research Ethics Committee of UFRN, as n° 17800613.9.0000.5537, besides CAAE signing an informed consent by participants. The analysis of the information was held from the analysis of content, thematic mode. Thereby four categories were defined a priori, namely: the supervised internship in the vision of nurses; To be preceptor; The internship concerned: contributions and difficulties; Do the institutional actors communicate? The results indicate that in the view of the supervised internship preceptors is a sine qua non for the training of nurses, considering that it prepares for professional life. Besides being a moment conducive to the exercise of management and a greater rapprochement between theory and practice, stimulates the preceptor to upgrade to better exercise the function and also provides an exchange of knowledge between students and tutors, thus contributing to optimize the service. Nevertheless, the respondents indicate the existence of a distancing and little communication with the academic institution. In summary, it is realized that the nurses understand the importance of its function of tutors and supervised stage for vocational training. It is necessary, however, to reflect on the paths to be pinched in the confrontation of difficulties in this process, especially as regards the teaching/service relationship, which, while remaining at a distance, strengthens the existing dichotomy between theory and practice

A estratégia didática de resolução de problemas na formação de professores de química

In this work it is presented a research developed in the initial training of teachers of the chemistry graduation course at the Universidade Federal do Rio Grande do Norte (UFRN). The intervention was realized in two classes in the context of a discipline in the curricular structure with nineteen undergraduate students of chemistry. The study utilizes characteristics of the qualitative approach and uses observation, questionnaires, interviews and examination papers. The experiment involved a sequence of activities fundamented on the Problem Solving (PS) teaching strategy to approach chemical concepts. The proposal was planned and organized according to the theoretical presupposition of the work developed by the authors of the Science Education in PS, of teaching experience and from the initial hypotheses of the research. The goal was that the future teachers could experience the strategy and advance to the new meanings. The themes addressed in the activities were the difference between exercises and problems, exercises turning into problems, the steps of problem solving and some implications of the teaching strategy for the work of the teacher. The results showed evidence that through a process of collective reflection, and from the difficulties experienced in the strategy practice, the undergraduates are introduced to new perspectives of reflection and action of teaching practice, and understanding some benefits of innovative proposals for the teaching of chemistry. It also showed that, although this theme is approached, in some moments of the graduation, the future teachers don‟t know when or how to realize activities in this perspective. From the aspects that rose in research we highlighted the difficulties in the problem solving steps, the use of the strategy in school and the knowledge and skills of the teacher for planning activities in Problem Solving

Formação ética para a cidadania: uma investigação de habilidades sociais medidas pelo inventário de habilidades sociais

O objetivo desta pesquisa foi investigar se o repertório de habilidades sociais importantes para a formação ética de um grupo de estudantes de ensino médio, curso pré-vestibular e curso de graduação em psicologia evidenciava mudanças relacionadas à diferença de idade e características específicas dos contextos interativos oferecidos pelas instituições de ensino participantes desse processo. Foi aplicado o Inventário de Habilidades Sociais a uma amostra de 45 estudantes e questionários semiestruturados a nove professores. Entre os alunos, os resultados indicaram diferença estatisticamente significativa entre as classes das categorias de ensino investigadas em relação a diferentes conjuntos de habilidades sociais. Dos resultados obtidos com os professores, pode-se depreender que estes possuem noção clara das capacidades que o aluno deve obter para agir com ética e ser cidadão, mas esses professores não propiciam condições, no contexto escolar, para a promoção de tais habilidades. Isso indicou a necessidade de melhorias na capacitação dos docentes, visando à ampliação do repertório de habilidades sociais de seus alunos.

A relação trabalho e saúde no setor calçadista de Franca, São Paulo

Este texto busca evidenciar a relação trabalho e saúde em um lócus determinado: a produção calçadista em Franca, interior do estado de São Paulo. A discussão privilegia o processo sócio-histórico da referida atividade econômica em Franca, com ênfase na reestruturação produtiva que, a partir na década de 1990, disseminou parte da produção para as residências dos trabalhadores, constituindo as denominadas Bancas de Pespontos e de Corte em Calçados. Desse modo, a partir do conhecimento empírico, subsidiado pelas visitas a estes empreendimentos e de entrevistas com os trabalhadores e ainda com um relato de caso, enfatiza-se as relações sociais de trabalho que podem agredir à saúde. Todavia, diante da informalidade acabam não sendo consideradas na relação entre saúde e a atividade funcional exercida, ficando estes infortúnios distantes das negociações coletivas, fiscalizações, ou seja, de possíveis mudanças.

O significado do trabalho entre os jovens na transição de estudante universitário a profissional

The present study analyses the variability of the meaning of the work among young people on the transition from university to professional life, divided according to: university levels, knowledge area and graduation course. A hundred seventeen young people answered the questionaries structured on the components of the meaning of work. Semi-structured interviews were also made with parts of the sample about the themes related to the meaning of work on this way the information of the questionaries became complete. The answers of the interviews were studied through the analysis of the thematic contents. The results of such analysis and the answers of the questionaries were registered on the data base SPSS for Windows. The results of the statistic analysis made indicated that: (1) the centrality of work and the articulations among stronger spheres do not present variability according to level, area or course; (2) the course makes more difference values factors and descriptives factors than area and level; (3) the hierarchy of values presents variability according to area and the descriptive hierarchy presents variability according to course; (4) the level makes more difference specific attributes of the meaning of the work than area and course; (5) the standards of the meaning of work do not present variability according to level, area and course, but present variability according to type of the work market evaluation and planning the future work. In summary, the meaning of work present variability according to level, area and course of the young people, when studied in facets, except for the work centrality

Projeto pedagógico: abordagens e implicações no âmbito da formação em odontologia

Proposals that aim a redirection of current health attention models in Brazil are indispensible due to the need of health issues and its challenges imposed by society. These issues come forth in Higher Education Institutions in an attempt to devise ways to face these demands. The research aims to analyze the Pedagogical Project (PP) present in the Dentistry Graduation Course in the Federal University of Rio Grande do Norte in Brazil-(UFRN). This is done in coherence the Brazilian National Curricular Guidelines considering main competences established in the PP. This research was approved by the Ethics Committee at UFRN under document number 285/201. The work is of descriptive nature and was realized with 30 students in the Dentistry Graduation Course. Interviews were realized with the use of problem situation approach. The research was also supported by documental studies that dealt with syllabus present in the disciplines taught at UFRN. Data were processed with the use of the ALCESTE 4.9 software. It is possible to acknowledge that some conservative conceptions arise, even though there is use of active methodologies and innovation that aim to promote reflection and articulation for general competence development such as proposed in the Pedagogical Project in Dentistry Graduation Course at UFRN. These conceptions are mainly present in the teaching-learning process where students do not have full participation. Thus it is possible to conclude that even though there are advances and breakthroughs. This is seen with that fact that there was inclusion of multidisciplinary clinical work as well optional courses in the curriculum. It was also seen that there was occasional use of active teaching methodologies in Dentistry at UFRN. But there is still a need for a didactical and methodological resizing. These actions require the need for progressive development of competences and abilities during the formative process according to what was established in the Brazilian National Curricular Guidelines

Trabalho e reestruturação produtiva no Brasil neoliberal: precarização do trabalho e redundância salarial

O objetivo do artigo é tratar das mutações sociais que ocorrem no mundo do trabalho a partir da era neoliberal no Brasil. Examina-se a precarização do trabalho como sendo elemento compositivo do novo metabolismo social que emerge com a reestruturação produtiva do capital e a constituição do Estado neoliberal. Apresenta-se como bases objetivas da precarização do trabalho, a intensificação (e ampliação) da exploração (e espoliação) da força de trabalho, o desmonte de coletivos de trabalho e de resistência sindical-corporativa; assim como a fragmentação social nas cidades em virtude do crescimento exacerbado do desemprego em massa.

Marxismo, a alienação e o tempo histórico da barbárie social do capital

O objetivo do ensaio é expor a alienação/estranhamento como o problema crucial do nosso tempo histórico, buscando salientar os significados do conceito de autotranscendência positiva da alienação, considerada por István Meszáros, como sendo o eixo da reflexão marxiana nos Manuscritos econômico-filosóficos. Para tanto, discorre sobre o novo registro histórico da Aufhebung nas condições da crise estrutural do capital e a vigência do capitalismo global como capitalismo manipulatório. Aborda a centralidade ontológica da problemática da vida cotidiana e o estranhamento na perspectiva da crítica radical do trabalho. Finalmente, coloca elementos para refletir, na perspectiva do marxismo radical, sobre a transição como sendo o problema de produção dos sujeitos humanos, capazes da autotranscendência positiva da alienação.