Sharing knowledge through school health education: supervised internship interfaces in nursing(1818 Azevedo IC, Cavalcante RD, Silva HS, Cassiano AN, Araújo MG, Vale LD. Compartilhando saberes através da educação em saúde na escola: interfaces do estágio supervisionado em enfermagem. Rev Enferm Cent O Min[Internet]. 2014[cited 2016 Jun 20];4(1):1048-56. Available from: http://www.seer.ufsj.edu.br/index.php/recom/article/view/565
http://www.seer.ufsj.edu.br/index.php/re...
). |
Intervention in the reality of the production of nursing services from the development of health education practices. |
The Theory of Practical Intervention of Collective Health Nursing (TIPESC) is the tool that nursing undergraduates apply to high school students, identifying the real needs of interventions and which are the most effective health education strategies. |
Nursing students experienced a new way of working on Health Education, looking for ways and settings of action capable of renewing the exercise of the educational process in health, aiming at overcoming punctual and linear practices of care. |
Supervised Internship: analysis of student experience(1919 Lima TC, Paixão FRC, Candido EC, Campos CJG, Ceolim MF. Estágio curricular supervisionado: análise da experiência discente. Rev Bras Enferm[Internet]. 2014[cited 2016 Jul 12];67(1):133-40. Available from: http://dx.doi.org/10.5935/0034-7167.20140018
http://dx.doi.org/10.5935/0034-7167.2014...
). |
Integrate individual and collective attention, theory and practice, teaching and service, to train professionals able to meet the health demands of the population, contributing actively to the construction of the SUS. |
Did not present |
Experience has contributed to building a link between theory and practice. The personal and professional growth mentioned by the students seems to have reflexes in the security with which they will leave the undergraduate course to act as professionals, minimizing the rupture of this change of roles. |
Nursing internship: the meaning for the inmates of a public university(2020 Garcia SD, Ciciliato CZ, Ignotti BS, Vannuchi MTO. Internato de enfermagem: o significado para os internos de uma universidade pública. Rev Enferm UERJ[Internet]. 2014[cited 2016 Jun 18];22(2):212-8. Available from: http://www.e-publicacoes.uerj.br/index.php/enfermagemuerj/article/view/13601
http://www.e-publicacoes.uerj.br/index.p...
). |
Nursing boarding provides a broad and concrete view of their profession, providing technical and scientific experiences, with the development of roles with responsibility, ethics, leadership, communication skills and decision-making. |
The questioning is the main teaching methodology. The student is encouraged to participate in educational activities involving the entire health team of the unit. On Fridays, theoretical meetings are held between interns and professors to discuss topics relevant to nursing management. |
Learning emphasizes the union of theory and practice and thereby forms critical and reflective professionals. Academics felt prepared to enter the job market and achieved the development of core competencies to act as nurses. Management issues were important for students to turn the practice into units and to become part of the team as care managers. |
Nursing students' opinion about realistic simulation and curricular internship in a hospital setting(2121 Valadares AFM, Magro MCS. Opinion of nursing students on realistic simulation and the curriculum internship in hospital setting. Acta Paul Enferm[Internet]. 2014[cited 2016 Jun 18];27(2):138-43. Available from: http://dx.doi.org/10.1590/1982-0194201400025
http://dx.doi.org/10.1590/1982-019420140...
). |
Did not presente |
The students remain during a period in the hospital environment where the internship activities are permeated by theoretical classes. The simulation is the teaching-learning strategy tested as a means of preparation and reflection of the students to enter the field of internship. |
Students recognize curricular simulation and internship as practices that, when combined, reinforce learning. On the contrary, it was verified that the IS, alone, exposes the student to the confrontation of insecurity and the lack of independence to act. |
Care for pregnant women in Primary Care: report on activities in curricular internship(2222 Barreto MS, Mathias TAF. Cuidado à gestante na atenção básica: relato de atividades em estágio curricular. Rev Rene [Internet]. 2013 [cited 2016 Jun 17];14(3):639-48. Available from: http://dx.doi.org/10.15253/rev%20rene.v14i3.3509
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). |
Development of critical awareness and technical competence for decision making, since professor supervision is periodic and there are weekly meetings between student and professor for discussions about internship. |
The activities are divided into moments: setting in the service, participation in the routines and procedures; survey of the main needs of the service; preparation of an action plan that could be jointly implemented (student/professor/health team); implementation of the Action Plan. The tool used is the Altadir Method of Popular Planning (MAPP) Method. |
The way of working together, between the health team and the student, in surveying the needs of the service and selecting a problem for the construction of the Action Plan, in addition to training the FHS team, provides the student with better professional training, improving his critical eye regarding the activities developed with the community, the promotion of health and the prevention of diseases. |
Problemas éticos vivenciados no Supervised Internship em enfermagem de um currículo integrado(2323 Burgatti JC, Bracialli LAD, Oliveira MAC. Ethical problems experienced in a supervised curricular internship in nursing in an integrated curriculum. Rev Esc Enferm USP [Internet]. 2013[cited 2016 Jul 27];47(4):937-942. Available from: http://dx.doi.org/10.1590/S0080-623420130000400023
http://dx.doi.org/10.1590/S0080-62342013...
). |
Practical teaching mode that facilitates the transition from the academic world to the world of work, being a privileged space of contact with the reality of services and work in health. |
Pedagogical Cycles: questioning of significant experiences for the student that starts from real situations of the world of work. Sharing experience, identifying knowledge gaps, formulating learning issues. Next, students reorganize the knowledge anchored in the scientific literature and share it. |
It provides opportunities for critical reflection on professional practice, services and the health system, allowing questioning if the legal and administrative norms respond ethically to the health problems of the population. |
Supervised nursing internship in basic care: the dialogic planning as of the teaching-learning process(2424 Tavares CMM, Rodrigues LMS. Estágio supervisionado de enfermagem na atenção básica: o planejamento dialógico como dispositivo do processo ensino-aprendizagem. Rev Rene [Internet]. 2012[cited 2016 Jul 20];13(5):1075-83. Available from: http://dx.doi.org/10.15253/rev%20rene.v13i5.4103
http://dx.doi.org/10.15253/rev%20rene.v1...
). |
Transform teaching practices, allowing integration between professors and care professionals, envisioning a critical professional, able to understand reality and intervene in it, guided by SUS principles. |
The main teaching-learning methodology is questioning. The student realizes a collective teaching-service plan, participates in multidisciplinary actions, identifies the assistance needs of the Family Health Strategy (FHS) and integrates the discussions about the health needs of the users. |
It contributes to the teaching-service interaction, broadening the training experience. It is believed that it is necessary to break with conveniences and traditional practices. The constant improvement of professors and preceptors is required, as well as the study plans and the objectives of the activities, and it is up to the academy to use them. |
Leadership learning: contributions from the boarding school in nursing to the student's training(2525 Ramos VM, Freitas CASL, Silva MJ. Aprendizagem da liderança: contribuições do internato em enfermagem para a formação do estudante. Esc Anna Nery Rev Enferm [Internet]. 2011[cited 2016 Jul 22];15(1):157-61. Available from: http://dx.doi.org/10.1590/S1414-81452011000100022
http://dx.doi.org/10.1590/S1414-81452011...
). |
Provide the integral experience in the field of health care and development of leadership skills. |
Did not present |
It has contributed decisively to leadership learning, considering that it makes possible the student's more prolonged contact with the health institution, professionals, patients and family members. |
Family health strategy:
experience of nursing students in curricular internship(2626 Borges JWP, Moura ADA, Andrade AM, Menezes AVB. Estratégia Saúde da Família: experiência de acadêmicos de enfermagem em estágio curricular. Rev Rene [Internet]. 2011[cited 2016 Jul 16];12(2):406-416. Available from: http://dx.doi.org/10.15253/rev%20rene.v12i2.4250
http://dx.doi.org/10.15253/rev%20rene.v1...
). |
Held during a semester, where the student is enrolled in an FHS, accompanied by a professor to put into practice the seized contents, seeking the development of technical, reflexive and scientific skills. |
Insertion of the student in the actions developed by nurses, participation and implementation of promotion and prevention programs of the Ministry of Health, nursing consultations, health education actions, home visits and health promotion actions in elementary schools. |
Practical learning, uniting the theory and adapting it to reality. It promoted the elucidation of the role of the nurse within the FHS in the search for effective care in collective health, in addition to the development of moral values and the emergence of a sense of co-responsibility in the search for an egalitarian health system. |
Strategic planning of a family health unit - eastern region of Goiânia(2727 Queirós PS, Adenícia CSS, Calpiñeiro NEN, Silva CDA, Silva DA, Silva AC, et al. Planejamento estratégico de uma unidade saúde da família: região leste de Goiânia. Rev Salud Publica [Internet]. 2010[cited 2016 Jun 28];14(1):15-23. Available from: http://www.saludpublica.fcm.unc.edu.ar/sites/default/files/RSP10_1_05_art2_pp%2015_23.pdf
http://www.saludpublica.fcm.unc.edu.ar/s...
). |
Did not present |
anning, Situational Strategic Planning (PES) is used by academics in IS as a methodology for solving problems collectively and shared. |
It has fostered the integration of intercompany projects and the socialization of the problems experienced, developing a spirit of understanding, unity and motivation, being significant both for academics and professionals who understood that PES is fundamental for the development of health care and for the directing actions. |
Service needs and requirements of academia: a possible articulation(2828 Correia AA, Silva CC, Silva ATMC, Braga JEF. Necessidades dos serviços e exigências da academia: uma articulação possível. Rev Bras Ciênc Saúde [Internet]. 2009 [cited 2016 Jul 21];13(1):7-12. Available from: http://periodicos.ufpb.br/index.php/rbcs/article/view/3245/3631
http://periodicos.ufpb.br/index.php/rbcs...
). |
Period destined to the training realized through the application of the theoretical-practical knowledge acquired throughout the course, providing experience in caring for the individual, family and community. |
Students apply administrative tools learned during training, especially the Normative Planning anchored in the problem solving needs of the services. It is up to the student to develop the capacity to seek the integration between theory and professional practice. |
The contents of the applied nursing disciplines in Nursing were used, although they were not immediately recognized by the trainees. There is a lack of guidance to the trainees regarding the existence of overcoming problems and administrative deficiencies of the services. Professors often do not have enough knowledge in the area of nursing administration. |
Student assessment tool based on management competencies of nurses(2929 Tronchin DMR, Gonçalves VLM, Leite MMJ, Melleiro MM. Instrument of student assessment based on nursing managerial competences. Acta Paul Enferm[Internet]. 2008 [cited 2016 Jul 26];21(2):356-60. Available from: http://dx.doi.org/10.1590/S0103-21002008000200020
http://dx.doi.org/10.1590/S0103-21002008...
). |
Develop the nursing management work process based on acquired individual competencies; to exercise the role of manager of nursing in the management of services and to develop autonomy and security for insertion in the different multiprofessional groups. |
Case study, whose theme is selected from a problem situation detected in the field of practice. Proposes implements and evaluates the intervention. The performance evaluation is performed through a tool containing ten predictors, graduated from zero to ten. The student performs his/her self-evaluation and participates in the joint evaluation carried out by the professor and nurses of the unit, place of internship. |
The evaluation tool has been applied for three years and it is verified the need for greater time of use in the evaluation process. It can be inferred that the student evaluation has promoted the responsibility and the commitment of the student, seeking solutions to the problems of teaching and learning, being configured in a participatory process of action-reflection-action, aiming to transform the construction of knowledge. |
The use of simplified strategic planning by nursing students: preparing future professionals(3030 Otani MAP, Bedini LM, Souza MR, Mutro MEG, Pereira AF, Serissa A. A utilização do planejamento estratégico simplificado por estudantes de enfermagem: preparando futuros profissionais. Rev Min Enferm [Internet]. 2006[cited 2016 Jun 26];10(4):407-11. Available from: http://www.dx.doi.org/S1415-27622006000400015
http://www.dx.doi.org/S1415-276220060004...
). |
A teaching-learning strategy that allows students to live in the world of work, where the student applies the knowledge acquired in previous years, incorporates new knowledge and develops skills and attitudes expected for their professional training. |
Students are supervised daily by health care nurses; the professors hold weekly meetings and both evaluate the students about the acquisition of competence described by the discipline. The simplified PES leads the student and the team in collective reflection on reality, transforming the unwanted health situation. |
It is understood that the execution of health planning during undergraduate is an important teaching-learning strategy, considering the preparation of the student for professional life. Students experience the world of work and are actors in this real setting, which makes possible the reflexive process through action-reflection-action, and favors the transformation of health practices. |
The use of the Altadir Method of Popular Planning in curricular internship activities(3131 Slalinski LM, Scochi MJ, Mathias TAF. A utilização do método altadir de planejamento popular em atividades de estágio curricular. Ciênc Cuid Saúde [Internet]. 2006[cited 2016 Jun 28];5(1):75-81. Available from: http://dx.doi.org/10.4025/cienccuidadsaude.v5i1.5141
http://dx.doi.org/10.4025/cienccuidadsau...
). |
Did not present |
Active participation in the daily activities of the FHS, survey of problems and elaboration of an intervention plan that uses the MAPP as tool. |
MAPP is effective in teamwork to raise issues, identify its causes, descriptors and consequences, select fronts of attack and operationalize the demands of action. |
