The humanization of health care in the context of the training of nurses in a teaching hospital
DOI:
https://doi.org/10.33448/rsd-v10i3.13135Keywords:
Teaching; Preceptorship; Nursing; Humanization.Abstract
This study aims to understand the perception of nurse preceptors regarding the humanization of care, in the context of the training of nurses, in a teaching hospital. It is a descriptive research, with a quanti-qualitative approach, carried out through the application of an online form whose sample was composed of 17 nurse tutors who work in inpatient units. As for the profile, they are female (76.5%), 31 to 40 years old (82.3%), they work from 0 to 1 year in the current sector, 5 to 10 years of training (82.3%), lato sensu specialization (94.1%), attended residency (35.2%) and studied master's degree (23.5%), has research experience (52.9%), has experience with traditional teaching at technical level (47.0 %), have no experience with active methodologies (47.0%), have no experience with Distance Education (41.1%), have experience with tutoring (52.9%) and were tutors in 2020 (64.7%). 70.6% claim to know the term "Humanization of Care" and described this concept as an integral understanding of the human being (100%), empathy (100%) and respect (100%), human treatment (88.2%) and ambience (76.5%). They affirm that the humanization of patient care in the context of the training of nurses translates into learning to be developed by the student in permanent and reflective contact with the real situations of daily work (82.4%) and rated 4 for their practice regarding the humanization (70.6%), out of a total of 5 points. It is believed that this research is relevant as a way of analyzing how preceptorship influences the construction of the nursing student / student humanization process.
References
Avila, L. I. et al. (2018). Construção moral do estudante de graduação em enfermagem como fomento da humanização do cuidado. Texto Contexto Enferm. 27(3), 1-9.
Bresolin, P. et al. (2019). Aprendizagem experiencial e diretrizes curriculares nacionais de enfermagem: revisão integrativa de literatura. Cogitare Enfermagem, 24. e59024.
Bonin, J. A. (2018). Processos e percursos de construção de pesquisas em recepção: algumas reflexões epistêmico-metodológicas. Conexão – Comunicação e Cultura, UCS, 17. Dossiê, 13-25. http://www.ucs.com.br/etc/revistas/index.php/conexao/article/view/6568
Costa, S. T. L. C. (2017). O preceptor na Residência em Terapia Intensiva: Competência na formação do enfermeiro. 106. Dissertação (Mestrado Profissional) – Universidade Federal de São Paulo. Programa de Pós-Graduação em Ensino em Ciências da Saúde.
Cox, C. D. et al. (2017). Use of entertainment elements in an online video mini-series to train pharmacy preceptors. American Journal of Pharmaceutical Education. 81(1). 1-9. https://doi.org/10.24926/iip.v8i2.522
Esperón, J. M. T. (2017). Pesquisa quantitativa na ciência da enfermagem. Escola Anna Nery, 21(1). 1-2.
Ferreira, B. J., & Souza, S. V. (2019). Preceptoria: perspectivas e desafios na residência multiprofissional em saúde. ABCS Health Sciences, 44(1), 15–21. https://dx.doi.org/10.7322/abcshs.v44i1.1074
Freitas, F. D. S. & Ferreira, M. A. (2016). Humanization knowledge of undergraduate nursing students. Rev Bras Enferm. 69(2), 261-8.
Fonseca, J. P. et al. (2020). Formação de preceptores na residência Multiprofissional ou Uniprofissional na área da saúde: uma revisão integrativa. Research, Society and Development, 9(8), e699986299-e699986299.
Luiz, F. F., Caregnato, R. C. A. & Costa, M. R. (2017). Humanização na Terapia Intensiva: percepção do familiar e do profissional de saúde. Revista Brasileira de Enfermagem, 70(5), 1040-1047.
Monteiro, R. L. S. G. & Santos, D. S. (2019). A utilização a ferramenta Google Forms como instrumento de avaliação do ensino na Escola Superior de Guerra. Revista Carioca de Ciência, Tecnologia e Educação. 4(2), 27-38.
Pereira, A. S. et al. (2018). Metodologia da pesquisa científica. UFSM. 1-119. https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_ Computacao_Metodologia-Pesquisa-Cientifica.pdf.
Prestes, M. L. M. (2012). A Pesquisa e a Construção do Conhecimento Científico: do planejamento aos textos, da escola a academia. (4a ed.), Rêspel.
Oliveira, B. M. F., & Daher, D. V. (2016). A prática educativa do enfermeiro preceptor no processo de formação: o ensinar e o cuidar como participantes do mesmo processo. Rev. Docência Ens. Sup. 6(1), 113-138.
Rodrigues, A. M. et al. (2014). Preceptorship in the perspective of comprehensive care: conversations with nurses. Rev. Gaúcha Enferm. 35(2), 106-112.
Sanches, R. C. N. et al. (2016). Percepções de profissionais de saúde sobre a humanização em unidade de terapia intensiva adulto. Escola Anna Nery Revista de Enfermagem. 20(1), 48-54.
Santino, C. N. (2018). Metodologia para mapeamento das perdas em um processo de fundição, com aplicação da Escala Likert e da Lógica fuzzy. 1-116. Repositório UFBA.
Shimazu, T. (2018). The development of a public health nurses precepting experiential learning scale. Japanese journal of public health, 65(8), 377–85. https://doi.org/10.11236/jph.65.8_377
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Nadja da Fonseca Veloso; Daniele Lima dos Anjos Reis; Taiana Moita Koury Alves; Rosângela Lima da Silva; Bruna Karine Oliveira do Carmo; Antônio Breno Maia de Araújo; Adele Melo Silva; Ely dos Santos Farias; Ana Caroline Guedes Souza Martins; Marllon Rodrigo Sousa Santo; Angélica Menezes Bessa Oliveira; Renato da Costa Teixeira
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
