Ambiente de aprendizagem clínica e formação em enfermagem : emoções, interações, metodologias e processos institucionais

• Ano de defesa: 2022
• Autor(a) principal: Moraes, Leidiely Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Faculdade de Enfermagem (FAEN); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Enfermagem
• Palavras-chave em Português: Ambiente de instituições de saúde; Educação em enfermagem; Competência clínica; Estágio clínico; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM; Health facility environment; Education; Nursing; Clinical competence; Clinical clerkship
• Link de acesso: http://ri.ufmt.br/handle/1/6060

ABSTRACT: Introduction: Clinical learning environment is an essential space for the formation of nurses, as it enables the articulation between theory and practice, as well as the development of clinical competences. Objective: To understand the interrelationship between clinical learning environment and the development of clinical competences of undergraduate nursing students. Method: Exploratory-descriptive study of qualitative approach, outlined theoretically anchored in Mind, Brain and Education Science and the theoretical notions of Clinical competences. Data production took place from May to December 2021, began with a Scoping Review, followed by focus groups and semi-structured interviews, extended to clinical learning environments of final semester academics from three campuses of a public university in the Midwest of Brazil. The focus groups were conducted with professors, course coordinators and preceptors of the educational institutions. Semi-structured interviews were extended to academics acting in clinical learning environments in the last semester of their graduation. 17 studies, 14 nurses and 17 academics were included. Data were analyzed using IRaMuTeQ software and submitted to content analysis. Results: Three categories were identified, involving important elements of the environment that determine the development of clinical competencies: 1- Being almost a nurse: responsibilities that generate emotions and depend on interactions: clinical learning environments require students to take on responsibilities resulting from this level of training, and are often permeated with emotions that match these assignments and context, such as fear, stress, and anxiety. Besides this, interactions with agents in these environments were related to this theme, for presenting themselves as either welcoming or aggravating to these emotions; 2 - Institutional processes, structures, and materials that determine the clinical learning environment: limitations regarding the demand of municipalities, physical structure to receive academics and social support for these individuals were evidenced, it was also noticed differences between the characteristics of public and private hospitals for the development of practice; 3 - Methodologies of the clinical learning environment that influence the development of clinical competences: elements related to methods of supervision, training, rotation, and processes involved in the environments were presented. In this context, the importance of clear definition of roles and objectives, continuing education, motivation, and feedback to improve the educational process was highlighted. Final considerations: The study allowed for an understanding of the interrelationship between the clinical learning environment and the development of clinical competencies of nursing students. The environment was perceived as essential and appropriate for practice in the last semester of nursing education, but requires adjustments in order to enhance the teaching-learning process. As an interventionist strategy to face these challenges, the need to promote welcoming, safe, significant, and co-responsible clinical learning environments is recognized, in order to receive the students and offer opportunities for their development. Anchoring oneself in transdisciplinary theoretical bases, such as Mind, Brain, and Education Science, and instructive ones, such as Benner's theoretical notions, can facilitate the understanding and implementation of improvements.