Percepção e desafios de enfermeiros como preceptores de residentes em um hospital universitário

• Ano de defesa: 2025
• Autor(a) principal: Cunha, Ana Luiza da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; BR; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO NA SAÚDE
• Palavras-chave em Português: Preceptoria; Enfermagem; Unidades de Terapia Intensiva Pediátrica; CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/63671

The practice of preceptorship in nursing residencies is an important strategy for training and qualifying the health care workforce, with the preceptor playing a fundamental role in developing new competencies and skills in residents. Preceptorship requires systematic planning in order to improve the relationship between theory and skills and competencies in the field of professional activity, thus fostering the training of qualified professionals. In this context, the aim is to identify and analyze the perception of preceptors about the competencies that nursing residents need to develop to become nurses in a Pediatric ICU, as well as the facilitating or limiting factors for the development of the preceptor's role. This is a qualitative study, where data were collected through semi-structured interviews, which took place between September 2023 and April 2024 in the pediatric intensive care unit of the Onofre Lopes University Hospital, in Natal, Rio Grande do Norte. The research was held with six nurses who work as preceptors in the multiprofessional residency program and respected the ethical principles recommended for research involving human beings. Speeches were transcribed and categorized a priori, and the data was explored using the content analysis introduced by Bardin. The results were then interpreted in conversations with the approaches of the authors in relation to the topic. The obtained data indicated that pediatric ICU nurse preceptors, in addition to carrying out their care and management activities in the unit, tries to reconcile teaching activities with the residents, but this is often not seen as a priority or they feel it is difficult. It was evident that there is a great distance between theory and practice within the scope of the residency in this setting, a factor which hinders the development of the critical thinking of residents, which may be associated with the lack of pedagogical knowledge of preceptors or the lack of time set aside to carry out this activity. It is recommended to unify the monitoring and assessment of these residents in order to improve the teaching-learning process.