Formação acadêmica de enfermagem para atuação em urgência e emergência

Abstract

Considering the importance of urgency and emergency in academic nursing education, both for assistance and for acting as a health educator, the need to build curricular pedagogical projects that contain philosophical, conceptual, political and methodological bases that stimulate their skills is evident. Thus, the general objective is: to know the process of academic training in undergraduate nursing courses in relation to urgency and emergency, and as specific objectives: to identify the contents of urgency and emergency developed in undergraduate nursing courses and describe how these contents are developed, and to know the perception of professors in relation to the teaching of urgency and emergency in undergraduate nursing courses. This is an exploratory, descriptive research with a qualitative approach, developed in two stages: documentary and field research. The scenario consisted of undergraduate nursing courses at higher education institutions whose curricular pedagogical projects are publicly accessible or that were provided. Eleven higher education institutions and professors participated in the survey. In the documentary stage, the curricular pedagogical projects of the nursing courses were analyzed. In the second stage, after identifying courses with urgent and emergency disciplines/contents, invitations were made to institutions to participate in the study and request for indications of professors who would teach these disciplines/contents. After receiving institutional authorizations from the institutions, professors of disciplines on urgency and emergency were invited to conduct semi-structured interviews in virtual format. The data collection of the stages were from September 2020 to February 2021 and from June to October 2022, respectively. The data from the two steps were submitted to Bardin's Content Analysis and to operationalize this step, the ATLAS.ti 22.1 Software was used. The ethical precepts described in Resolution nº 466/2012 and 510/2016 of the National Health Council and provisions in Circular Letter nº 2/2021 of the National Research Ethics Commission were respected. According to the professors, the students leave the academic training in nursing prepared to act both in assistance and education in urgency and emergency. These seek to teach classes with updated content, adapting them to the students' reality and using different teaching methods to develop a meaningful teaching and learning process. Regarding the disciplines, it was observed that the courses with the highest number of hours had contents in addition to those referring to the theme. The need to use different teaching methodologies became evident, that is, methodological diversification in the teaching and learning process. In theoretical classes, the most used methodology was the expositive class with dialogue and in practical classes, the use of active methodologies was evidenced, with emphasis on simulations. The pandemic proved to be a difficult period in which higher education institutions, teachers and students needed to reorganize themselves to maintain classes, requiring the use of digital technologies. Although it was a challenge for everyone involved, it brought positive experiences by enabling the maintenance of interpersonal relationships, even during the period of isolation.