Daiana Kloh

Rede docente assistencial UFSC/SMS de Florianópolis: reflexos da implantação dos projetos Pró-Saúde I e II

The Academic Healthcare Network is a teaching and healthcare area that involves the Florianopolis Municipal Health Secretariat and the Federal University in Santa Catarina (UFSC). The network includes four teaching centers and the Polydoro Hernani de Sao Thiago University Hospital, integrating the professionals working in these institutions. The network links knowledge, consolidates learning models, and fosters healthcare improvements based on the principles of the Unified National Health System (SUS). The objectives are to develop a proposal for shared administration, setting responsibilities and commitments for the two institutions; create spaces for the discussion of integration between teaching and healthcare; promote teaching, research, and healthcare in keeping with the local context; promote continuing education; and develop mechanisms for evaluating the actions. A key strategy for achieving the objectives is the creation of working groups with professionals from the two institutions - staff and faculty - and undergraduate students from the Schools of Nursing, Medicine, Dentistry, Nutrition, Pharmacy, Social Work, Physical Education, and Psychology, thus favoring integration of healthcare activities and promoting teamwork.

The principle of integrality of care in the political-pedagogical projects of nursing programs

Objetivo: esta investigacion tuvo por objetivo conocer los proyectos politico-pedagogicos de los cursos de graduacion en enfermeria de Santa Catarina de acuerdo con las propuestas orientadoras del Ministerio de la Salud y Ministerio de la Educacion, en la perspectiva de formacion de profesionales bajo el eje de la integralidad. Metodo: investigacion documental, de naturaleza cualitativa; fueron analizados nueve proyectos. Resultados: las Escuelas de la Region Sur de Brasil estan gradualmente incorporando en sus proyectos politico-pedagogicos el esquema teorico filosofico del Sistema Unico de Salud y las directrices curriculares para el curso de enfermeria, en la perspectiva del principio de la integralidad del cuidado. Algunas siguen rigurosamente las directrices curriculares, otras consiguieron esbozar en sus proyectos sus propias lecturas. Conclusion: se percibe la carencia de apoyo pedagogico a los estudiantes en la mayoria de las instituciones de ensenanza.Objective: to identify the political-pedagogical projects of the undergraduate nursing programs in Santa Catarina, Brazil according to the guidelines of the Ministries of Health and Education, considering the education of professionals under the principle of integrality. Method: documentary study with a qualitative approach. Nine projects were analyzed. Results: the colleges from the Southern region of Brazil are gradually incorporating the theoretical framework of the Brazilian health system and curricular guidelines, which includes the principle of integrality of care, into their political-pedagogical projects of undergraduate nursing programs. Some institutions strictly follow the curricular guidelines, while others make their own interpretation. Conclusion: most teaching institutions do not provide pedagogical support to students.

Pesquisa convergente-assistencial: estudo bibliométrico de dissertações e teses

This bibliometric study was conducted in the theses database available through the Coordination for the Improvement of Higher Education Personnel (CAPES) portal, to identify the contribution of Convergent-Care Research in the construction of nursing and health knowledge produced in Brazilian masters and doctoral programs. The sample was composed of 67 theses and six dissertations that used Convergent Care Research as the modality of research between 2000 and 2008. Data were analyzed using descriptive statistics. The conclusion is that the development of this modality of research is prevalent in hospitals in the South of Brazil, especially conducted by the Federal University of Santa Catarina. The increased use of this method and expansion to other fields show the advancement and recognition of nursing as a science, as it developed its own research methodology that enables intervening in various scenarios in the health field.Estudio bibliometrico realizado en la Coordinacion de la tesis en el banco de tesis del portal de Mejoramiento de la Educacion Superior, con el fin de identificar la contribucion de la investigacion convergente-asistencial en la construccion del conocimiento de enfermeria y salud, producidos en la maestria y doctorado en Brasil. La muestra consistio en 67 disertaciones y 6 tesis que utilizaron investigacion convergente-asistencial, como un modo de investigacion entre los anos 2000 a 2008. Los datos fueron analizados mediante estadistica descriptiva. Se concluye que el desarrollo de este tipo de investigacion es frecuente en los hospitales en el sur de Brasil, especialmente en la Universidad Federal de Santa Catarina. El aumento del uso de la modalidad y la expansion hacia otras areas de conocimiento, muestran el avance reconocimiento de la enfermeria como una ciencia mediante el desarrollo de una metodologia de investigacion propia, que permite intervenciones en los diversos escenarios de salud.

Produção do conhecimento acerca da formação do enfermeiro: um estudo bibliométrico

This study aims to identify the nursing theses and dissertation production catalogued in the Center for Study in Nursing Research - CEPEN, which treats nurse formation according to the National Curricular Directives on the SUS formation approach. This is a bibliometric and descriptive study performed on the theses and dissertations catalog of CEPEN, between 2003 and 2007. Twenty seven papers were selected, and quantitatively analyzed according to institution, year of publication, degree of research (dissertations or theses), type of research, and qualitatively analyzed according to themes, philosophical theory, and methodological reference. The results show 100% of the work performed in public institutions, with increased production in theses, there are few studies that deal with the profile of graduates, as well as training for SUS.This study aims to identify the nursing theses and dissertation production catalogued in the Center for Study in Nursing Research – CEPEN, which treats nurse formation according to the National Curricular Directives on the SUS formation approach. This is a bibliometric and descriptive study performed on the theses and dissertations catalog of CEPEN, between 2003 and 2007. Twenty seven papers were selected, and quantitatively analyzed according to institution, year of publication, degree of research (dissertations or theses), type of research, and qualitatively analyzed according to themes, philosophical theory, and methodological reference. The results show 100% of the work performed in public institutions, with increased production in theses, there are few studies that deal with the profi le of graduates, as well as training for SUS.

Ethical and social commitment in the teaching plan of nursing education

This study focuses on the ethical and social commitment in nursing education and its impact on the development of the teaching plan, with the viewpoint that this theoretical reflection can contribute to awaken the interrelationship of the teaching plan and ethical and social commitment in college-level courses. It is assumed that the concept of ethics adapts to the values relative to each time and place, being considered an essential element for the comprehensive education of human beings. In order for education to be anchored in actions in accordance with social, ethical and professional commitment, ethical principles should permeate the curriculum content, and be present in teaching positions that involve interpersonal relationships and evaluation procedures.This study focuses on the ethical and social commitment in nursing education and its impact on the development of the teaching plan, with the viewpoint that this theoretical reflection can contribute to awaken the interrelationship of the teaching plan and ethical and social commitment in college-level courses. It is assumed that the concept of ethics adapts to the values relative to each time and place, being considered an essential element for the comprehensive education of human beings. In order for education to be anchored in actions in accordance with social, ethical and professional commitment, ethical principles should permeate the curriculum content, and be present in teaching positions that involve interpersonal relationships and evaluation procedures.

Diálogo: rede que entrelaça a relação pedagógica no ensino prático- reflexivo

OBJECTIVE to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing. METHOD qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage. RESULTS point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice. CONCLUSION in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.

Princípio da integralidade do cuidado nos projetos político-pedagógicos dos cursos de Enfermagem

Objetivo: esta investigacion tuvo por objetivo conocer los proyectos politico-pedagogicos de los cursos de graduacion en enfermeria de Santa Catarina de acuerdo con las propuestas orientadoras del Ministerio de la Salud y Ministerio de la Educacion, en la perspectiva de formacion de profesionales bajo el eje de la integralidad. Metodo: investigacion documental, de naturaleza cualitativa; fueron analizados nueve proyectos. Resultados: las Escuelas de la Region Sur de Brasil estan gradualmente incorporando en sus proyectos politico-pedagogicos el esquema teorico filosofico del Sistema Unico de Salud y las directrices curriculares para el curso de enfermeria, en la perspectiva del principio de la integralidad del cuidado. Algunas siguen rigurosamente las directrices curriculares, otras consiguieron esbozar en sus proyectos sus propias lecturas. Conclusion: se percibe la carencia de apoyo pedagogico a los estudiantes en la mayoria de las instituciones de ensenanza.Objective: to identify the political-pedagogical projects of the undergraduate nursing programs in Santa Catarina, Brazil according to the guidelines of the Ministries of Health and Education, considering the education of professionals under the principle of integrality. Method: documentary study with a qualitative approach. Nine projects were analyzed. Results: the colleges from the Southern region of Brazil are gradually incorporating the theoretical framework of the Brazilian health system and curricular guidelines, which includes the principle of integrality of care, into their political-pedagogical projects of undergraduate nursing programs. Some institutions strictly follow the curricular guidelines, while others make their own interpretation. Conclusion: most teaching institutions do not provide pedagogical support to students.

Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching.

OBJECTIVE to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing. METHOD qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage. RESULTS point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice. CONCLUSION in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.

Formação de nível médio em enfermagem: perspectivas na visão de estudantes de pós-graduação

Aim: To know the perspective of master students of a postgraduate nursing program in nursing of southern Brazil about technical training in nursing. Methods: Qualitative study with exploratory-descriptive approach conducted through questionnaires and focus group, the data were collected in June 2011 and analyzed by the operative proposal of Minayo. Results: Emerged the categories: paths of secondary courses in nursing, profile and teacher training of secondary level courses and technical perspectives for professional training of middle level. We highlighted advances in the education of mid-level, attachment to the Unified Health System, as well as a need to revisit teacher training. Final Remarks: Despite significant advances recognized by the participants, it is still necessary to expand and promote the debate on the secondary level training in nursing to overcome the technical and social division, stimulate teacher education and develop curriculum guidelines

COMPROMISSO ÉTICO-SOCIAL NA PROPOSTA PEDAGÓGICA DA FORMAÇÃO EM ENFERMAGEM

This study focuses on the ethical and social commitment in nursing education and its impact on the development of the teaching plan, with the viewpoint that this theoretical reflection can contribute to awaken the interrelationship of the teaching plan and ethical and social commitment in college-level courses. It is assumed that the concept of ethics adapts to the values relative to each time and place, being considered an essential element for the comprehensive education of human beings. In order for education to be anchored in actions in accordance with social, ethical and professional commitment, ethical principles should permeate the curriculum content, and be present in teaching positions that involve interpersonal relationships and evaluation procedures.This study focuses on the ethical and social commitment in nursing education and its impact on the development of the teaching plan, with the viewpoint that this theoretical reflection can contribute to awaken the interrelationship of the teaching plan and ethical and social commitment in college-level courses. It is assumed that the concept of ethics adapts to the values relative to each time and place, being considered an essential element for the comprehensive education of human beings. In order for education to be anchored in actions in accordance with social, ethical and professional commitment, ethical principles should permeate the curriculum content, and be present in teaching positions that involve interpersonal relationships and evaluation procedures.