Darci de Oliveira Santa Rosa

Estratégias para a implantação de uma nova proposta pedagógica na escola de enfermagem da Universidade Federal da Bahia

Este artigo apresenta uma reflexao sobre o processo de construcao do Projeto Pedagogico da Escola de Enfermagem da UFBA. A socializacao dessa experiencia pretende contribuir com outras instituicoes de ensino de enfermagem que, para atender as novas DCENF, passarao a vivenciar processos semelhantes ou que, no momento, passam pelo mesmo processo. O artigo traz alguns antecedentes e a fundamentacao legal da mudanca, apresentando os pressupostos que norteiam a atual proposta, bem como a organizacao curricular, os principais desafios e algumas estrategias de superacao dos mesmos . Embora sejam apontados alguns aspectos que precisam de aprofundamento por parte do corpo docente, como a transversalidade de conteudos, a gestao academica, o processo de avaliacao e a operacionalizacao da proposta, as autoras concluem que o debate nao se esgota neste momento. Por se tratar de um processo dinâmico em construcao, outros desafios poderao surgir exigindo novas estrategias para seu (re) direcionamento.This article reflects on the process of designing the Pedagogical Project for the Nursing School from Federal University of Bahia. The socialization of this experience intends to contribute with other nursing institutions which, in order to meet new curricular requirements (DCENF--National Curricular Guidelines for Nursing, Medicine, and Nutrition Undergraduate Programs), are going to experience similar processes or which are presently going through the same process. This article includes some historical features and the legal basis for changes, by presenting the reasons for the current proposal, as well as its curricular organization, the main challenges and some strategies for overcoming them. Although some aspects which still need further attention from the faculty are presented, such as interdisciplinary program contents, academic management, the evaluation process and the implementation of the proposal, the authors come to the conclusion that this debate is to be continued. As this process is a dynamic one and is still under construction, other challenges might come up that demand the use of new strategies for their (re)orientation.

Dimensão ética do fazer cotidiano no processo de formação do enfermeiro

O presente artigo teorico teve como objeto de estudo a dimensao etica do processo de formacao do enfermeiro, considerando a implementacao das Diretrizes Curriculares Nacionais dos Cursos de Enfermagem. Fundamentou-se nos pressupostos da etica, suas relacoes com a implementacao da mudanca no processo de formacao do enfermeiro, tomando como referencia fatores do fazer etico na formacao, buscando oportunizar reflexoes e contribuir com os rumos da educacao em enfermagem. Concluiu-se que a dimensao etica na formacao do enfermeiro envolve valores que permeiam as relacoes entre os sujeitos desse processo e a propria natureza. O estudo recomenda a necessidade de transformacao da pratica do educando/educador e do modelo curricular constituido, apontando elementos que indicam que a preocupacao com a etica no desenvolvimento do curriculo nao se limita ao ensino em uma disciplina, mas perpassa todas as praticas que se dao no interior do processo educativo.This theoretical article had as its object of study the ethic dimension of the formation process of nurses taking in consideration the National Curricular Directives for Nursing Courses. It was based on the presuppositions of ethics and their relationship with the implementation of changes in the formation process of nurses, using as reference elements of ethical behavior in the formation and attempting to bring the reflection to current times and thus contribute to define a direction to Nursing education. It was concluded that the ethical dimension in the formation of nurses involves values that permeate the relations between the subjects of this process and nature itself. The study points out the need to transform the practices of students and teachers and change the current curriculum framework, highlighting elements that indicate that the concern with ethics when developing the curriculum framework is not limited to how a discipline is taught, but pass through as practices that take place in the education process.

Ensinar saúde/enfermagem numa nova proposta de reestruturação acadêmica

This study has as objective the presentation of a proposal of curricular restructure, evaluating its influence in the health instruction, focusing the nursing school. It presents, initially, the real panorama of superior education in Brazil. After that, it shows one curricular restructure proposal. Finally, it approaches the nursing/health teaching configuration in this proposal. This study points to the need of construction of a regenerated university, in its interface with the health graduation. It supports the development of educative practices adherent to the life context and to the plurality and singularity of the real social processes.This study has as objective the presentation of a proposal of curricular restructure, evaluating its influence in the health instruction, focusing the nursing school. It presents, initially, the real panorama of superior education in Brazil. After that, it shows one curricular restructure proposal. Finally, it approaches the nursing/health teaching configuration in this proposal. This study points to the need of construction of a regenerated university, in its interface with the health graduation. It supports the development of educative practices adherent to the life context and to the plurality and singularity of the real social processes.

Bioética e formação do enfermeiro: uma interface necessária

This is a reflexive article which aimed to reunite some conceptual frameworks of bioethics and reflect on the relationship of this discipline with the nursing education process. In the course of this reflection, it was possible to affirm that a minimal relevant and updated theoretical and philosophical foundational is essential to the nurses ethical education from the professors who teach this discipline in order to transpose strictly normative and deontological discussions. Beyond this, there is an urgent need to articulate bioethics instruction with professional nursing daily practice. In order to do so, the use of active strategies to address everyday problems and the transversality of teaching emerge as possibilities for producing changes and contextualizing the teaching of this subject area with educational and social contemporary demands.Ensaio reflexivo que visa reunir alguns marcos conceituais da bioetica e refletir sobre a relacao desta disciplina com o processo de formacao do enfermeiro. No transcorrer desta reflexao, foi possivel constatar que e essencial para a formacao etica do enfermeiro a fundamentacao teorica e filosofica minima, pertinente e atualizada, dos docentes que lecionam neste campo disciplinar, de modo a transpor discussoes que sejam restritas ao âmbito normativo e deontologico. Alem disso, urge a necessidade de articular o ensino da bioetica com a pratica cotidiana do exercicio profissional da enfermagem. Para isso, o uso de estrategias ativas para abordagem dos problemas do cotidiano e a transversalidade do ensino emergem como possibilidades de produzir mudancas e contextualizar o ensino deste campo disciplinar com as demandas educacionais e sociais contemporâneas.

Ensino da Bioética na formação do enfermeiro: interface com a bibliografia adotada

Objective: To identify and to describe the bibliographic sources used by professors in the teaching of Ethics/Bioethics in nursing undergraduate courses, in nursing schools, in Salvador, Bahia. Methods: This is an exploratory and quantitative study. The data analysis was done in three stages and was guided by the themes: Ethics, Bioethics and Professional Practice. Results: The analysis of data from five courses showed that teachers use material that includes aspects related to: deontology, practice of nursing, Bioethics and Ethics foundations. Conclusion: The teaching of Ethics/Bioethics in undergraduate courses in Schools of Nursing, in Salvador, is not limited to a deontological approach andObjective: To identify and to describe the bibliographic sources used by professors in the teaching of Ethics/Bioethics in nursing undergraduate courses, in nursing schools, in Salvador, Bahia. Methods: This is an exploratory and quantitative study. The data analysis was done in three stages and was guided by the themes: Ethics, Bioethics and Professional Practice. Results: The analysis of data from five courses showed that teachers use material that includes aspects related to: deontology, practice of nursing, Bioethics and Ethics foundations. Conclusion: The teaching of Ethics/Bioethics in undergraduate courses in Schools of Nursing, in Salvador, is not limited to a deontological approach and provides the basic tools for critical thinking and moral development of future nurses.

Association between social support and quality of life of relative caregivers of elderly dependents

OBJECTIVE to ascertain the association between the social support and the quality of life of relative caregivers of elderly dependents at home. METHOD a cross-sectional study conducted with 58 relative caregivers of elderly dependents, registered in the Family Health Strategy. Data were collected from the Katz instrument, sociodemographic, Zarit Burden Interview, WHOQOL-bref, and analyzed using descriptive statistics and multiple linear regression. RESULTS the majority of caregivers were women, who took care full-time and presented moderate to severe burden. Most caregivers are satisfied with their social relationships and the social support received. It is found that the burden and the time of care correlated with the social relationships domain, which is associated with social support, and consequently, reduced quality of life. CONCLUSION social support for caregivers is important to prevent health implications, burden, biopsychosocial stress, and provide favorable conditions for quality of life, by allowing greater freedom to develop their daily activities.

Expansão da educação superior no Brasil: ampliação dos cursos de graduação em enfermagem

OBJETIVO: analisar a ampliacao do numero de cursos de graduacao em enfermagem nas ultimas duas decadas, frente ao movimento de expansao da educacao superior no Brasil. Metodologia: foi realizada pesquisa documental sobre os marcos legais, que impulsionaram esse movimento, e pesquisa quantitativa, que descreveu a expansao do numero de cursos de enfermagem. Os dados foram analisados por meio da analise tematica (qualitativos) e da estatistica descritiva (quantitativos). RESULTADOS: o discurso politico-ideologico, presente nos documentos normativos que apontam a educacao superior como possibilidade de transformacao da realidade social, nao vem se refletindo na area da enfermagem. A expansao dos cursos de enfermagem vem se dando de maneira desordenada, concentrada no setor privado e com desigualdade geografica na distribuicao desses cursos. CONCLUSAO: nao se observa preocupacao com as necessidades locais, com a articulacao entre o ensino, a pesquisa e extensao, fato esse que compromete a qualidade da formacao das futuras enfermeiras.OBJECTIVE This study analyzed the increase in the number of undergraduate nursing courses during the last two decades due to the expansion of higher education in Brazil. METHOD A records-based research concerning the legal frameworks that have driven this movement and a quantitative research that described the increase in the number of professional nursing courses. Data were analyzed using thematic content analysis (qualitative) and descriptive statistics (quantitative). RESULTS the political-ideological argument present in the regulatory documents, which points out higher education as a possibility to change the current social scenario, has not been reflected in the professional nursing field. The expansion of nursing courses has been unfolding in a disorderly manner and is concentrated in the private sector, with geographical inequality in the distribution of these courses. CONCLUSION There does not seem to be a concern with the local needs and with a connection among education, research and extension, which compromises the quality of the education provided to future nurses.

Bioethics and nursing formal education: a necessary interface

This is a reflexive article which aimed to reunite some conceptual frameworks of bioethics and reflect on the relationship of this discipline with the nursing education process. In the course of this reflection, it was possible to affirm that a minimal relevant and updated theoretical and philosophical foundational is essential to the nurses ethical education from the professors who teach this discipline in order to transpose strictly normative and deontological discussions. Beyond this, there is an urgent need to articulate bioethics instruction with professional nursing daily practice. In order to do so, the use of active strategies to address everyday problems and the transversality of teaching emerge as possibilities for producing changes and contextualizing the teaching of this subject area with educational and social contemporary demands.Ensaio reflexivo que visa reunir alguns marcos conceituais da bioetica e refletir sobre a relacao desta disciplina com o processo de formacao do enfermeiro. No transcorrer desta reflexao, foi possivel constatar que e essencial para a formacao etica do enfermeiro a fundamentacao teorica e filosofica minima, pertinente e atualizada, dos docentes que lecionam neste campo disciplinar, de modo a transpor discussoes que sejam restritas ao âmbito normativo e deontologico. Alem disso, urge a necessidade de articular o ensino da bioetica com a pratica cotidiana do exercicio profissional da enfermagem. Para isso, o uso de estrategias ativas para abordagem dos problemas do cotidiano e a transversalidade do ensino emergem como possibilidades de produzir mudancas e contextualizar o ensino deste campo disciplinar com as demandas educacionais e sociais contemporâneas.

Expansion of higher education in Brazil: increase in the number of Undergraduate Nursing courses

OBJETIVO: analisar a ampliacao do numero de cursos de graduacao em enfermagem nas ultimas duas decadas, frente ao movimento de expansao da educacao superior no Brasil. Metodologia: foi realizada pesquisa documental sobre os marcos legais, que impulsionaram esse movimento, e pesquisa quantitativa, que descreveu a expansao do numero de cursos de enfermagem. Os dados foram analisados por meio da analise tematica (qualitativos) e da estatistica descritiva (quantitativos). RESULTADOS: o discurso politico-ideologico, presente nos documentos normativos que apontam a educacao superior como possibilidade de transformacao da realidade social, nao vem se refletindo na area da enfermagem. A expansao dos cursos de enfermagem vem se dando de maneira desordenada, concentrada no setor privado e com desigualdade geografica na distribuicao desses cursos. CONCLUSAO: nao se observa preocupacao com as necessidades locais, com a articulacao entre o ensino, a pesquisa e extensao, fato esse que compromete a qualidade da formacao das futuras enfermeiras.OBJECTIVE This study analyzed the increase in the number of undergraduate nursing courses during the last two decades due to the expansion of higher education in Brazil. METHOD A records-based research concerning the legal frameworks that have driven this movement and a quantitative research that described the increase in the number of professional nursing courses. Data were analyzed using thematic content analysis (qualitative) and descriptive statistics (quantitative). RESULTS the political-ideological argument present in the regulatory documents, which points out higher education as a possibility to change the current social scenario, has not been reflected in the professional nursing field. The expansion of nursing courses has been unfolding in a disorderly manner and is concentrated in the private sector, with geographical inequality in the distribution of these courses. CONCLUSION There does not seem to be a concern with the local needs and with a connection among education, research and extension, which compromises the quality of the education provided to future nurses.

The ethic dimension of daily tasks in the formation process of nurses

O presente artigo teorico teve como objeto de estudo a dimensao etica do processo de formacao do enfermeiro, considerando a implementacao das Diretrizes Curriculares Nacionais dos Cursos de Enfermagem. Fundamentou-se nos pressupostos da etica, suas relacoes com a implementacao da mudanca no processo de formacao do enfermeiro, tomando como referencia fatores do fazer etico na formacao, buscando oportunizar reflexoes e contribuir com os rumos da educacao em enfermagem. Concluiu-se que a dimensao etica na formacao do enfermeiro envolve valores que permeiam as relacoes entre os sujeitos desse processo e a propria natureza. O estudo recomenda a necessidade de transformacao da pratica do educando/educador e do modelo curricular constituido, apontando elementos que indicam que a preocupacao com a etica no desenvolvimento do curriculo nao se limita ao ensino em uma disciplina, mas perpassa todas as praticas que se dao no interior do processo educativo.This theoretical article had as its object of study the ethic dimension of the formation process of nurses taking in consideration the National Curricular Directives for Nursing Courses. It was based on the presuppositions of ethics and their relationship with the implementation of changes in the formation process of nurses, using as reference elements of ethical behavior in the formation and attempting to bring the reflection to current times and thus contribute to define a direction to Nursing education. It was concluded that the ethical dimension in the formation of nurses involves values that permeate the relations between the subjects of this process and nature itself. The study points out the need to transform the practices of students and teachers and change the current curriculum framework, highlighting elements that indicate that the concern with ethics when developing the curriculum framework is not limited to how a discipline is taught, but pass through as practices that take place in the education process.