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Brazilian Nursing Communication Symposium
SIBRACEN


Abstract

MENDES, Maria Manuela Rino and FREITAS, Maria Célia de. Experience report in the Educational Improvement Program (PAE) at the University of São Paulo at Ribeirão Preto College of Nursing. In Proceedings of the 8. Brazilian Nursing Communication Symposium, 2002, San Pablo (SP, Brazil) [online]. 2002 [cited 03 March 2021]. Available from: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000052002000200055&lng=en&nrm=iso> .

The educational improvement program (PAE) seeks to stimulate pedagogical training of post-graduate students by engaging them in educational activities in University undergraduate courses and, thus, stimulate inquires and relations between research questions and professional formation practice. This report aims to describe the implementation of a new teaching-learning strategy in the subject Medical Nursing at the University of São Paulo at Ribeirão Preto College of Nursing, which included External Clinical Care Units (Ambulatory, UBDS and Home), with a view to broadening the traditional focus of teaching on clinical nursing care, centered on hospitalized ill adults and stimulate reflective analysis of secondary and tertiary care models, recognizing actors, situations and actions. The experience involved all students enrolled in the subject, divided into subgroups for focus observation; reading of texts about the Single Health System (SUS), ambulatory and family care; debates about the observed reality and readings, establishing confrontations and relations with the nursing process - the structural axis of the subject, complemented by written and verbal group reports. 16 out of 30 hours reserved for the subject were accompanied by lecturer/post-graduate student. The evaluation of written (individual) and oral (group) reports expresses students’ main motivation for realizing tertiary care practices at the current moment in their curriculum, as well as their perception about the lack of utilization in previous trainee programs at Basic Health Units, which did not consolidate abilities for secondary actions in articulation with other health services. Another issue highlighted is the need to reconsider the pedagogical project for nursing formation, to define new priorities and introduce tools that provoke dynamic and actual relations between the subjects, permanently evaluating course and results so as to strengthen competencies for rethinking and modifying outdated educational concepts and practices that no longer correspond to current demands for health care teaching-learning.

Keywords : teaching-learning; nursing; clinical model; health care; pedagogical formation.

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