Consensus of expert professors of subfields of Nursing knowledge: objectives, contents and methods

Menegaz, Jouhanna do Carmo; Silveira, Stelacelly Coelho Toscano de Brito; Backes, Vânia Marli Schubert; Vendruscolo, Carine

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RESEARCH • Esc. Anna. Nery 26 • 2022 • https://doi.org/10.1590/2177-9465-EAN-2021-0310 copy

Consensus of expert professors of subfields of Nursing knowledge: objectives, contents and methods

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Aim

to describe the relationships among objectives, content, and teaching methods in subfields of Nursing knowledge from the consensus of expert professors.

Methods

a Delphi study in four rounds. Participants were 112 professors from undergraduate courses at public Higher Education Institutions in Brazil divided into seven panels by subarea. The data were analyzed using the Content Analysis technique in light of Shulman's concepts of knowledge of objectives and pedagogical knowledge of content, transformed into the qualitative variables of interest, objectives, content and teaching methods, around which consensus was sought.

Results

only the subareas of Collective Health Nursing and Nursing in Management and Administration agreed on objectives. Agreed contents were related to public policies and programs of the Unified Health System. Methods suggest the coexistence of tradition and innovation.

Conclusions and implications for practice

the awareness of the relationships among the objectives, contents, and methods used by the professors impacts the promotion of dialogue and the integration among the subareas, implying, in practice, a potentiated or fragile professional formation in resolute quality of health problems.

Keywords:
Faculty; Education in Nursing; Higher Education; Nursing; Teaching

Question Round 1	Intention	Rounds 2, 3, 4
What do you base your teaching on?	Identify the sources of background knowledge.²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe...	Search for consensus on the sources of background knowledge²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... mentioned by professors.
In your sub-area, what do you need to know in order to teach?	Identify the content knowledge²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... related to the subarea considered important to the teaching of generalist nurses.	Content variable: knowledge, skills, and attitudes that subarea professors must teach in order for students to achieve the goal.
How do you understand teaching in your area?	Identify knowledge of objectives,²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... within the comprehension phase,²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... for the search for consensus on teaching objectives in the subarea, with a view to training generalist nurses.	Teaching objective variable in the sub-area: explicit intention of what a student should develop in the scope of the sub-area of knowledge through one or more subjects.
How do you conduct your subject? From the moment you are preparing, structuring the teaching plan, choosing teaching methods and evaluation.	Identify general pedagogical²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... and content pedagogical knowledge in the transformation²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... and evaluation²2 Shulman LS. Conhecimento e ensino: fundamentos para a nova reforma. Cad Cenpec. 2014;4(2):1-22. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293. http://dx.doi.org/10.18676/cadernoscenpe... phases.	Teaching methods variable: description or systematization of a particular way of teaching in order to achieve the objectives.

Sub-area	Objectives	Contents	Methods
FN	One, no consensus.	1. Medication administration (100%).	1. Simulation (100%).
		2. Basic biosafety techniques (86%).	2. Case studies (86%).
	Provide the biological, social, care, and ethical-professional bases of Nursing (50%).	3. Theory of basic human needs (86%).	3. Problem Based Learning (71%).
		4. Nursing care in the needs of oxygenation, thermoregulation and blood circulation (86%).
		5. Nursing care for safety needs (86%)
		6. Systematization of Nursing Care (71%)
CAHN	One, no consensus.	1. Child growth and development (100%).	1. Simulation (70%).
		2. Comprehensive care and Nursing interventions to the newborn, child and adolescent in primary care and hospital (93%).
	Introduce the student, future professional, to the practice of child, adolescent, and family care.	3. Care and prevention of serious phenomena. E.g.: violence in adolescence, early pregnancy, drug use and abuse, bullying (93%).
		4. Diseases and diseases prevalent in childhood and adolescence (93%).
		5. Needs of the hospitalized child and its repercussions for the children/adolescents and families (93%).
		6. Ethics and bioethics applied to the nursing care of children and adolescents (80%).
MHN	Four, no consensus.	1. Acting as a nurse in the care of mental health and disease in the family and community context (100%).	1. Group discussion (100%).
		2. Single therapeutic project (100%).	2. Case studies (91%).
	1. Instrumentalize nursing students to work with the psychosocial care team, based on the policies and care of psychopathological conditions, with emphasis on understanding the Psychosocial Care Network (RAPS) (30%).	3. History of Psychiatry and mental health (100%).	3. Visit to health services (91%).
		4. Psychosocial care network (91%).	4. Expository lesson (82%).
	2. Sensitize and instrument students about the need for social reinsertion of individuals, through an approach centered on the person and not the disease, so that they can act exalting and strengthening the preserved abilities of patients, reducing losses, stimulating the re-signification of experiences and strengthening bonds (20%).	5. Mental health public policies (91%).	5. Film and video exhibition (73%).
		6. Mental disorders. E.g.: schizophrenia, bipolar disorder, etc.) (91%).
	3. Present the historical panorama of Psychiatry, the Psychiatric Reform, the models of health care, the networked care, differentiating mental illness from mental health and emphasizing the role of nurses and the health team in the area (20%).	7. Therapeutic communication techniques (91%).
		8. Psychiatric nursing consultation (82%).
	4. Teach about Nursing, Psychiatry and Mental Health (10%).	9. Nursing care in psychopathological pictures (82%).
		10. Psychiatric examination (73%).
		11. Psychoactive drugs (73%).
WHN	Three, no consensus.	1. Prevalent pathologies in women's health (100%).	1. Case studies (100%)
		2. Risk factors for women's health (100%).	2. Expository lesson (83%).
	Intervention in women's health care in order to identify problems, promote health and prevent diseases (50%).	3. Women's health policies (100%).	3. Simulation (83%).
		4. SISCOLO/SISMAMA (100%).	4. Problematization (83%).
	Develop competencies and skills for Comprehensive Attention to Women's Health in the context of the UHS (33%).	5. Prevention and early detection of cervicouterine and breast cancer (100%).
		6. Prevention and early detection of sexually transmitted infections (100%).
	Promote health care for women in their vital cycle (17%).	7. Sexuality and reproduction (100%).
		8. Reproductive planning (100%).
		9. Obstetric Violence (100%)¬.
		10. Breastfeeding assistance (100%).
		11. Abortion (100%).
		12. Women care during labor, delivery, and puerperium (86%).
AEHN	One, no consensus.	1. Pain management in adults and elderly (100%).	1. Service practices (86%).
		2. Nursing care to patients with oncohematologic, cardiovascular, respiratory, digestive and urinary system diseases (86%).
	Teaching the process of caring in Nursing to adults and the elderly in outpatient and inpatient follow-up with acute and chronic conditions. Assistance to family and caregivers and the development of educational practices (67%).	3. Hypertension and Diabetes (86%).
NAM	Managing global and Nursing care, articulating the multiprofessional team with the Nursing team in the process of caring for the user. The nurse is involved in solving general needs, not only those of his/her exclusive competence. When of his competence, he uses the articulation of the care and management work processes in favor of the “integrality of thinking and doing”. When it transcends its competence, it involves and co-responsibilizes the other professionals in the care process, acting as an “advocate” for the person/user.	1. management models (100%).	1. Active methodologies (91%).
		2. Information systems (100%).
		3. Administration theories (100%).
		4. Decision making/decision making process (100%).
		5. People management (100%).
		6. Teamwork (100%).
		7. Permanent Education (100%).
		8. Service planning and organization (100%).
		9. Work process (100%).
		10. Nursing dimensioning (92%).
		11. Leadership (92%).
		12. Entrepreneurship (92%)
		13. Interpersonal Relationship (92%).
		14. Supervision (83%).
		15. Communication (83%).
CHN	To train nurses with knowledge of the theoretical and practical framework of the field of collective health applied to nursing, with an understanding of the health system and its social determinants, in order to ensure autonomy and insight to ensure the completeness of care provided to individuals, families and communities, with quality and humanization to intervene in the health/disease process.	1- Epidemiology (100%).	1. Visits to health services (100%)
		2. Health Services Planning and Org.	2. Practices in services (100%).
		3. Health Systems, Public Health Policies in force (100%).
		4. Social Determinants of Health (100%).
		5. Health Work Processes (93%).
		6. Health/disease process (93%).
		7. History of collective health (93%).
		8. Health surveillance (93%).
		9. Basic health care (93%).
		10. Health needs (85%).
		11. Health networks (85%).
		12. Health indicators (85%).
		13. Immunization and cold networks (85%).
		14. Home visitation (85%).
		15. Prevention levels (85%).
		16. Programs of the Ministry of Health (77%).

Universidade Federal do Rio de Janeiro Rua Afonso Cavalcanti, 275, Cidade Nova, 20211-110 - Rio de Janeiro - RJ - Brasil, Tel: +55 21 3398-0952 e 3398-0941 - Rio de Janeiro - RJ - Brazil
E-mail: annaneryrevista@gmail.com

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[1] Corresponding author: Jouhanna do Carmo Menegaz. Email: jouhanna.menegaz@udesc.br.