Relationship school - clinical experience fields

FACSIMILE

Relationship school - clinical experience fields

Maria Angélica de Almeida Peres^I; Pacita Geovana Gama de Sousa Aperibense ^II; Tânia Cristina Franco Santos ^III

^I Profª Adjunta da EEAN/ UFRJ, Doutora em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail],

^II Professora Assistente da Universidade do Grande Rio, Mestre em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail],

^III Profª Adjunta da EEAN/ UFRJ, Pós-doutora em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail]

PRESENTATION

The article, published in 1966, was written by three professors of the Ana Neri School (EAN): Maria do Carmo Fonseca (Professor of Surgical Nursing), Dulce Neves da Rocha (Professor of Pediatric Nursing) and Teresa de Jesus Sena (Professor of Psychiatric Nursing). It analyzes the relationship between the nursing schools and the different professional practice or clinical experience fields, based on the premise that it is impossible for nursing education to exist based merely on theory. This takes education outside the classrooms and laboratories allowing teachers and students to join the professional practice fields. If we consider that nursing education should focus on "personality formation, acquisition of basic knowledge and skill development", the text criticizes the schools that shorten the internship period or clinical experience in an effort to meet the needs for staffing requirements in hospitals, avoiding compliance with the educational objectives. When addressing the selection and preparation of the diverse fields for clinical training, we emphasize that the Hospital School, even though its main objective is education, should focus its activities on the patient. The article claims that the relationship of nursing schools with health institutions has changed, in areas that range from full responsibility for the nursing service to the situation of the casual visitor, or even, the monitoring of practices delegated to the nursing service of the hospital. By bringing the experience of EAN, the authors demonstrate that "the chief of nursing services in charge of the coordination in the training areas of the school and the supervisors responsible for the technical guidance of the students were directly subordinated to the superintendent of training practices", working in close collaboration with the superintendent of education in implementing the decisions of the director of EAN. In return, the school becomes an active element and responsible for improving and promoting health care in the community. This circumstance definitively promoted improvement in the different training fields and guided the way for other less privileged schools in the development of practice fields previously established by the EAN. In the field of psychiatric nursing, the authors emphasize the role of the EAN as the training center for teachers and students from several other schools of the Guanabara state and neighboring states, stressing that in this School they gained experience, training and greater opportunities for education and research. However, the increase in the number of applications for admission revealed the reluctance of some schools to organize their own fields, becoming dependent to this institution for several consecutive years. Finally, the authors highlight the fact that the relationship of the schools with the diverse fields of practice must respond to the needs of the community and should provide substantial improvements to the health care offered. Furthermore, the leadership of general nursing services in institutions that offer training opportunities, when occupied by a teacher, facilitates leadership and has influence on all sectors.

Publication Dates

• Publication in this collection
  17 June 2010
• Date of issue
  Mar 2010