Strategies for changing the nursing preceptorship activity in Primary Health Care

Araújo, Juliana Andréa Duarte; Vendruscolo, Carine; Adamy, Edlamar Kátia; Zanatta, Leila; Trindade, Letícia de Lima; Khalaf, Daiana Kloh

doi:10.1590/0034-7167-2021-0046

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Revista Brasileira de Enfermagem

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ORIGINAL ARTICLE • Rev. bras. enferm. 74 (Suppl 6) • 2021 • https://doi.org/10.1590/0034-7167-2021-0046 copy

Strategies for changing the nursing preceptorship activity in Primary Health Care

Estrategias para el cambio en la actividad de preceptoría en enfermería en la Atención Primaria de Salud

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to present actions to qualify preceptorship and teaching-health service integration to strengthen nursing training in PHC internship.

Methods:

qualitative research, developed through the Appreciative Inquiry Research carried out with eight nurses, both from the fields of teaching and health service, within Primary Health Care. The production and documentation of information took place between April and June 2019, through five meetings that characterized the four phases that make up the "4D cycle": Discovery, Dream, Design, and Destiny. Ethical issues were respected.

Results:

the participants dreamed of the best scenario for preceptorship and built a schedule of actions related to the qualification of preceptorship in Nursing and the strengthening of teaching-health service integration.

Final Considerations:

it is possible, through effective participation of the actors involved in teaching and practice, the collective development of goals and actions, aiming at the qualification of nursing education.

Descriptors:
Higher Education Policy; Teaching-Care Integration Services; Preceptorship; Primary Health Care; Nursing

Dream	Design	Destiny
- Strengthen professional experience.	- Share the experiences that the students had with the other students and with the health teams during the practice scenario.	- Conduct a workshop at the end of the semester, in which students present to the next class that will start the internship what was developed during the activities with the preceptors. - Suggest that each student, or pair, write a summary as an experience report, alongside teacher and preceptor, about an educational activity carried out during the period.
- Benefits to users of Primary Health Care, after preceptorship.	- Promote greater resolution and effectiveness in the implementation of the stages of the Nursing Process. - Strengthen nursing consultation. - List, within the scope of the service, research priorities.	- Develop an integrated project between the higher education institution and the health service. - Choose high-risk groups (eg, patients with diabetes), evaluate the profile and, from there, list the main nursing diagnoses. - Provide, annually, to the higher education institution, research topics that could be adopted by research/extension projects and thesis.
- Uniformity of services and teaching-health service integration.	- Bring closer and articulate the actions between teaching and health services.	- Annually promote some event or activity on preceptorship, having nurses from the supervised internship fields (including those from the hospital), students, and teachers from higher education institutions as target audience.
- Collaborate with the development of training of students responsible and committed to the service.	- Demonstrate to students the importance of health services and their role as a nurse.	- Hold talks with health service leaders/managers. Example: Nursing managers can share their experiences on the functioning of services, health indicators, number of visits and others.
- Promote the recognition of preceptorship activities.	- Train preceptors in skills and competencies to perform the role. - Use the term "preceptor nurse" instead of "supervising nurse".	- Offer an annual course/training on preceptorship with an external speaker (higher education institution and health service), which can be done via Telehealth. - Explain to the students the role of preceptor nurses.
- Promote teaching-health service integration.	- Hold a meeting between preceptors, teachers, and managers prior to internship commencement to align actions. - Present internship objectives and regulations as well as the contents to be developed. - Make available to preceptors the student's internship records of attendance in the field, containing their entry and exit times for completion. - Allow the preceptor access to the schedule containing the days, times, and students in internship, as well as the theoretical contents of each phase.	- Hold a semiannual meeting between the higher education institution and the health service to plan the activities to be carried out on the internship. This should take place at the university. - Allow the preceptor access to the menu of the subjects studied for each phase of the course. - Hold a semiannual meeting with teachers and preceptors on the evaluation and development of the schedule of activities.
- Promote preceptor's participation in the planning of activities and in the evaluation of the student by means of an evaluation instrument built together.	- Develop a joint internship evaluation script.	- Hold a semiannual meeting between the higher education institution and the service to prepare the evaluation script at the university. - Carry out the student's evaluation, both preceptor and teacher, together, discussing the main points before and after summoning the student for face-to-face evaluation. - Allow the preceptor to assign a percentage in the student's evaluation process.

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[1] Corresponding author: Juliana Andréia Duarte Araújo E-mail: ju_duartte@hotmail.com