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

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

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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 copiar

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

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

presentar acciones para calificar la preceptoría e integración enseñanza-servicio, con vistas al fortalecimiento de la formación en Enfermería con prácticas en Atención Primaria de Salud.

Métodos:

estudio cualitativo, desarrollado por medio de Investigación Apreciativa realizada con ocho enfermeras, procedentes de la enseñanza y servicio, en ámbito de Atención Primaria de Salud. Producción y registro de informaciones ocurrieron entre abril y junio de 2019, mediante cinco encuentros que caracterizaron las cuatro fases que constituyen el "ciclo 4D": Discovery, Dream, Design y Destiny. Cuestiones éticas fueron respetadas.

Resultados:

las participantes soñaron con el mejor escenario para la preceptoría y construyeron un cronograma de acciones relacionadas a calificación de la preceptoría en Enfermería y fortalecimiento de la integración enseñanza-servicio. Consideraciones Finales: es posible, basado en la participación efectiva de los actores envueltos en la enseñanza y servicio, el desarrollo colectivo de metas y acciones, visando a calificación de la formación en Enfermería.

Descriptores:
Política de Educación Superior; Servicios de Integración Docente Asistencial; Preceptoría; Atención Primaria de Salud; Enfermería

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.

Associação Brasileira de Enfermagem SGA Norte Quadra 603 Conj. "B" - Av. L2 Norte 70830-102 Brasília, DF, Brasil, Tel.: (55 61) 3226-0653, Fax: (55 61) 3225-4473 - Brasília - DF - Brazil
E-mail: reben@abennacional.org.br

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