The dissertations produced in the Graduate and Master's in Nursing Program at Universidade Federal do Paraná

Abstracts

Trata-se de estudo descritivo, retrospectivo e documental com objetivo de analisar as dissertações produzidas pelo Curso de Mestrado em Enfermagem do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Paraná, considerando o ajustamento de suas linhas de pesquisa. Para tanto foi realizada leitura crítica dos resumos e análise da temática das dissertações e da inserção na linha de pesquisa, bem como de métodos, abordagens, sujeitos, local, instrumentos e técnicas de pesquisa. Foram analisados 64 resumos de dissertações disponíveis on-line. Das produções analisadas há predominância do enfoque qualitativo e da utilização de entrevista. Verificou-se que as dissertações têm anuência com as linhas de pesquisa do Programa do Curso de Mestrado e sua análise pode contribuir para o redimensionamento de caminhos, linhas e pesquisas que o programa tem desenvolvido.

Educação em Enfermagem; Educação de Pós-Graduação em Enfermagem; Docente de Enfermagem; Dissertações acadêmicas

ORIGINAL ARTICLE

The dissertations produced in the Graduate and Master's in Nursing Program at Universidade Federal do Paraná

Disertaciones generadas en el Programa de Posgraduación, Maestría en Enfermería de la Universidad Federal de Paraná

Karina Silveira de Almeida Hammerschmidt^I; Maria de Fátima Mantovani^II; Liliana Maria Labronici^III; Maria Helena Lenardt^IV; Maria Ribeiro Lacerda^IV

^INurse. Student of the Doctorate in Nursing Program. Federal University of Rio Grande do Sul. Professor of the Department of Nursing at Federal University of Pampa. Uruguaiana, RS, Brazil. [e-mail]

^IINurse. Ph.D., Universidade de Evora. Profesor og the Nursing Graduate Program at Federal University of Paraná. Curitiba, PR, Brazil. [e-mail]

^IIINurse. Ph.D. in Philosophy of Nursing, Federal University of Santa Catarina. Professor of the Nursing Graduate Program at Federal University of Paraná. Curitiba, PR, Brazil. [e-mail]

^IVNurse. Ph.D. in Philosophy of Nursing, Federal University of Santa Catarina. Professor of the Nursing Graduate Program at Federal University of Paraná. Curitiba, PR, Brazil. [e-mail]

^VPhilosophy of Nursing, Federal University of Santa Catarina. Professor of the Nursing Graduate Program at Federal University of Paraná. Curitiba, PR, Brazil. [e-mail]

ABSTRACT

This descriptive, retrospective documental study was performed with the objective to analyze the dissertations produced in the Graduate and Master's in Nursing Program at Universidade Federal do Paraná, considering the adjustment of its lines of research. To do this, a critical reading was performed of the abstracts and thematic analysis was used to look at the dissertations and their inclusion in the lines of research, as well as the methods, approaches, subjects, location and research techniques used. A total 64 abstracts were analyzed from dissertations that were available online. Of the analyzed productions most make a qualitative focus and use interviews. It was found that the dissertations are in line with the lines of research proposed in the Master's Degree in Program and their analysis can contribute to re-dimensioning pathways, research lines and studies that the program has developed.

DESCRIPTORS: Education, nursing; Education, nursing, graduate; Faculty, nursing; Academic dissertations.

RESUMEN

Estudio descriptivo, retrospectivo, documental, que objetivó analizar las disertaciones generadas en el Curso de Maestría en Enfermería del Programa de Posgraduación en Enfermería de la Universidad Federal de Paraná, considerando el ajuste de sus líneas investigativas. Para ello se realizó lectura crítica de los resúmenes y análisis de la temática de las disertaciones y de la inserción en la línea investigativa, así como de métodos, abordajes, sujetos, lugares, instrumentos y técnicas de investigación. Se analizaron 64 resúmenes de disertaciones disponibles online. Entre el material analizado hay predominio del enfoque cualitativo y utilización de entrevista. Se verificó que las disertaciones tienen anuencia con las líneas investigativas del Programa del Curso de Maestría y su análisis puede contribuir al redimensionamiento de caminos, líneas e investigaciones que el programa ha desarrollado.

DESCRIPTORES: Educación en enfermería; Educación de postgrado en enfermería; Docentes de enfermería; Tesis académicas.

INTRODUCTION

The advancements in science and technology demand a broad opening to diversity and interdisciplinarity of knowledge, as well as an environment that promotes relationships and interactions centered on developing knowledge and practices, which result in new technology and knowledge in view of improving human life. In this setting, it is considered that knowledge development is the fruit of social dynamics, considering the dictates of time and changes that took place in society. Therefore, the knowledge developed in Nursing shows, over time, to be in line with the social demands and the population's coping needs, especially in the construction of its scientificity, as it represents the fulcrum of care for those who nurses dedicate their practice⁽¹⁾.

In this panorama, Graduate Studies (GS) consist of a place of practice that permits the development of researchers, investigative actions, and processes for producing new knowledge and technology⁽²⁾. GS emerged in Brazil in the 1960s, approved by the Federal Education Committee, through the Sucupira review number 977/65, and instituted by the University Reform in 1968. Its expansion occurred in the 1990s, increasing its areas of knowledge, searching answers to the needs of preparing qualified faculty to meet the expansion of higher education in the country, and improve their investigative skills of universities by preparing new researchers⁽³⁾.

The main line of the First National Graduate Plan (1975-1979) was the proposal to expand GS. It emphasized the need to prepare faculty for higher education, researchers for scientific work, and high level professionals for the work market at private and public institutions, based on a more balanced structure between areas and regions⁽⁴⁾.

The Second National Graduate Plan (1982-1985), despite having as their main focus to prepare qualified human resources for faculty, research and technical activities with a view to serving the public and private sectors, was already concerned with the quality of graduate studies. Its main purpose was to institutionalize and improve the evaluation that had been in use since 1976, aiming at quality in preparing professionals as well as in performing studies. It contemplated the possibility of graduate models in view of the differences between areas and regions⁽⁵⁾.

The Third National Graduate Plan (1986-1989) was founded on the understanding that there was an insufficient number of scientists to achieve full scientific and technological capacity which, in turn, required the preparation of high-level human resources. It, therefore, emphasized the development of research through the university and the integration of graduate studies to the national system of science and technology, stressing the need to institutionalize and expand research as an element inseparable from graduate studies. As in previous Plans, it reinforced the proposal of different models of graduate studies to supply the different areas of knowledge and regions⁽⁶⁾.

Based on this retrospective it is observed that the policy of graduate studies in Brazil was, initially, directed developing university faculty. Next, it was concerned with the performance of the graduate system, and, finally, with the development of scientific and technological research in universities and meeting the national priorities⁽⁷⁾. However, there has always been an inquietude regarding the regional unbalances and the flexibility of the GS model⁽⁸⁾.

New knowledge is important for nursing and health in order to develop both scientific and technologically⁽²⁾, and is provided by the advances in nursing studies and because of strictu sensu graduate studies from the 1970s to the 20^th century^(9,10). Graduate education, today, is a consolidated segment of Brazilian education that, over the last decades, has made significant contributions to the development of qualified human resources and to the scientific development of the country. It has a strategic role and, because of its level of excellence, is among the main reasons that permit the improvement of the educational system as a whole⁽¹¹⁾.

According to the Coordination for the Improvement of Higher Educational Personnel (CAPES), Nursing in Brazil, on January 2011, had 48 Graduate Programs, with a total 72 Courses distributed as follows: 42 Academic Masters (AM); 23 Academic Doctorates (AC) and 7 Professional Masters (PM). Of the 48 Programs, 21 received a score 3; 14 a score 4; nine a score 5, and four a score 6. Statistics show that in the year 2000 there were 16 programs, which reveals that the area increased 300% over the last 10 years, that is, 32 Programs as listed in the year 2000 evaluation^(12-13).

Aspects to be highlighted in the graduate programs are the areas of concentration and the lines of research. The area of concentration of a program means the boundaries of the field of knowledge addressed in the investigation⁽¹⁴⁾, while the lines of research are the stems from where the classes and scientific production of a program derive, as they emerge from concrete investigations that the faculty is working on and what their research experience means, and some of those studies can be grouped with a unit that has thematic and theoretical meaning⁽¹⁵⁾. The CNPq provides another definition for the lines of research, stating that they represent agglutinating themes of scientific studies that are founded on investigative tradition, which originates projects that have similar results⁽¹⁶⁾.

The Masters Program in Nursing (PPGENF) at the Federal University of Paraná (UFPR) was established in 2002, and has one area of concentration referred to as Professional Nursing Practice; four lines of research: Theoretical-Philosophical Foundations of Care in Health and Nursing; Health, Education, and Nursing Policies and Practices; The Process of Care in Health and Nursing; Health and Quality of Life; and a curriculum comprised by nine compulsory and twenty optional classes.

The purpose of the Course has always ben to prepare individuals with a masters degree to work with teaching aimed at the professional nursing practice, prepare them to develop, practice, and evaluate teaching and nursing care technologies using different lines of knowledge, and prepare them to produce research in association with professional nursing practice, with a view to learn and teach through research.

The knowledge developed through GS can contribute to establishing an effective articulation between university and society, contemplating a variety of contexts in nursing practice⁽¹¹⁾. A question is thus made: what are the relationships between the dissertations produced by the Masters in Nursing Program at UFPR and the lines of research of the referred Graduate Studies Program?

METHOD

This descriptive, retrospective and documental study was performed by surveying the abstract of dissertations developed and defended in the Masters in Nursing Program at UFPR, from the beginning of the course in 2002, until December 2008, corresponding to 64 dissertations.

All abstracts were read and the following information was obtained: central characteristics of the object of study, objectives, and methodological framework. Data were collected using a registration instrument that included the following items: identifying number, theme, title of dissertation, date of defense, methodological aspects, and location/subjects involved. The theme item is related to the subject that was addressed in the dissertation. This classification permitted grouping the dissertations with similar subjects.

The documental analysis and a new reading of the abstract as a source of research provided the following outcomes: a) analytical reading of 64 abstracts of dissertations produced in the Masters Program between the years 2002 and 2008, which were available on the website of the GS Program⁽¹³⁾; b) organizing and mapping the characteristics of the dissertation, considering the theoretical framework; approach method; procedure method; techniques and instruments used for data collection; place of study and subjects involved. The results were presented according tot the lines of research, using descriptive language, and were listed in charts.

RESULTS

Chart 1 lists the numbers of dissertations produced, according to the line of research.

The Theoretical-Philosophical Foundations of Care in Health and Nursing line of research is related to philosophical currents, theories, concepts, skills, and attitudes that guide the knowledge and practice in health and nursing, and was accounted for 17 dissertations, which involved three different themes: Home care and its different concepts (four dissertations); Care in the human transition processes (five dissertations); Corporeity in the teaching and care settings (two dissertations); Interpersonal relationships in ICU care actions (one dissertation); Nurses' process of care (five dissertations). Chart 2 lists the descriptions of the productions within this line of research.

The line of research Health, Education, and Nursing Policies and Practices is related with approaches involving pedagogy, policies, and education technology applied in the fields of health and nursing; the educational dimension of work in health and nursing. There were 11 dissertations within this line, which covered three different themes: Nursing education: historical and pedagogical aspects (three dissertations); Nursing education and care in mental health (two dissertations); Technological foundations of professional practice (four dissertations); Nurses' action (two dissertations). These dissertations are detailed in Chart 3.

The Process of Care in Health and Nursing is related to developing a systematized process of care for healthy or sick human beings, in the individual or collective scope, and considering the subjective and objective dimensions of care and being cared for. There were 21 dissertations in this line, and comprised six different themes: The perception of the body in the multiple forms of expression (three dissertations); The process of being chronically ill in adults and the involved nursing practices (one dissertation); Family and care (eight dissertations); Self care in the elderly as a working instrument (two dissertations); The power of knowing and doing in the hospital setting (two dissertations); Nursing care in the elderly (four dissertations); Nursing staffing (one dissertation). These dissertations are described in Chart 4.

The Health and Quality of Life line of research is related to the determinants, indicators and expressions of health and quality of life and their association with the health-disease process in the individual and collective settings. In this line, there were 15 dissertations, which include five different themes: Phytotherapeutics and primary health care (a dissertation); Professional caregiver and self care (two dissertations); The system of knowledge and care for the elderly (three dissertations); Determinants, repercussions and representations of the process of falling ill (five dissertations); Evaluation of health programs and services (two dissertations); Representation of masculinity (one dissertation); Violence against women (one dissertation). These dissertations are described in Chart 5.

The dissertations were analyzed in terms of the lines of research, and the following were identified, with a partially homogeneous number of productions: Theoretical-Philosophical Foundations of Care in Health and Nursing The Process of Care in Health and Nursing; Health and Quality of Life. The largest difference in number of dissertation was in the line of research Health, Education, and Nursing Policies and Practices, which originated 11 dissertations in the studied period.

DISCUSSION

It was found that the scientific productions, i.e. the dissertations of the UFPR Nursing GS Program, were in agreement with the four lines of research, and thus appropriate to the propositions presented in the structuring of the GS Program.

As to the methods used in the dissertations, it was verified the studies used qualitative, quantitative, and quali-quantitative approaches and have a predominantly qualitative focus, with a total 56 (87.5%) productions with this approach; six (9.4%) quantitative and two (3.1%) quali-quantitative. It is understood that some domains are quantitative and others are qualitative, and that the phenomenon sometimes needs to be recomposed and at others, decomposed; that the intention is either to measure or to describe, analyze, understand, classify, interpret specificities of behaviors, attitudes⁽¹⁷⁾.

The increase in the number of qualitative studies de occurred in most GS programs, covering a large variety of themes in nursing, and it became the main research approach in the second half of the 1900s⁽²⁾. Health issues, as those of social sciences, have a feature particular of a multidisciplinary approach, with a complex flied that demands specific and integrated knowledge, thus it often requires a qualitative approach with a view to understand to change. In this context, it is observed that the course of scientific investigation in Nursing in Brazil, as of the 1960s, shows a predominance of the qualitative approach. This fact is perhaps associated with the nurses' search to develop Nursing theories, searching for a theoretical framework specific to their profession, and thus requiring them to understand the social relationships, and, to so this, qualitative studies were made the center of all the investigations performed by this category⁽¹⁾.

Despite the high percentage of qualitative approach studies in the surveyed material, it is emphasized that we do not intend to judge one or any other research approach. It is understood that the quantitative, qualitative and quali-quantitative methods all have strengths and weaknesses, and are essential for the development of science. It is understood that some domains are quantitative and others are qualitative and that the phenomenon sometimes needs to be recomposed and at others, decomposed; that the intention is either to measure or to describe, analyze, understand, classify, understand specificities of behaviors, attitudes⁽¹⁷⁾.

According to the analyses of the abstracts, we identified four lines of scientific reflection: Theoretical Reflection, through the categories: case study, research care, nursing practice foundation. We also identified the creation of proposals and methods, also in the theoretical line, but already aimed at specific concrete realities, mainly addressing the innovative character, for creating theories, based on studies of the practice that improve the everyday practice of nursing; Historical Reflection, through two categories: rescue, reconstitution, oral history, life history. In a search for recovering towards attachment; Experiences of intervention that are covered of richness, as the researcher is naturally included in the field, has the opportunity to experiment/test the demystification of making science on one side; and, on the other, in a dialectic process and a changing attitude towards the reality, to theorize about nursing practice, through the following categories: research action, participating research and converging assistance research; Reflection that describes and explores, surveys, diagnoses, observes systematically, compares, evaluates applies, analyses cases, correlates and aims at a qualitative change in the problem. It refers to the direction given to a thought, of an intellectual development, by the master's student, his/her existing practice, or about their future practice aimed at reflections that explore the meanings of the experience and/or phenomenon, such as: ethnography and the phenomenological approach.

When reflecting about the knowledge produced in Nursing, it is emphasized there is a certain tendency for some conceptions, which can be classified. To do this, it is suggested to consider those conceptions in two dimensions: objective knowledge versus subjective knowledge, and practical knowledge versus speculative knowledge. This classification does not necessarily provide an appropriate description of the knowledge required for practice, nor does it consider that all types are essential. It only shows the tendencies in the conceptions that are used and points at the differences between them⁽¹⁸⁾.

As to the techniques and instruments used to bring the phenomenon and research closer, those used in the analyzed studies were: bibliographic survey, documental analyses, interviews, questionnaires, forms, databanks, clinical exams, group dynamics, visits, supervision, lecture, exhibition, dissemination, measurement, participant observation, non-participant observation, discussion workshops, focal groups, educational actions/practices.

The interview modality was predominant in the analyzed dissertations. It is included in the formal part of field work, in which the researcher intentionally collects objective and subjective information through the statements of the social actors, thus permitting them to address the proposed theme using free answers, as well as those directed to the conditions appointed by the researcher. The fact that it is a technique appropriate for collecting quantitative as well as qualitative data, and very simple to use perhaps explains its wide use in the studied universe. Interviews permit to obtain deep and various information, especially when associated with observation⁽¹⁾.

Another mentioned aspect was the integration of one or more data collection techniques in the same study. This strategy can favor detecting more details and nuances of the studied situation, thus permitting the confrontation of the surveyed data and more veracity. Furthermore, it is highlighted that the predominance of the data collection techniques used is in agreement with the results, especially because of the predominance of the qualitative approach. Therefore, students of the Masters Program showed coherence when they adopted the qualitative approach associated with data collection techniques that were the most appropriate for this methodological framework.

As to the field of research, it served to observe and/or interfere in the performed studies, and the analyzed dissertations included the following institutions: hospitals, clinics, health districts, health units, schools, universities, municipal health departments, police departments, groups of individuals from certain programs and/or institutions.

Regarding the subjects involved in the analyzed dissertations, who can be characterized as key elements, it was observed they were: elderly individuals, adolescents, nurses, adults, families, health professionals, nursing professionals, and men, comprising a panorama to approach health and disease in the many areas of nursing.

Nursing is a profession that has significant staff working in various places and developing a variety of functions in the health area⁽¹⁹⁾. The Code of Ethics (Art. 1) of nursing professionals states that: Nursing is a profession committed to the health of individuals and the population. Its work involves promoting, protecting and recovering health, and rehabilitating people, respecting all ethical and legal guidelines⁽²⁰⁾.

The changes that have taken place in society also happen, significantly, in the field of health (as the latter is part of the former), in its object, as in the process of health, disease and care, as well as in the theoretical and practical instruments that are founded on the practices and organization of health production⁽²¹⁾. The heath sector has to respond to the multiple needs, that is, the demands for highly complex technology interventions and specialty that take place in tertiary hospitals. It also works at environments where people spend their everyday lives, so as to promote a healthy life.

The present study findings show that there are many fields of investigation of the UFPR Masters in Nursing Program, but the themes, goals, and methodological paths have been sought and pursued aim at a horizon of respect, seriousness and the search for improvements in nursing practice.

CONCLUSION

In the UFPR Nursing GS Program, it was found that the analyzed dissertations are involved in the referred lines of research, with a consistent distribution. The qualitative approach was the most used in the dissertations of the UFPR Nursing GS Program from 2002 to 2008. Regarding the methodological procedures, four perspectives were identified as being in agreement with the development of the studies: reflection, theoretical reflection, historical reflection and intervention. There were several subjects and study locations, which is a reference to the heterogeneity of the profession fields. These scientific productions permit to elucidate some gaps of knowledge in themes that are relevant for nursing care.

Analyzing the works produced at the PPGENF helps to develop an evaluation that allows for re-dimensioning the courses, lines and studies that the program has developed. There is a clear need to look more deeply into the theoretical and methodological issues. This reflection helps improve the program through the exam of scientific strengths and weaknesses, and permits faculty to improve the guidance they provide. Furthermore, it provides support for new studies that will result from the expansion of the program.

The knowledge development generated in the UFPR Nursing GS Program has contributed for establishing an effective association between the university and society, contemplating a variety of contexts, nursing practice subjects, showing agreement between projects, lines of research and dissertations.

REFERENCES

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Correspondence addressed to:

Publication Dates

• Publication in this collection
  12 Jan 2012
• Date of issue
  Dec 2011

History

• Accepted
  24 Mar 2011
• Received
  31 Aug 2009