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W OMEN´ S HEALTH EDUCATI ON I N UNDERGRADUATE NURSI NG COURSES
Neiv a Gom es de Alencar1 Sylvia Helena Souza da Silva Bat ist a2 Lídia Ruiz- Mor eno3
Alencar NG, Bat ist a SHSS, Ruiz- Mor eno L. Wom en´ s healt h educat ion in under graduat e nur sing cour ses. Rev Lat ino- am Enfer m agem 2007 m ar ço- abr il; 15( 2) : 355- 7.
This ar t icle aim ed t o analyze t he Wom en’s Healt h Educat ion in t he Nur sing cour ses in São Paulo, SP, Brazil, charact erizing facult y m em bers and t he pedagogical processes im plem ent ed. A quest ionnaire was carried out wit h 17 professors responsible for t he t eaching. I t was possible t o observe good qualificat ion of t he facult y m em ber s, in it s m aj or it y w it h t eaching ex per ience super ior t o fiv e y ear s. I n addit ion, m ost of t he pr ofessor s hav e t eaching educat ion w it h par t ial dedicat ion t o t eaching and r esear ch or w or k per hour . The denom inat ion “ Wom en’s Healt h Nursing Assist ance” is adopt ed by t he m aj orit y of courses. The pedagogical processes t end t o ex t end concept ual r efer ences, k eeping ex posit iv e classes as t he m ain t eaching st r at egy and w r it t en t est s ar e t h e m ost ap p lied ev alu at ion m et h od . Th e t each in g of w om an ’s h ealt h p r esen t s, t h er ef or e, a m or e cr it ical per spect iv e abou t w om an ’s h ealt h w it h t h e par t icipat ion of gr adu at e pr ofessor s an d lear n in g sit u at ion s t h at int egr at e bot h t he t r ansm ission and t he act iv e const r uct ion of know ledge.
DESCRI PTORS: t eaching; facult y nur sing; w om en’s healt h
LA ENSEÑANZA EN SALUD DE LA MUJER A NI VEL DE GRADUACI ÓN EN ENFERMERÍ A
Est e art ículo t iene com o obj et ivo analizar la enseñanza en Salud de la Muj er a nivel de graduación de Enfer m er ía en la ciudad de São Paulo, descr ibiendo a los docent es y sus pr ocesos pedagógicos. Se aplicó un cuest ionar io a 17 docent es r esponsables por m at er ias r elacionadas a la Salud de la Muj er . Fue obser vada una buena calificación del docent e y un t iem po de la enseñanza superior a cinco años. La m ayoría de los profesores t ienen for m ación pedagógica y t r abaj a en un r égim en de t iem po par cial o por hor a/ clases. La denom inación “ Asist encia de Enfer m er ía en Salud de la Muj er ” es adopt ada en la m ay or ía de las facult ades y escuelas. Los procesos pedagógicos m uest ran una t endencia de am pliar los referenciales concept uales; siendo aún m ant enida la clase exposit iva com o est rat egia fundam ent al y la prueba escrit a com o inst rum ent o priorit ario para la evaluación. La perspect iva de la enseñanza en Salud de la Muj er es m as crít ica por part e de los docent es, quienes por t ener algo nivel académ ico favorecen al aprendizaj e, el cual se da ent re la t ransm isión y la const rucción act iva.
DESCRI PTORES: enseñanza; docent es de enfer m er ía; salud de m uj er
O ENSI NO DA SAUDE DA MULHER EM CURSOS DE GRADUAÇÃO EM ENFERMAGEM
Est e art igo obj et iva analisar o ensino da Saúde da Mulher nos Cursos de Enferm agem da cidade de São Paulo, car act er izando os docent es e os pr ocessos pedagógicos neles v iv enciados. Aplicou- se quest ionár io a 17 d o ce n t e s r e sp o n sá v e i s p o r e st e e n si n o . Ob se r v a - se b o a q u a l i f i ca çã o d o ce n t e e t e m p o d e d o cê n ci a , pr edom inant em ent e, super ior a 05 anos. A m aior ia dos pr ofessor es t em cur so de for m ação docent e e at uam em r egim e par cial ou hor a- aula. A denom inação “ Assist ência de En fer m agem à Saúde da Mulher ” é a m ais a d o t a d a n o s cu r so s. Os p r o cesso s p ed a g ó g i co s m o st r a m u m a t en d ên ci a d e a m p l i a çã o d o s r ef er en ci a i s conceit uais, m ant endo- se a aula exposit iva com o a est rat égia fundam ent al e, a prova escrit a com o inst rum ent o avaliat ivo pr ior it ár io. O ensino da Saúde da Mulher apr esent a, assim , incor por ação de per spect iv a m ais cr ít ica sobr e saú de da m u lh er , con t an do com a par t icipação de pr ofessor es t it u lados e apr esen t an do sit u ações de apr endizagem que t r ansit am ent r e a t r ansm issão e a const r ução at iv a.
DESCRI TORES: ensino; docent e de enfer m agem ; saúde da m ulher
Com unicações Breves/ Relat o de Casos
Rev Lat ino- am Enferm agem 2007 m arço- abril; 15( 2) : 355- 7 w w w .eer p.usp.br / r lae
1
RN, M. Sc in Healt h Sciences Teaching, Professor at Universit y Cent er Nove de Julho, Professor at I sraeli Hospit al Albert Einst ein, College of Nursing, e- m ail: [email protected] .br, [email protected] .br; 2 Advisor, PhD in Biologist , Professor, e- m ail: [email protected] .br; 3 Advisor, PhD in Psychology Educat ion, Professor, e- m ail: [email protected] .br. São Paulo Federal Universit y, Paulist a School of Medicine
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I NTRODUCTI ON
I
n 1 9 9 1 , t h e Pew Hea l t h Pr o f essi o n s Com m ission report signalized t he need t o change t he nursing curricula, with a view to guiding teaching within apreventive perspective(1). I n the Brazilian scenario, nursing courses have been undergoing several reform ulat ions,
m ainly seeking t o im plem ent t he Curricular Guidelines. I n term s of Wom en’s Health, these guidelines(2) establish
the Nursing Care delivered to wom en as essential content in t h e cu r r icu lu m , con sider in g t h e sociocu lt u r al an d
econom ic det erm inant s of t his process.
The epidem iological t ransform at ions t hat have happened in Brazil, changes in wom en’s life st andards,
ex pan ded con cept ion s abou t Wom en ’s Healt h( 3 ) an d t h e m ov em en t t ow ar d t h e im plem en t at ion of pu blic
p o l i ci e s t o a t t e n d t o t h e se d e m a n d s r e f l e ct t h e singularit y of a m om ent of significant t ransform at ion.
I n t his cont ext , w e quest ion: how is t he t eaching on Wom en’s Healt h occur r ing in under graduat e cour ses
t aught at nursing schools in São Paulo Cit y? This st udy aim s t o an aly ze t h e t each in g of Wom en ’s Healt h in
t h ese co u r ses, ch ar act er i zi n g t h e f acu l t y an d t h e ex p er ien ced p ed ag og ical p r ocesses.
METHODOLOGY
This is an explorat ory, descript ive and cross-sect ional st udy, car r ied out w it h 17 facult y m em ber s
responsible for disciplines t hat address cont ent s relat ed
t o Wom en’s Healt h in 17 nursing courses in São Paulo Cit y. Dat a were collect ed t hrough a quest ionnaire t hat
invest igat ed facult y charact erist ics and t he pedagogical pr ocesses ex per ien ced in Wom en ’s Healt h t each in g.
Th e r esear ch er s ap p l i ed t h e q u est i o n n ai r es, af t er a p p r o v a l b y t h e Re se a r ch Et h i cs Co m m i t t e e w a s
obt ained and aft er t he part icipant s had signed t he Free and I nfor m ed Consent Ter m .
The descript ive- analyt ical reading of t he dat a i n v o l v e d f o u r st a g e s: e x h a u st i v e r e a d i n g o f t h e
q u e st i o n n a i r e s, o r g a n i za t i o n o f t h e i n f o r m a t i o n ,
syst em at izat ion of t he dat a and const ruct ion of dialogs bet w een dat a and lit er at ur e( 4).
RESULTS
I n t h e f i el d a ca d em i c d eg r ees, t h e st u d y
populat ion was dist ribut ed am ong people wit h a Ph.D.
( 4 ) , Mast er ’ s ( 1 0 ) an d sp eci al i st d eg r ee ( 3 ) . Th e
facult y’s experience varied from m ore t han five years
( 10 facult y ) t o less t han a y ear ( t w o facult y ) , w hile
four ot her facult y pr esent ed bet w een t hr ee and fiv e
y ear s of ex per ience and one bet w een one and t hr ee
y ea r s.
Mom ent s of facult y t r aining occur r ed for 11
f a cu l t y, esp eci a l l y i n t h e g r a d u a t e p r o g r a m s. Si x
f a cu l t y ( t h r e e Ph . D . a n d t h r e e m a st e r ’ s) d i d n o t
par t icipat e in any facult y t raining act iv it y. Regar ding
t he work regim e, eight facult y work in a part ial work
regim e, six w ork per hour, t w o w ork full t im e ( 40hs)
and one w or k s in an ex clusiv e dedicat ion r egim e.
I n t h e co u r ses, Wo m en ’s Hea l t h t ea ch i n g
r eceiv es d if f er en t d en om in at ion s: Nu r sin g Car e t o
Wo m e n ’ s H e a l t h ( 1 4 c o u r s e s ) , Ob s t e t r i c a l a n d
Gy necological Nur sing ( t w o cour ses) ; Obst et r ical and
Neonat ology Nur sing ( one cour se) . The hour load is
het erogeneous am ong t he inst it ut ions: 101- 105 hours
in nine inst it ut ions, 71- 100 hours in six and m ore t han
200 hour s in t w o inst it ut ions. I n t w elv e cour ses, t he
Wom en’s Healt h discipline is undergoing changes, such
as t he r educt ion and/ or r edist r ibut ion of hour loads,
con t en t ad ap t at ion an d im p lan t at ion of a p r ob lem
-or ien t ed t each in g pr oposal.
Th e p r i v i l eg ed t each i n g st r at eg i es i n cl u d e
ex p osit iv e classes ( 1 7 r ef er en ces) , t eam w or k ( 1 6
indicat ions) , dialogical classes ( 10 r efer ences) , ot her
st rat egies ( 8 indicat ions) and cat aloguing ( 1 m ent ion) .
Reg ar d i n g t h e l ear n i n g ev al u at i o n, al l f acu l t y u se
w r it t en t est s. Bibliogr aph ic r esear ch w as m en t ion ed
1 2 t i m e s, w h i l e su m m a r y a n d ca t a l o g u i n g w e r e
indicat ed seven t im es. Ot her kinds of evaluat ion ( field
v i si t , se m i n a r s i n t e g r a t e d w i t h o t h e r d i sci p l i n e s,
s c i e n t i f i c j o u r n e y s a n d c a r e c a m p a i g n s ) w e r e
m e n t i o n e d si x t i m e s, w h i l e p r a ct i ca l t e st s w e r e
indicat ed only once.
DI SCUSSI ON
The result s evidenced a good qualificat ion of
facult y m em ber s in Wom en’s Healt h t eaching, in line
wit h current t endencies, in which a degree is essent ial
t o hire a facult y m em ber. St udies show t hat t he degree
l e v e l ca n co n t r i b u t e t o t h e d i sse m i n a t i o n o f a n
a c a d e m i c c u l t u r e c o n c e r n e d w i t h k n o w l e d g e
pr odu ct ion( 5 ). Th e t each in g ex per ien ce ex ceeds f iv e
years. Even wit hout considering t his fact or as t he only
indicat or, m om ent s t he facult y ex per ienced and t heir Wom en´ s healt h educat ion...
Alencar NG, Bat ist a SHSS, Ruiz- Moreno L.
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in - class lear n in g seem t o b e p r op or t ion al t o t h eir
t each in g ex per ien ce( 6 ).
Most f acu lt y d em on st r at ed p ar t icip at ion in
facult y t raining act ivit ies for Nursing t eaching. Facult y t r aining is under st ood as a com plex and cont inuous
p r o cess o f t ech n i ca l , t h eo r et i ca l a n d p ed a g o g i ca l pr epar at ion( 7,8). The obst et r ic nur se’s qualificat ion for
t e a ch i n g i n cl u d e s p r e p a r a t i o n t o t e a ch cr i t i ca l l y, com prom ised wit h t he st udent s’ learning and wit h t he
dev elopm ent of com pet ences for clinical pr act ice( 9). Regar din g t h e w or k r egim e, t h e sign if ican t
num ber of facult y working in a part ial regim e or hired
per hour w as r em ar k able. This infor m at ion seem s t o in dicat e t h e ex ist en ce of differ en t iat ed facu lt y w or k
condit ions in t erm s of concret e dedicat ion possibilit ies t o t e a c h i n g , r e s e a r c h a n d c o m m u n i t y s e r v i c e
act iv it ies.
Th e e x a m i n e d p e d a g o g i c a l p r o c e s s e s o f
t eaching Wom en’s Healt h show a t endency t o expand t h e r e f e r e n ce f r a m e w o r k s a ssu m e d i n t h i s f i e l d ,
m ov in g b ey on d t h e p r eg n an cy - p u er p er al cy cle an d open in g u p per spect iv es an d n ew ch allen ges in t h e
cour ses( 1 0 ). All facult y use ex posit iv e classes as t he m o st i m p o r t an t t each i n g st r at eg y. Ot h er k i n d s o f
act iv it ies w er e list ed , em p h asizin g g r ou p lear n in g ,
which can offer im port ant result s for t he educat ion of nur ses w ho v alue healt h t eam w or k .
Regarding t he evaluat ion m et hod, t he writ t en t est is t he inst rum ent facult y m ost used. This t ype of
ev alu at ion , w h ich em ph asizes t h e cogn it iv e aspect ,
h as been t h e obj ect of cr it icism an d r ef lect ion s( 1 1 );
ot her m ent ioned evaluat ion inst rum ent s ( bibliographic r e v i e w , ca t a l o g u i n g , su m m a r y ) a r e cl o se r t o t h e
dev elopm ent of a cr it ical post ur e r egar ding scient ific in for m at ion , aim in g t o deepen r eflect ion s abou t t h e
ad d r essed con t en t( 1 2 ). Th is st u d y also sh ow ed t h e lim it ed use of pr act ical t est s.
FI NAL CONSI DERATI ONS
Th e collect ed dat a an d an aly ses per f or m ed
in t his st udy m ake it possible t o underst and Wom en’s Healt h t eaching in Nur sing under gr aduat e cour ses in
São Paulo Cit y. I t reveals m ov em ent s t o surpass and t r a n sf o r m t h e n u r si n g e d u ca t i o n p r o ce sse s. Th e
incorporat ion of a m ore crit ical t heoret ical perspect ive in t he area of Wom en’s Healt h, wit h t he part icipat ion
of facult y w ho inv est in t heir academ ic qualificat ion and whose t eaching and learning sit uat ions, alt hough
st i l l co n t ai n i n g t r aces o f a t r an sm i ssi v e acad em i c cult ure, indicat e m ovem ent s t hat guide t he st udent in
a m ore act ive and proposit ional way, out lining m ult iple
and differ ent iat ed scenar ios. I n t his sense, r esear ch about facult y and pedagogical processes in t he cont ext
o f Wo m en ’s Heal t h t each i n g r ep r esen t s i m p o r t an t d im en sion s t o t h e st u d y of u n d er g r ad u at e Nu r sin g
educat ion, proj ect ing nurses who are prepared t o act in a crit ical, reflect ive and com prom ised way in healt h
car e pr act ices.
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Recebido em : 11.8.2005 Aprovado em : 16.11.2006
Wom en´ s healt h educat ion...
Alencar NG, Bat ist a SHSS, Ruiz- Moreno L.
