Teaching internship in stricto sensu graduate nursing program: experience in the amazon context
Abstract
Objective: to report the experience of developing a teaching internship with undergraduate nursing students in the Amazon context. Method: a descriptive study, of the experience report type, was carried out at a public university in Belém, Pará, Brazil, where a master’s student studied teaching internship. The setting was the Undergraduate Nursing Course, with students of the 4th grade/block II, enrolled in the morning shift, between December 2021 and March 2022, developing activities in the Health Care Network Service Management curricular component. Results: emphasizing a dialogic approach, theoretical classes were taught on Health Planning and Information Systems. In collective healthcare, the master’s student participated in practical classes at two institutions: the Health Center-School and the Metropolitan Polyclinic, with technical visits to two administrative departments to learn about and understand their purposes and work processes, as well as structural and functional challenges. Knowledge and experiences related to the contents were shared, and reflections were made on their importance for the competent and safe practice of nursing, integrating them with the other contents of the component and with contents from other areas of knowledge. Final considerations: it was possible to reflect on the didactic-pedagogical activities of the internship, aiming to contribute with the academic-scientific community to propose research and new teaching-learning experiences in the Amazonian context.
Downloads
References
Parada CMGL, Nichiata LI, Kantorski LP. A enfermagem no contexto da pós-graduação brasileira. J Nurs Health. 2019; 9(2): e199211. DOI: https://doi.org/10.15210/jonah.v9i2.16756.
Scheffer DCD, Silveira DP, Golle DP, Souza AE, Lauxen SL. O estágio de docência no ensino superior na pós-graduação stricto sensu: o fazer docente e a formação para a cidadania. Bol Conjunt. 2023; 16(46): 424-40. DOI: https://doi.org/10.5281/zenodo.10042474.
Oliveira CCJ, Mackedanz LF, Carvalho FAH. Estágio de docência da pós-graduação stricto sensu: uma perspectiva neurocientífica. Rev Humanitaris. 2021; 3(3): 159-78. Disponível em: https://www.icepsc.com.br/ojs/index.php/revistahumanitaris/article/view/441.
Alvares TO, Narita BS, Rodrigues MC. A geopolítica da Amazônia e a integração latino-americana. Rev USP. 2023; 136: 83-102. Disponível em: https://jornal.usp.br/wp-content/uploads/2023/04/5-Ticiana-de-Oliveira.pdf.
Silva VV, Silva RGC. Amazon, frontier and protected areas: dialectic between economic expansion and nature conservation. Ambiente Soc. 2022; 25: 1-21. DOI: https://doi.org/10.1590/1809-4422asoc20200224r1vu2022L3OA.
Castro JNRS, Nascimento MTA, Parente AT, Oliveira MFV, Silva IFS, Castro NJC. Health of populations in the Amazon: analysis of productions of a stricto sensu postgraduate program in nursing. Rev Enferm UERJ. 2022; 30: e70036. DOI: https://doi.org/10.12957/reuerj.2022.70036.
El Kadri MR, Schweickardt JC, Freitas CM. Os modos de fazer saúde na Amazônia das Águas. Interface (Botucatu). 2022; 26: e220056. DOI: https://doi.org/10.1590/interface.220056.
Kruse SD, Rakha S, Calderone S. Developing cultural competency in higher education: an agenda for practice. Teach High Educ. 2018; 23(6): 733-50. DOI: https://doi.org/10.1080/13562517.2017.1414790.
Ogodo JA. Culturally responsive pedagogical knowledge: an integrative teacher knowledge base for diversified STEM classrooms. Educ Sci. 2024; 14(2): 124. DOI: https://doi.org/10.3390/educsci14020124.
Rosa ACF, Hage SAM, Figueiredo AM. Educação nas Amazônias e a formação de professores e professoras na pós-graduação stricto sensu nos estados do Pará e do Amapá. Rev Linhas. 2024; 25(58): 190-219. DOI: https://doi.org/10.5965/1984723825582024190.
Ministério da Educação, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Portaria nº 76, de 14 de Abril de 2010: aprova o novo Regulamento do Programa de Demanda Social constante do Anexo a esta Portaria [Internet]. 2010 [citado em 6 set 2022]. Disponível em: https://cad.capes.gov.br/ato-administrativo-detalhar?idAtoAdmElastic=741.
Andrade EGR, Caldas RJC, Araújo ABM, Santos NCC, Amorim ST, Lima CN, et al. Segurança do paciente: proposta de protocolo de enfermagem para avaliar e identificar riscos em unidade de urgência e emergência. Saúde Redes. 2022; 8(supl 2): 1-22. DOI: https://doi.org/10.18310/2446-4813.2022v8nsup2p19-40.
Universidade do Estado do Pará, Centro de Ciências Biológicas e da Saúde, Escola de Enfermagem Magalhães Barata. Projeto Pedagógico do Curso de Graduação em Enfermagem: Resolução nº 2.666/13 – CONSUN, de 25 de fevereiro de 2014 [Internet]. Belém (PA): Universidade do Estado do Pará; 2013 [citado em 24 set 2024]. 119 p. Disponível em: https://prograd.uepa.br/wp-content/uploads/2022/01/Projeto-Pedagogico-Curso-de-Enfermagem.pdf.
Cortes LF, Padoin SMM, Berbel NAN. Problematization Methodology and Convergent Healthcare Research: praxis proposal in research. Rev Bras Enferm. 2018; 71(2): 440-5. DOI: http://dx.doi.org/10.1590/0034-7167-2016-0362.
Varanda PAG, Amestoy SC, Silva GTR, Backes VMS, Vieira SL, Virgens CDR, et al. Professors’ perspectives on the teaching of leadership in nursing. Ciênc Cuid Saúde. 2023; 22: e65753. DOI: https://doi.org/10.4025/ciencuidsaude.v22i0.65753.
Manhães LSP, Tavares CMM. Training of nurses for performing in university teaching. Rev Min Enferm. 2020; 24: e-1323. DOI: http://dx.doi.org/10.5935/1415-2762.20200060.
Ferreira LV, Leal EA, Farias RS. The role of teacher training in the development of didactic-pedagogical skills in the context of graduate Accounting programs. Rev Educ Pesqui Contab. 2020; 14(2): 158-76. DOI: https://doi.org/10.17524/repec.v14i2.2525.
Sanna MC. Os processos de trabalho em Enfermagem. Rev Bras Enferm. 2007; 60(2): 221-4. DOI: https://doi.org/10.1590/S0034-71672007000200018.
Freitas MA, Alvarez AM, Heidemann ITBS, Lima JBS, Sili EM, Chipindo OJ. Conceptual path of health promotion: experience report. Rev Baiana Enferm. 2021; 35: e36789. DOI: https://periodicos.ufba.br/index.php/enfermagem/article/view/36789.
Tobias R, Leles FAG, Lima MCRF. Planejamento e políticas de saúde na Amazônia: fundamentos e caminhos [Internet]. 1ª ed. Porto Alegre (RS): Editora Rede UNIDA; 2024 [citado em 30 set 2024]. 320 p. Disponível em: https://doi.org/10.18310/9786554621397.
Monteiro IOP, Gonçalves MFC, Andrade LS. The rural internship and the meaning of nursing care for Amazonian riverside people. Rev Ibero-Am Estud Educ. 2024; 19(spe 3): e19419. DOI: https://doi.org/10.21723/riaee.v19i00.1941901.
Guimarães MHD, Santiago AS, Balbinot TC, Maior FFS, Matos TP, Roldi AC, et al. Gestão participativa na saúde coletiva: caminhos para a efetivação de políticas públicas locais. Braz J Implantol Health Sci. 2025; 7(2): 1495-1503. DOI: https://doi.org/10.36557/2674-8169.2025v7n2p1495-1503.
Farinha AL, Jaeger FP, Marchiori MRCT, Budel LJ, Colomé JS. Interprofessional education in teaching-service-community integration practices: perspectives of professors in the health área. Esc Anna Nery. 2023; 27: e20220212. DOI: https://doi.org/10.1590/2177-9465-EAN-2022-0212en.
Lopes GSG, Reis PR, Rolim ILTP, Sardinha AHL. Teaching internship: strengthening nurse teacher training. Rev Enferm UFPE Online. 2020; 14: e243637. DOI: https://doi.org/10.5205/1981-8963.2019.243637.
Heitkemper EM, Hafermann KA, Honig JC, Smaldone A. Preparing teaching assistants in nursing: a mixed-methods evaluation. Nurse Educ. 2021; 46(6): E179-E83. DOI: https://doi.org/10.1097/NNE.0000000000001006.
Copyright (c) 2025 Ciência, Cuidado e Saúde
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
