Construindo uma proposta de referencial teórico metodológico para o ensino do cuidado/processo de enfermagem em um curso de graduação em enfermagem

Abstract

The Nursing Process (PE) consists in the nursing scientific methodology, soon, the student must approach itself to the practice, meeting theoretical references witch subdize it. With the new conceptions of the Collectiva health, it's up to Nursing to reflect about the congruent references. This study seeks to built, with Nursing Course nurse professos, a referential proposal theoric-methodogic to the PE teach, based on the Praxis Intervention Theory in Collective Health (TIPESC), Convergent Care Search, with 17 participants of South Border Federal University. It hapened 5 meetings: ”convergent groups” (May-July – 2016), after the approval CEP: 1.347.983 (CAAE 5070181515.2.0000.5564). It resulted three manuscripts. The first described the motivations witch has mobilized the professors to the built of the referential proposal to teach the PE, from witch it arised debates about nurses professional practices, accoding to the professors perception; the dissatisfaction with the health and teaching models in force. The second manuscript described the understanding of the initial proposal of the referential to the PE teaching, so, philosophical concepts inherents to historicity and to dialethic are discussed. Operationally, conceptual and dimensional categories and method steps had appeared, specially the catch of the phenomenon in health process understanding, identified on the provison of care. Still, the interface among Unic System of Health (SUS) concepts as attention and necessities of health networks was elaborated. The third manuscript had approached the building of the referential proposal. It is noteworthy the initiative of the use of the principles and guidelines whitch desine SUS as a care guiding, since these guidelines support on the same basis of the choosed theory. It was noteworthyed, too, the excellent link between the teach and the professional practice taked as a goal for the participants and, finishing, the definition of an work schedule, legitimizing the continuity of the rcourse theoric referential building process. It concludes, about the courrent practices in health, the nonconformity with the participants with what is in force, however, it's noticeable that the ones have dificulties in understand the philosophical roots imbricated, probably in reason of the lack of the intellectual exercises of the philosophical order, witch, customarely, does not coexist with the academic formation. The nures teacher don`t considers effective to experience practices in health governed for paradigms witch don't match to the health necessities and trust that the TIPESC eferential, as a model for the PE, canbe adjusted to the their wishes. In the theoretical deepending, the participantshad dialogued in order to grasp the historical and dialectical concepts, aiming to seize what comes to bethe historical care/ dialectical care. In addition, convinced on the TIPESC/SUS epistemological adherence on the humanitization policy a pleasant space to debates about the conception and concepts to the historical/dialectical care. So, the patherevaluative educational model stimulates the protagonism witch emphasizes the resolutiveness for new teaching trends in health, stimulates the protagonism, the empowerment and the critical/reflexive formation. The discussions allow to think about the practices, to know a courrent referential, alined to SUS, and witch refers to the opportunity of integral practices, namely, witch value the intrinsic contradictions to the health condition of people on their historic context on direction to goodpractices and life quality.