Formação continuada na perspectiva da educação Ciência, Tecnologia e Sociedade no estágio curricular supervisionado em enfermagem na atenção primária à saúde

Abstract

The aim of this study is to assess the aspects in which Continuing Education (CE) for Science, Technology and Society (STS) education aimed at professors and preceptor nurses can influence the teaching and learning process of nursing students at the Universidade Estadual de Ponta Grossa (UEPG), in the Supervised Curricular Internship (SCI) in Primary Health Care (PHC). The methodological referrals of the applied research consisted of a qualitative approach guided by the principles of action research, according to the spiral structure of self-reflexive cycles that provide the basis for Thematic Analysis based on Bardin (2016), carried out at UEPG, Collegiate of the Nursing Course in partnership with the Fundação Municipal de Saúde de Ponta Grossa (FMSPG) in nine Family Health Units (FHU) and with the Graduate Program in Science and Technology (GPNEST). Six teachers, twelve preceptor nurses and eighteen nursing students participated in the study. Data were collected during the action-research stages through instruments and techniques: Google forms; meetings; observation in practice scenario; field diary; reflective portfolio; clinical case study; intervention project; Health education; conversation wheel; interviews and photographs. The results of the initial diagnosis showed the weaknesses that permeate the STS education for Scientific and Technological Literacy (STL) and the difficulties in SCI at the FHU in relation to the Instrument used to evaluate the student, signaling the need for revision and updating. The execution of CE proved to be a fertile field for the contributions, among which, the search for knowledge about STS and STL for improvements in the training of nurses. The discussions and interactions led to the collective construction of the Academic Assessment Protocol in the internship in PHC (Product of this Thesis) privileging comprehensive/humanized care and approximations with the STS education perspective. This expanded the critical and reflective capacity for the construction of knowledge with meaning for life in society and gains for users in terms of humanized care, as well in the performance of professionals better prepared for teaching/service. From the CE to the internship, the results showed maturity in the reflections of the participants regarding the perspective of STS education in Nursing in relation to the challenges and difficulties; decision making; dialogue and search for guidance; development of action strategies; concern and appreciation for comprehensive care; academia/practice approach; dissemination of information considering the involvement and consequences of science and technology in society. The continuity of CE supports the qualification of the teaching and learning process, optimization of results in the teaching/service integration and consequent improvements in Nursing Care, valuing human beings in addition to acting on their weaknesses.