Educational incubator: adding technologies to the practice of care in the hospital work environment
DOI:
https://doi.org/10.5902/2236583432729Keywords:
Nursing, Learning, Technological DevelopmentAbstract
Aimed to know the contributions of the Educational Incubator from the perspective of new nursing collaborators who participated in the training process in the hospital work environment. Methods: qualitative research, with 35 new collaborators being nursing technicians and nurses, from July 2015 to July 2016, in a teaching hospital in the southern region of Brazil. The data were read from Bardin’s perspective. Results: The collaborators considered the educational incubator as adequate regarding duration, content and method of teaching. Thematic nuclei were highlighted: “The educational incubator as a recycling process” and “The integration between theory and practice in the learning process”. Conclusion: The Educational Incubator contributed positively to the training process of the new collaborators. It provided a space for arguments and reflections on the daily practices of the institution involved and the active participation of professionals in the search for positive changes in care.Downloads
References
Salvador PTC, Rodrigues CCF , Lima KYN, Alves KYA , Santos VEP. Uso e desenvolvimento de tecnologias para o ensino apresentados em pesquisas de enfermagem. Rev Rene. 2015 maio-jun; 16(3):442-50.
. Cecagno D, Siqueira HCH, Calvetti A, Castro QL, Erdmann AL. Incubadora de aprendizagem na enfermagem: inovação no ensino do cuidado. Rev. Bras. Enferm. 2009 maio-jun; 62(3):463-6.
Gonçalves MFC, Andrade LS. Ensinar e aprender saúde: processos de aprendizagem e o uso da tecnologia. Sal.&Transf. Soc. 2016; 7(2):1-10.
Backes DS, Obem MK, Pereira SB, Gomes CA, Backes MTS, Erdmann AL. Incubadora de Aprendizagem: ferramenta indutora do empreendedorismo na Enfermagem. Rev. Bras. Enferm. 2015; 68(6):1103-08.
Brasil. Ministério da Saúde. Conselho Nacional de Saúde. Resolução nº 466, de 12 de dezembro de 2012. Aprova as diretrizes e normas regulamentadoras de pesquisas envolvendo seres humanos. Diário Oficial da União, Brasília, 13 jun. 2013, p.59.
Bardin L. Análise de conteúdo. Lisboa, Portugal: Edições 70; 2011.
Jesus MCP, Figueiredo MAG, Santos SMR, Amaral AMM, Rocha LO, Thiollent MJM. Educação permanente em enfermagem em um hospital universitário. Rev. esc. enferm. USP. 2011 Oct;45(5):1229-36.
Miccas FL, Batista SHSS. Educação permanente em saúde: metassíntese. Rev. Saúde Pública. 2014; 48(1):170-185.
Barbosa NCT, Cordeiro CB. The permanent education in health: an analysis of intervention projects submitted by managers of health during the participation of the course of micropolitical (ead): prior note. Journal of Nursing UFPE. 2016; 10(5):1895-1898.
Giovana Ely Flores GE, Oliveira DLL, Zocche DAA. Educação permanente no contexto hospitalar: a experiência que ressignifica o cuidado em enfermagem. Trab. Educ. Saúde, Rio de Janeiro. 2016; 14(2):487-504.
Salum NC, Prado ML. Continuing education in the development of competences in nurses.Texto Contexto Enferm. 2014; 23(2):301-8.
Mello AL, Backes DS, Terra MG, Rangel RF, Nietsche EA, Salbego C. (Re) pensando a educação permanente com base em novas metodologias de intervenção em saúde. Revista Cubana de Enfermería. 2017; 33(3).
Lubejko BG. Developing a Program Evaluation Plan: Options and Opportunities.J Contin. Educ. Nurs. 2016; 47(9):388–389.
Pereira FM, Barbosa VBA, Vernasque JRS. Continuing education experience for auxiliary nurses as a management strategy. REME Rev Min Enferm. 2014; 18(1):228-35.
