Abstract
To identify the knowledge of responsible technical nurses in relation to the general and management skills required to perform this function. Qualitative case study with 14 nurses. The semi-structured interviews were recorded and the data analyzed through the thematic content analysis. Two categories stood out: Main Responsibilities for the Position of Technical Manager: Leadership, Interpersonal Relationship and Systemic view; and Developing Skills: Dissociation between Theory and Practice. The fact that only three skills have been recognized as necessary for the exercise of the function of technical leader and the perception of the interviewees about the dissociation between theory and practice during graduation should be explored by the teaching and health institutions, because to exercise this nurses must develop the technical-scientific, socio-educational and ethical-political skills to be able to lead the organization to positive results..
Highlights
Globalization, the incorporation of new technologies and the search for the quality of services have caused important changes in the work processes of healthcare institutions[1].Considering that in order to act in this demanding and competitive market, it is fundamental that professionals improve their skills to ensure a safe care for users[2] and that within the hospital institutions the nursing team is directly involved with most health care actions[1], the Ministry of Education defined the skills that a graduate student in Nursing should develop throughout the course.Competence means a set of knowledge, skills and attitudes that enable positive transformation of results[3,4]
This study aims to identify the knowledge of Technically Responsible nurses in relation to the general and management skills required to perform this function
Considering the skills described by the DCN and COREN/SP, it was possible to identify, from the participants’ speech, only three skills as necessary for the practice of Technically Responsible (TR) nurse:“leadership”, “interpersonal relationship”and“systemic view”
Summary
Globalization, the incorporation of new technologies and the search for the quality of services have caused important changes in the work processes of healthcare institutions[1].Considering that in order to act in this demanding and competitive market, it is fundamental that professionals improve their skills to ensure a safe care for users[2] and that within the hospital institutions the nursing team is directly involved with most health care actions[1], the Ministry of Education defined the skills that a graduate student in Nursing should develop throughout the course.Competence means a set of knowledge, skills and attitudes that enable positive transformation of results[3,4]. Considering that in order to act in this demanding and competitive market, it is fundamental that professionals improve their skills to ensure a safe care for users[2] and that within the hospital institutions the nursing team is directly involved with most health care actions[1], the Ministry of Education defined the skills that a graduate student in Nursing should develop throughout the course. The six general skills described in the Brazilian Curriculum Guidelines (DCN - Diretrizes Curriculares Nacionais) include: Health Care; decision-making; Communication; leadership; administration and management; and Permanent Education[5]. Socio-educational competence[6], described as Permanent Education in the DCN should be developed, that is, it characterizes the professionals’ ability to continually improve and share their knowledge in order to provide benefits to other professionals and institutions[5] Authors demonstrate that the first competency to be acquired by the nurse is the scientific technician, described as Health Care in the DCN, in which the professionals develop actions of prevention, promotion, protection and rehabilitation of the health, at individual and collective level, based on scientific evidence[2,5,6].
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