Abstract
ABSTRACT Objective: to analyze the influence of supervised internship on teaching-service integration from the perspective of internship nursing supervisors, faculty advisors and managers. Method: this is a qualitative descriptive-exploratory, carried out in an undergraduate nursing course at a federal university in the countryside of Rio Grande do Sul, between February and July 2018, with 26 participants: managers, faculty advisors, primary care nursing supervisor and hospital care nursing supervisor. The semi-structured interview was the technique used for data collection, which were analyzed using Content Analysis. Results: in the first category, “influences of supervised internship on healthcare services”, the possibility of mutual transformation for the service and for students was verified, promoting professionals’ learning, sharing new ideas and encouraging nurses in the search for knowledge. However, it was identified students’ lack of interest in carrying out activities and limitations in planning joint actions. In the second category, “teaching-service integration: limitations and possibilities”, it was identified that teaching-service integration is occurring in a fruitful way, while advances are still needed for its realization. The planning of internship actions is not always consistent with the healthcare service’s needs and activities that take place in teaching are not always shared with professionals. Internship was described as a potentiator in effecting integration. Conclusions: developing internship enables the realization of learning, mobilizes the routine of services and professionals, instigating them to change and improving knowledge, promoting healthcare qualification.
Highlights
Teaching-service integration is characterized as a collective, agreed upon and integrated work, which occurs due to the partnership between students and professors of training courses in the health area, with workers who make up the healthcare service teams[1]
It is a strategy to achieve changes in the training process of healthcare professionals, enabling changes in professional practices and in the care model. It contributes to improvements in quality and the provision of actions in healthcare services by benefiting the community[2]. These exchange spaces are characterized as ideal places for the development of supervised internship (SI), which refers to the mandatory educational act, developed in different care scenarios in the last two periods of the undergraduate nursing course, under the supervision of a nurse inserted in the service and guidance of a professor from the educational institution, and should correspond to 20% of the total course load of the course[3]
Analysis of the interviews emerged in the construction of two categories: Influences of supervised internship on healthcare services; Teaching-service integration: limitations and possibilities
Summary
Teaching-service integration is characterized as a collective, agreed upon and integrated work, which occurs due to the partnership between students and professors of training courses in the health area, with workers who make up the healthcare service teams[1]. It is a strategy to achieve changes in the training process of healthcare professionals, enabling changes in professional practices and in the care model. It contributes to improvements in quality and the provision of actions in healthcare services by benefiting the community[2]. These exchange spaces are characterized as ideal places for the development of supervised internship (SI), which refers to the mandatory educational act, developed in different care scenarios in the last two periods of the undergraduate nursing course, under the supervision of a nurse inserted in the service and guidance of a professor from the educational institution, and should correspond to 20% of the total course load of the course[3]. In addition to the scientific foundation that the higher education institution offers to students, the quality of training is linked to the insertion of students in real environments, so that they can experience their future profession with autonomy and led by competent and committed subjects
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