Newly undergraduate nurses and intensive care in units of non-critical patients

AUTOR(ES)

Almeida, Rute de Oliveira

FONTE

Rev. Bras. Enferm.

DATA DE PUBLICAÇÃO

2019-02

RESUMO

RESUMO Objetivo: Identificar as representações sociais de enfermeiros recém-formados sobre o cuidado intensivo de Enfermagem ao paciente crítico hospitalizado em unidades de pacientes não-críticos. Método: Pesquisa qualitativa e descritiva. Participaram 26 enfermeiros recém-formados de uma universidade privada. Realizou-se entrevista em profundidade com roteiro semiestruturado. A análise foi do tipo lexical com auxílio do software Alceste 2012. Resultados: As representações sociais foram construídas à luz da imagem da unidade de terapia intensiva, apesar de os pacientes estarem fora desse ambiente. O cuidado é compreendido como complexo e especializado, exigindo formação pós-graduada. Portanto, a formação no curso de graduação foi considerada insuficiente para a prestação desse tipo de cuidado, gerando medo e insegurança nos recém-formados. Considerações finais: O cuidado intensivo confronta o recém-formado aflorando sentimentos de despreparo para cuidar, mas o mobiliza a ampliar os conhecimentos para exercer o cuidado. Evidencia-se dicotomia teoria-prática e fragilidades nas experiências de ensino-aprendizagem na formação graduada.ABSTRACT Objective: To identify the social representations of newly undergraduate nurses on the intensive care of Nursing to critical patients hospitalized in non-critical patient units. Method: Qualitative and descriptive research. Twenty-six newly undergraduate nurses from a private university participated. An in-depth interview was conducted with semi-structured script. The analysis was of lexical type with the help of Alceste 2012 software. Results: The social representations were built according to the image of the intensive care unit, although patients were out of this environment. Care is understood as complex and specialized, requiring graduate training. Therefore, undergraduation training was considered insufficient to provide this type of care, creating fear and insecurity in the newly undergraduate nurses. Final considerations: Intensive care confronts newly undergraduate nurses with feelings of unpreparedness to care for, but it mobilizes to broaden the knowledge to provide care. There is evidence of a theory-practice dichotomy and weaknesses in teaching-learning experiences in undergraduate education.

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