Processo de desenvolvimento de competências do enfermeiro orientador do ensino clínico

Abstract

The central issue of this thesis refers to the understanding of the process of skill development of the nurse who provides clinical teaching preceptorship to students of the Undergraduate Degree in Nursing in hospital settings and is within the scope of Nursing Education. In order to frame the phenomenon under study, we built a reference framework to contextualize the evolution of skill-oriented nursing education, clinical teaching as a practical component of the Undergraduate Nursing Degree, and the monitoring performed within it. We also focused on the nurse preceptor, one of the triad elements in the process of student preceptorship, and, finally, we delimited the concept of skill and the process of skill development. The specific objectives of the study are: to identify biographical “clippings” of an educational and professional nature that influence skills development; to identify aspects of the professional context that influence skills development; and to describe the resources that are mobilized in skills development. The general strategy of the study fits into the qualitative paradigm, considering the phenomenon under study, in a case study format in harmony with the theory based on data. The study took place in two settings of a Hospital Center in Greater Lisbon, and semi-structured interviews were conducted with nurses with different experiences in nursing students preceptorship and at different stages of Benner’s socio-professional development. Theoretical sampling was driven by the concepts derived from data coding and theory development, until we considered data saturation to have been reached. Data treatment and analysis considered Strauss and Corbin’s referential. The biographical “clippings” of an educational and professional nature, which influenced skill development for the nurse preceptor, were evidenced in the primary and secondary socialization dimensions. In the former, the family and school context emerged, and in the latter, the academic, professional, and social context. These configurations influenced the endogenous resources developed by nurses throughout their life path. The importance of exogenous resources, as support, in skills development was also visible. The explanatory model of the process of skill development of nurse preceptors integrates the mobilization of endogenous and exogenous resources in a time continuum, identifying key moments, ruptures, and facilitating and inhibiting aspects throughout the process. Some assumptions emerged that may contribute to the construction of a pedagogical profile of the nurse preceptor.

Date of Award	6 Mar 2023
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Amélia Simões Figueiredo (Supervisor)