Capacitación del enfermero para la gestión del cuidado: revisión integrada de la literatura

Gonçalves, Laís Barreto de Brito; Cruz, Rachel de Sá Barreto Luna Callou; Quirino, Glauberto da Silva; Pinto, Antonio Germane Alves

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Revista Brasileira de Enfermagem

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Sumário

REVIEW • Rev. Bras. Enferm. 75 (3) • 2022 • https://doi.org/10.1590/0034-7167-2020-1186 copiar

Capacitación del enfermero para la gestión del cuidado: revisión integrada de la literatura

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

identificar como ocurre la capacitación del enfermero para la gestión del cuidado.

Métodos:

revisión integrada, orientada por la cuestión de investigación: “Como ocurre la capacitación del enfermero para la gestión del cuidado?” La búsqueda realizada en la LILACS, BDENF, CINAHL, Cochrane Library, BVS y SciELO, utilizando estrategias combinadas para selección de las publicaciones indexadas en las bases de datos y bibliotecas electrónicas. El análisis involucró aspectos bibliométricos y evidencias sobre la capacitación en enfermería contenida en los artículos. La muestra final composta por ocho artículos.

Resultados:

emergieron tres categorías temáticas: Concepciones y sentidos; Fragmentación del cuidado; y Prácticas de capacitación. Evidenciaron aspectos importantes sobre el proceso de capacitación del enfermero para la gestión del cuidado.

Consideraciones Finales:

las investigaciones precisan abordar concepciones inherentes a procesos de enseñanza con enfoque en conceptos, significación y aplicación, comprometiendo el desarrollo de macrocompetencias a fin de transponer el cuidado además de la teoría.

Descriptores:
Enfermería; Educación en Enfermería; Atención de Enfermería; Integralidad en Salud; Proceso de Enfermería

Database / electronic libraries	Search strategy (DeCs / mesh Boolean operator)	Filters used
LILACS	“nursing care” or “bachelor degree in nursing” or “nursing course” or “nursing education” OR “nursing teaching” or “nursing student” or “license in nursing” or “research in nursing education” or “nursing teacher practice” OR “undergraduate nursing programs” or “research in clinical nursing or “research in clinical practice nursing” OR “practical nursing”	(2016-2020)
BDENF	“nursing care” OR “nursing education” OR “nursing teaching”	(2016-2020)
CINAHL	“nursing care” OR “school nurse” OR “comprehensive health care”	Full Text (2016-2020)
Cochrane Library	“nursing care” or “school nurse” OR “comprehensive health care”	(2016-2020)
BVS	“nursing care” AND “nursing education” AND “nursing teaching”	Full texts and last five years (2016-2020)
SciELO	“nursing care” AND “nursing education” AND “nursing teaching”	Article (2016-2020)

Title and references	Year Countries	Design / number of participants	Outcome	Study quality indicator (CASP)^* * CASP - Critical Appraisal Skills Programme.
The meaning of care management for nursing teachers from the perspective of complex thinking Lucca TRS et al.(¹⁸18 Lucca TRS, Vannuchi MTO, Garanhani ML, Carvalho BG, Pissinati PSC. The meaning of care management attributed by nursing faculty members from the viewpoint of complex thinking. Rev Gaucha Enferm. 2016;37(3):e61097. https://doi.org/10.1590/1983-1447.2016.03.61097 https://doi.org/10.1590/1983-1447.2016.0... )	2016 Brazil	A qualitative and comprehensive case study n = 17 teachers	Concept of care management associated with administration and management; a fragmented concept	A
Integrality of care in nurse training: views and experiences of the nursing academic Santos ATS et al.(¹⁹19 Santos ATS, Oliveira CB, Passos MC, Andrade ASA, Gallotti FCM. Integralidade do cuidado na formação do enfermeiro: visões e vivências do acadêmico de enfermagem. Enferm Foco. 2019;10(1):122-6. https://doi.org/10.21675/2357-707X.2019.v10.n1.1397 https://doi.org/10.21675/2357-707X.2019.... )	2019 Brazil	An exploratory, descriptive study with a qualitative approach n = 9 academics	The integrality of care is still fragmented, which demonstrates fragility in the formation process.	B
Pedagogical practice in nursing care training Tejada et al.(²⁰20 Tejada S, Ramirez EJ, Díaz RJ, Huyhua SC. Práctica pedagógica en la formación para el cuidado de enfermería. Enferm Univ. 2019;16(1):41-51. https://doi.org/10.22201/eneo.23958421e.2019.1.577 https://doi.org/10.22201/eneo.23958421e.... )	2019 Peru	A qualitative, exploratory, descriptive study. n = 21 informants	Pedagogical practice anchored in care relationships, theoretical-practical disarticulation of teaching, and teacher-student bond	B
Senses of care for nursing scholars: Heideggerian contributions to teaching Garcia FR et al.(²¹21 Garcia FR, Rendón DCS, Nazareth JB, Amorim TV, Sena CA, Salimena AMO. Directions for nursing academics towards care: heideggerian contributions to education. J Nurs UFPE. 2020;12:313-8. https://doi.org/10.9789/2175-5361.rpcfo.v12.6977 https://doi.org/10.9789/2175-5361.rpcfo.... )	2020 Brazil	A qualitative study, from the phenomenological perspective of Martin Heidegger n = 13 academics	It reveals an understanding that involves the sense of care, presenting perceptions about the dichotomy of teaching and practice.	B
Care management from the perspective of supervising nurses Costa MAR et al.(²²22 Costa MAR, Souza VS, Oliveira JLC, Teston EF, Matsuda LM. Care management from the perspective of supervising nurses. Rev Rene. 2017;18(4):476-82. https://doi.org/10.15253/2175-6783.2017000400008 https://doi.org/10.15253/2175-6783.20170... )	2017 Brazil	Qualitative study n = 15 nurses	The management of care presents itself in a fragmented way, still linked to bureaucratic organizational actions and material, physical and human resources.	B
Training for integral Care: perception of nursing teachers and students Rangel RF et al.(²³23 Rangel RF, Backes DS, Ilha S, Zamberlan C, Siqueira HCH, Costenaro RGS. Training for integral care: perception of Nursing teachers and students. J Res Fundam Care Online. 2017;9(2):488-94. https://doi.org/10.9789/2175-5361.2017.v9i2.488-494 https://doi.org/10.9789/2175-5361.2017.v... )	2017 Brazil	An exploratory-descriptive study with a qualitative approach. n = 7 teachers and 6 students	The integrality of care needs to be (re)thought throughout the academic training to transpose the traditional/ biomedical teaching.	A
Nurses’ perception towards the teaching-learning process of Nursing management Silva AM et al.(²⁴24 Silva AM, Celich KLS, Silva TG, Souza SS, Bitencourt JVOV, Bertoncello KCG. Nurses’ perception towards the teaching-learning process of Nursing management. J Res Fundam Care Online. 2018;10(4):1098-102. https://doi.org/10.9789/2175-5361.2018.v10i4.1098-1102 https://doi.org/10.9789/2175-5361.2018.v... )	2018 Brazil	A qualitative study guided by Paulo Freire’s research n = 3 outputs	The teaching of care needs to be worked in a transversal way to professional practice.	B
Assessment of Nursing Care and Teaching: a Qualitative Approach Linares JMM et al.(²⁵25 Martínez-Linares JM, Martínez-Yébenes R, Andúrjar-Afán FA, López-Entrambasaguas OM. Assessment of nursing care and teaching: a qualitative approach. Int J Environ Res Public Health. 2019;16(15):2774. https://doi.org/10.3390/ijerph16152774 https://doi.org/10.3390/ijerph16152774... )	2019 Spain	Qualitative, exploratory-descriptive study n = 12 nursing professionals and 12 students	The evaluation of nursing care and the theoretical-practical gap between the implementation of evidence-based and experience-based practices	A

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[1] Corresponding author: Laís Barreto de Brito Gonçalves, E-mail: laisynha1@hotmail.com