Affiliation:
1. Universidade Federal de Minas Gerais, Brazil
Abstract
ABSTRACT Objective: To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil. Methods: Case study, based on the reflective practice framework, conducted in two teaching hospitals. Observation and interviews were conducted with first and second-year residents, and five participants were included for in-depth analysis, with their data subjected to frequency distribution analysis and Critical Discourse Analysis. Results: In 519 observed activities, elements of reflection were identified in 22.2%, especially active listening and expression of doubts. Discourses indicated practice as the best moment for teaching-learning due to its potential to generate reflections. Learning by doing and case discussion were considered potential strategies for reflective learning. Conclusion: Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action.
Reference24 articles.
1. Lei nº 11.129, de 30 de junho de 2005. Institui o Programa Nacional de Inclusão de Jovens - ProJovem; cria o Conselho Nacional da Juventude - CNJ e a Secretaria Nacional de Juventude; altera as Leis nº s 10.683, de 28 de maio de 2003, e 10.429, de 24 de abril de 2002; e dá outras providências [Internet],2005
2. Preceptorship contributions to the development of clinical and managerial skills in nursing residency;Araújo MC;Rev Bras Enferm,2023
3. Reflective practice and vocational training: theoretical approaches in the field of Health and Nursing;Netto L;Esc Anna Nery,2018
4. Health residency programs in a university hospital: a potent training setting for interprofessional collaborative practice;Blanco VM;Interface (Botucatu),2023
5. Os desafios da formação problematizadora para profissionais de saúde em um programa de residência multiprofissional;Maroja MCS;Interface (Botucatu),2020