Finalidades da formação de enfermeiros no século XXI: uma revisão integrativa

Abstract

Through social and individual health care needs, involving social, cultural, political and ethical issues, the training of nurses to act in the context of the current century is requiring critical reflection about what educational purposes this training should comply with. Assuming that the academic works that address the training of nurses may be, in some way, exhibiting philosophical, political concerns and positions, indicating possible educational purposes, this study explores the question seeking to answer which purposes for the nurses training are being discussed in these works. Based on the concept of educational purposes described by Yves Lenoir, the objective of this study was to analyze the educational purposes of nurses training for the XXI century that are present in nursing thesis and dissertations. An integrative literature review was chosen, for allowing to explore the contents of the academic works analyzed, to prepare an overview of the educational purposes addressed and point out new questions for the debate on the training of nurses. The academic works were searched in the digital bank of thesis and dissertations summaries of CAPES (Coordination for Higher Education Staff Development) covering the period from 2013 to 2017. Through the selection criteria, 22 dissertations and thesis were reached. The content of thesis and dissertations were analyzed from the categories defined in the theoretical framework as well as categories that emerged during the analysis process. In the interpretation, the explicit or implicit presence of the following educational purposes was identified: personal development; cognitive development; creative development; citizenship; employability; emancipation and social transformation; scientific research; training for the labor market; ethic; training for the Unified Health System (SUS). It was concluded, the identified educational purposes point out to a tension between two contradictory poles: training for adaptation to the economist paradigm, incorporating the conception of economic effectiveness and efficiency for health care, substantiated by training based on neo technicality skills and competences; training for the social construction of nursing care, incorporating a conception of health care as promoting social and subjective changes of people, substantiated by an education based on emancipatory skills and competences