Formação de enfermeiros para o Século XXI: finalidades educativas expressas na literatura científica da área de enfermagem

Abstract

The changes in contemporary society and in the capitalist productive process give rise to transformations of an ideological, cultural, scientific, technical nature, with demands for changes in professional practices in health care and the educational purposes in the training of these professionals, particularly nurses. These new educational practices and purposes, in turn, involve social, cultural, political and ethical issues in the training of nurses, which leads to the need for a critical reflection on which educational purposes of training must be met. Given this problem, this research sought to elucidate which educational purposes of the training of nurses are dealt with in scientific articles in the field of nursing and what discussion is undertaken regarding this issue. In terms, we sought to know: what are the purposes that the articles express about the training of nurses to work in the 21st century? The present study is based on the concept of educational purposes, as described by Yves Lenoir. Methodologically the investigation consisted of an integrative literature review, searching the following databases: National Library of Medicine National Institutes of Health (MEDLINE / PUBMED), Scientific Electronic Library Online (SCIELO); Latin American and Caribbean Literature on Health Sciences (LILACS) and Portal of Journals of the Coordination for the Improvement of Higher Education Personnel. The study covered the period from 2000 to 2018. 58 articles were selected, whose analysis allowed to identify the categories of the following educational purposes: Developmental - personal, cognitive, lifelong learning; Nation Development - citizenship; Economic Development - employability / labor market, technological and scientific knowledge; Normative Purposes - equality, democracy and justice, which benefit Globalization. The following categories also emerged: Ethics, Health promotion, Comprehensiveness, Curriculum Guidelines, Management / leadership development and, finally, the category Promotion of the link between the educational pedagogical paradigm and the health care paradigm. Thus, encompassing the human care that sustains the principles of nursing, it was possible to project the possible educational purposes of the training of nurses, which are the determining bases of the curricula, in the training and professional process of nurses. Therefore, considering all the global changes and the challenges of the 21st century, it is hoped that this research can contribute to directing reflections, debates, guidance and reorientation of the purposes of training, expanding to a social and political perspective in the Nursing scenario