Estratégias educacionais para o desenvolvimento profissional de novas gerações de enfermeiros

Abstract

This dissertation has the objective of systematize which educational strategy has been developed for the next professional nurse’s generations. It is an exploratory descriptive research, with two different stages: the first one aims an integrative review and the second stage is proposal of developing a consolidated for the most important educational strategies for nursing professionals. To serve as a research guideline, the question was elected: “How much important are the technology and professor’s role at new nurse’s generations professional development? The methodology chosen is known as “PVO” (Participants, Variables and Outcomes). The article’s research was made in Scielo, Lilacs, BVS and SibiUSP databases, limited for 2010-2015 period, only for complete digital text available, in the referred databases, on English or Portuguese, and those articles without those requirements, or those what didn’t contain the keywords generations, educational technologies, learning, continuous education at nursing; were foreclosed. This search found out 1958 articles. After a cautious Reading of title, abstract and complete text, 1914 articles were foreclosed since them don’t represent significance or relationship to the proposed study. In order to make easier to understanding the discussion, it was prepared a summary of each article related to the theme, and there were identified 14 different educational strategies and other 14 strategies based on previous studies. They were grouped in three categories for similarity on their method for knowledge transmition: virtual environment learning, direct instruction learning and experience-based learning. These categories were cross-checked with generational perspectives for Nursing and professor’s role, discussing the merits and flaws for each. From the 28 strategies, 36% could be applied for Baby Boomer generation; 71% for X generation, 86% for Y generation and 82% for Z and alpha generations. Accordingly, to those categories, 100% of virtual environment learning could be easily applied to Y, Z and alpha generations, 45% to X generation and has no use for Baby Boomer’s generation. For direct instruction learning, 80% could be applied for Baby Boomers, 90% for X generation, 70% for Y generation and 60% for Z and alpha generations. The experience-based learning is applicable only 29% for Baby Boomers, and 86% for the other generations. The conclusion is that the new educational strategies had changed the learning traditional focus, from a knowledge storage and information spread, to competencies, values, attitude acquisition, those becoming more and more relevant to the professional Market.