Regina Lúcia Herculano Faustino

Bio: Regina Lúcia Herculano Faustino is an academic researcher from Unimontes. The author has contributed to research in topics: Public health & Health care. The author has an hindex of 5, co-authored 7 publications receiving 106 citations.

Caminos de la formación en Enfermería: continuidad o ruptura?

Abstract: Apresentam-se algumas reflexoes sobre as atuais tendencias da formacao em Enfermagem frente as Diretrizes Curriculares para os Cursos de Graduacao em Enfermagem, visando subsidiar as transformacoes no ensino de 3o grau. Volta-se especificamente para a discussao da formacao da enfermeira, enfocando o desenvolvimento de competencias necessarias a transformacao do modelo assistencial vigente e ao trabalho em equipe multiprofissional, visando a consolidacao do SUS.

A formação da enfermeira na perspectiva da educação - reflexões e desafios para o futuro the nursing formation on the view of education - reflections and challenges for the future la formación de enfermería en la perspectiva de la educación - reflexiones y desafios hacia el futuro

Abstract: The present article proposes to show a reflection in the nurse's formation on the point of view of educators, philosophers and contemporary researchers. Moacir Gadotti, Edgar Morin e Philippe Perrenoud's theories and reflections were used, as well as the four pillars of the contemporary education, presented in the Delors Account. The adoption of tools like learning to know, learning to do, learning to be and learning to live together as well as the competences abording, are indispensable devices in the formation of professionals in the modern world. It is believed that in incorporating these new dimensions to the nurse's formation, it will be possible to untie the notts that are to be overcome in the conformation of critic nursing professionals, competent and agents of social transformation.

A formação da enfermeira na perspectiva da educação: reflexões e desafios para o futuro

Abstract: The present article proposes to show a reflection in the nurse's formation on the point of view of educators, philosophers and contemporary researchers. Moacir Gadotti, Edgar Morin e Philippe Perrenoud's theories and reflections were used, as well as the four pillars of the contemporary education, presented in the Delors Account. The adoption of tools like learning to know, learning to do, learning to be and learning to live together as well as the competences abording, are indispensable devices in the formation of professionals in the modern world. It is believed that in incorporating these new dimensions to the nurse's formation, it will be possible to untie the notts that are to be overcome in the conformation of critic nursing professionals, competent and agents of social transformation.

Caminhos da formação de enfermagem: continuidade ou ruptura?

Abstract: Apresentam-se algumas reflexoes sobre as atuais tendencias da formacao em Enfermagem frente as Diretrizes Curriculares para os Cursos de Graduacao em Enfermagem, visando subsidiar as transformacoes no ensino de 3o grau. Volta-se especificamente para a discussao da formacao da enfermeira, enfocando o desenvolvimento de competencias necessarias a transformacao do modelo assistencial vigente e ao trabalho em equipe multiprofissional, visando a consolidacao do SUS.

A identificação de competências na formação do enfermeiro na perspectiva de mudança de modelo assistencial

Abstract: * Nurse, Master of Nursing, Student in the Inter-units Doctoral Program in Nursing of the School of Nursing of the University of Sao Paulo and EERP-USP, campus of the School of Nursing of the University of Sao Paulo. Nurse of UNIMONTES and Nursing teacher at UNASP Adventist University Center of Sao Paulo. Fellow of PICDT/CAPES. E-mail: reginaniger959@hotmail.com ** Nurse, Master of Nursing, Doctor in Public Health. Nursing lecturer in Collective Health, Full Professor in the Department of Collective Health Nursing of the School of Nursing of the University of Sao Paulo, CNPq Researcher. Tutor. E-mail: emiyegry@usp.com.br The training of nurses has undergone great transformations in recent years, as a result of changes in the economic and social situation of Brazil and the world and, mainly, due to demands of the current LDB Law (National Educational Guidelines). This law requires the restructuring of the undergraduate courses, with the extension of minimum curricula and the adoption of specific curricular guidelines for each course (1). The contradictions in the training of nurses, between the basically theoretical training of academia and the demands of an ever more diversified practice, among other things, has given rise to discussions on the changes that are necessary to assure graduates greater confidence when facing the social reality in which they are inserted, as well as the work demands tha t configure professional practice after qualification. These are some concerns of students, faculty and those involved in rethinking the new scenarios of Brazilian nursing. On the other hand, the current crisis of health in Brazil has stimulated the search of alternatives that have shown the adoption of strategies for changes in the current health care model hospital centered, curative and technologized tha t has shown itself incapable of meeting the health needs of the population and solving the social, economic and political issues of the National Health System (2). However, in order to face such large challenges imposed by transformations in the health work process, much more is needed than the mere reorganization of the health system. It is necessary to change the practice of professionals in an attempt to develop new skills, competencies, at t i tudes and ethical values (3). It is in this search to establish a profile of competencies for the professional nurse, to meet the demands of the National Health System, that we intend to find the theoretical and empirical foundations for the present study. The theoretical framework used is the Pedagogy of Competencies, according to Perrenoud (4), in the understanding tha t the acquisition of competencies does not occur only at the technical level, but involves the holistic development of the individual in the ethical, political, social and professional spheres. The theoretical and methodological framework adopted is the Theory of Practical Intervention in Nursing in Collective Health, proposed by Egry (5), based on historical dialectic materialism. The scenarios chosen for the study are the Schools of Nursing and the subjects are the teachers, students and nurses in the Supervised Internship in the 8 t h semester in the public universities in the southeast and northeast regions of Brazil. The instrument used for collecting primary data was focal groups and the secondary data will be collected from the analysis of documents. The analysis of empirical data will be based on the assumptions of the technique of discourse analysis, according to Florin (6). The analytical categories were identified adopting Le Boterfs (7) references. Then, a focal group was set up to validate the data-collecting instrument, involving nurses from teams of Family health in the Southern Region of Sao Paulo. The research is underway, and should be concluded mid 2004.

Diretrizes curriculares e estratégias para implantação de uma nova proposta pedagógica

Abstract: O presente estudo busca contribuir com o movimento de transformacao a ser desenvolvido nas Escolas/Cursos de Enfermagem. Essa contribuicao se refere a formacao de enfermeiras(os) com autonomia e discernimento, para assegurar a construcao do modelo de atencao a saude, a producao de novos conhecimentos e a prestacao de servicos de qualidade voltados para as necessidades de saude da populacao, com resolutividade. Traz algumas reflexoes conceituais e metodologicas que possam direcionar a mudanca no processo de formacao de enfermeiras(os), alem de apontar estrategias para a implantacao da nova proposta pedagogica, baseando-se no desafio da implementacao das Diretrizes Curriculares Nacionais do Curso de Graduacao em Enfermagem.

Una década de Directrices Curriculares Nacionales para la Graduación en Enfermería: avances y desafíos

Abstract: Las Directrices Curriculares para la Graduacion en Enfermeria son referencias al fortalecimiento de los cambios en la formacion de profesionales, que sean criticos y comprometidos con la salud. Tratando de identificar estos cambios, este estudio tuve como objetivo analizar los avances y desafios de una decada de esas Directrices. Se trata de una investigacion documental en que se analizaron la Ley de Directrices y Bases de la Educacion Nacional, la Resolucion CNE / CES n o 03/2001, y la produccion intelectual brasilena sobre el tema en la decada 2001-2011. Esta produccion se busco en revistas cientificas, a traves de la bases BDENF, SciELO y LILACS. El analisis se sustenta en el marco metodologico de la dialectica que proporciono el estudio del tema en su dinamismo, contradicciones y totalidad de su insercion en las politicas publicas. Los resultados mostraron mejoras en el fortalecimiento de los cambios en la educacion de enfermeria, de acuerdo con las politicas de educacion y salud.

Estágio curricular supervisionado na Graduação em Enfermagem: revisitando a história

Abstract: Trata-se de uma revisao de literatura acerca do estagio curricular supervisionado do curso graduacao em enfermagem, tendo como objetivos compreender como este a estrutura atual e identificar os desafios atuais, a partir do resgate de sua historia e da compreensao da legislacao que o rege. Utilizou-se como fonte principal a Revista Brasileira de Enfermagem, no periodo de 1954 a 2006. O estudo demonstrou que esta atividade academica tem passado por varias transformacoes desde sua estruturacao em 1972, quando era realizada numa perspectiva biologicista e hospitalocentrica. A partir de 1994 busca estruturar-se com base na integralidade e na articulacao entre teoria/pratica e ensino/servico, com vistas a construcao do SUS, processo intensificado em 2001 com a implementacao das Diretrizes Curriculares Nacionais.

Uma década de diretrizes Curriculares Nacionais para a graduação em enfermagem: avanços e desafios

Abstract: As Diretrizes Curriculares do Curso de Graduacao em Enfermagem sao referenciais para o fortalecimento das mudancas na formacao de profissionais competentes, criticos e comprometidos com a saude da populacao. Buscando identificar essas mudancas, este estudo teve como objetivo analisar os avancos e desafios de uma decada dessas Diretrizes. Trata-se de uma pesquisa documental, em que foram analisadas a Lei de Diretrizes e Bases da Educacao Nacional, a Resolucao CNE/CES no 03/2001 e a producao intelectual brasileira sobre a tematica, na decada 2001 a 2011. Essa producao foi buscada em periodicos cientificos da area, atraves das bases BDENF, SciELO e LILACS. A analise ancorou-se no referencial metodologico da dialetica que proporcionou o estudo do tema na sua dinamicidade, contradicoes e totalidade de sua insercao nas politicas publicas. Os resultados apontaram avancos no fortalecimento da mudanca na educacao em enfermagem, em sintonia com as politicas de educacao e saude.