{"title":"教学医院住院护士在教学过程中的反思实践。","authors":"Ana Carolina de Oliveira Paiva, Kênia Lara Silva","doi":"10.1590/0034-7167-2023-0540","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action.</p>","PeriodicalId":21200,"journal":{"name":"Revista Brasileira De Enfermagem","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11382670/pdf/","citationCount":"0","resultStr":"{\"title\":\"Reflective practice of nurse residents in the teaching-learning process in teaching hospitals.\",\"authors\":\"Ana Carolina de Oliveira Paiva, Kênia Lara Silva\",\"doi\":\"10.1590/0034-7167-2023-0540\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action.</p>\",\"PeriodicalId\":21200,\"journal\":{\"name\":\"Revista Brasileira De Enfermagem\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-09-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11382670/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Brasileira De Enfermagem\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1590/0034-7167-2023-0540\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Brasileira De Enfermagem","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/0034-7167-2023-0540","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}
Reflective practice of nurse residents in the teaching-learning process in teaching hospitals.
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.
期刊介绍：
The Revista Brasileira de Enfermagem created in 1932, March 20 is the official publication of the Associação Brasileira de Enfermagem (Brazilian Nursing Association) has as purpose to disseminate the scientific production from different nursing interest areas of knowledge, including those which express the political project of the Association. The Revista Brasileira de Enfermagem is the oldest journal of the Brazilian nursing. Its first title was "Annaes de Enfermagem" from 1932 to 1941, being entitled Anais de Enfermagem" until 1955, when its title was changed to the current.
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