IN-SERVICE TEACHING OF OBSTETRICAL NURSING RESIDENTS FROM THE PERSPECTIVE OF TUTORSHIP

Abstract

Objective: describe in-service teaching of obstetrical nursing residents based on the tutors’ perceptions. Method: qualitative research developed at four public maternity hospitals in the city of Rio de Janeiro in 2015. Sixteen nurse-midwives were interviewed. The hermeneutical-dialectical method was applied and the interpretive and critical process was guided by Paulo Freire’s pedagogical concepts on the development of critical consciousness. Results: the tutors’ in-service teaching takes place in accordance with the care demand, with weaknesses in the dialogue between the academy and the service. The tutors value the theoretical-practical unity and care humanization. Nevertheless, they do not stimulate critical thinking on the care and work context the residency takes place in.Conclusion: in-service teaching presents limits for the development of critical consciousness in the residents on the reality of hospital-based obstetrical care.

Keywords

• Nursing
• Obstetric Nursing
• Education
• Preceptorship
• Nursing Care
• Nursing Education