Alinhamento das competências clínicas na educação em enfermagem: uma revisão guarda-chuva
DOI:
https://doi.org/10.35622/j.rie.2025.02.003Palavras-chave:
competência clínica, estudantes de enfermagem, educação em enfermagem, revisão guarda-chuvaResumo
Objetivo: Reconhecer, na literatura científica sobre educação em enfermagem, os elementos curriculares predominantes nos processos de incorporação da abordagem baseada em competências clínicas. A educação por competências no campo da saúde enfrenta tensões decorrentes da transição de um modelo educacional tradicional para um modelo baseado em competências. Método: Realizou-se uma revisão guarda-chuva da literatura científica por meio de buscas em dez fontes, entre bases de dados e editoras científicas: Science Direct, Web of Science, PubMed, EBSCO, Scopus, Embase, Dialnet, SciELO, Redalyc e Springer. Foi adotado o protocolo de revisão do Instituto Joanna Briggs, que inclui critérios de seleção, estratégia de busca, seleção de estudos, avaliação da qualidade metodológica, coleta e síntese dos dados. Os critérios de inclusão foram: estudantes de enfermagem, competências clínicas e revisões de literatura; os de exclusão: revisões de outras áreas da saúde, estudos de pós-graduação em enfermagem e competências profissionais. Resultados: Foram selecionadas nove revisões publicadas entre 2014 e 2024, analisadas com base no alinhamento construtivo em três aspectos principais: o conceito de competências clínicas e suas tipologias; o uso da simulação como estratégia de ensino; e as metodologias e instrumentos utilizados na avaliação. Conclusões: Os resultados revelam interpretações divergentes sobre o conceito de competências clínicas, visões divididas sobre o valor didático da simulação e abordagens fragmentadas de avaliação. Isso evidencia a necessidade de formação específica dos docentes em educação por competências, para garantir uma implementação coerente com os resultados de aprendizagem propostos.
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