Nursing and medicine students inserted in the professional practice: perception of teams

Abstract

The Family Health Strategy constitutes a reorganization of the health care model and changes in professional training are essential for the transformation of the practice. The objective of this study was to analyze the perception of health professionals of the Family Health Strategy teams about the activities and the insertion of 1st and 2nd grade students of the Nursing and Medicine courses of a public college. The data were collected by semi-structured interview and analyzed based on content analysis, thematic modality. The emerging themes were: The process of insertion of the students in the ESF team; The link between students, families and ESF staff favoring meaningful learning and Challenges inherent to professional training through active teaching-learning methods. The professionals welcome students' learning needs and recognize that there is an exchange of knowledge. The insertion occurs through effective communication with the team. The presence of the student in the ESF is considered as an important factor in the construction of the link and facilitation of access to the health service, understood as priority tools for the proper development of the health surveillance model. The difficulties of insertion in the scenario were attributed to the inherent development of active learning. To insert, therefore, the student in the ESF strengthens what is recommended for the current formation of the health professions, allowing the valorization of the quality of the assistance, the relevance of the work and, mainly, health care.