Repercussões do ensino remoto emergencial na formação e qualificação em enfermagem na perspectiva dos gestores pedagógicos

Abstract

The object of this study deals with the difficulties and facilities of emergency remote teaching in nursing training and qualification in times of pandemic, from the perspective of pedagogical managers. Regarding the object of study, the following guiding questions were developed: What were the facilities and difficulties for the development of emergency remote teaching from the perspective of pedagogical managers? What advantages and disadvantages does remote teaching present for nursing training and qualification from the perspective of pedagogical managers? What impacts are listed by pedagogical managers on the quality of teaching, resulting from the use of emergency remote teaching in nursing training and qualification? The general objective of this study was to discuss the repercussions of emergency remote teaching on nursing training from the perspective of pedagogical managers, with the specific objectives: identifying the difficulties and facilities for the development of emergency remote teaching for training and qualification in nursing, in perspective of pedagogical managers; describe the advantages and disadvantages of remote teaching for training and qualification in nursing, from the point of view of pedagogical managers; analyze the impacts and strategies of emergency remote teaching for training and qualification in nursing, from the perspective of pedagogical managers. Methodology: qualitative, descriptive-exploratory study, carried out with 30 pedagogical managers from three public universities in the city of Rio de Janeiro. Data collection took place between March and June 2023, through an individual semi-structured interview, containing closed and open questions. The software Interface de R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires was used to process the data, specifically the Descending Hierarchical Classification. Results: The treatment of the interviews generated five classes, which have words that are similar and correlated to each other and distinct from the others. It is clear that emergency remote teaching was necessary, however, it caused challenges for students and teachers, involving psychophysical exhaustion and the use of strategies to mitigate exhaustion and ensure good teaching. Conclusion: Faced with the challenges posed by the emergency remote teaching modality, pedagogical managers demonstrated responsibility and commitment in facing difficulties and finding solutions to ensure the continuity of the teaching-learning process. It is important to highlight that remote teaching does not completely replace the demands of practical teaching, especially in the health area, such as nursing, which requires psychomotor skills that need to be developed in person. As a limitation of this study, it is important to consider the number of participants, since the research was carried out in only three universities, in a single state. This makes it difficult to generalize the results, as they may reflect specificities of this state.