The teaching learning process in Obstetric nursing education seeks to include
technical recommendations that significantly contribute to the transformation of the
obstetric care scenario. Understanding the importance of the teaching-learning
process in the qualification of new professionals is part of the transformation of this
scenario. Object of study: the meanings amongst residents about the teaching-learning
process in the practice scenarios of the Residency Program in Obstetric Nursing.
Guiding question: What are the meanings amongst residents about the teaching-learning process carried out in the practice scenario of obstetric nursing? General
objective: to analyze the meanings amongst residents about the teaching-learning
process in the practice scenarios of the Residency Program in Obstetric Nursing.
Specific objectives: to describe the teaching-learning process experience with
residents in obstetric nursing; to discuss the possible obstacles in the practice scenario
that impact the teaching-learning process. Methodology: a qualitative case study
approach. The research was carried out in the obstetric nursing residency program at
the Institute of Health Sciences of the Federal University of Pará. The research
participants were twenty-two residents of the 1st and 2nd year of the program, which
followed the intentional recruitment and application of the following inclusion criteria:
being regularly enrolled as residents; have spent at least 1 month at the UBS, hospital
and management level. The following exclusion criteria were established: residents on
maternity leave or due to illness; residents who dropped out of the program. Data
collection was carried out through four focus groups with both classes, being three
groups with six residents and one group with 4 residents, obtaining two refusals to
participate. The groups had two face-to-face meetings and an average lenght of 120
minutes. A conceptual map on positive and negative aspects of the residence was also
used. Audio recording was used, which was transcribed in full with the information. The
study was approved by the Research Ethics Committee of the Institute of Health
Sciences of the Federal University of Pará, under No. 5.443.574/2022. The data were
submitted to content analysis in the thematic modality with organization support of the
ATLAS.ti 22.7 software, with the realization of the following codes: Preceptorship;
resident R2; residency reception; the residency course in obstetric nursing. The results
showed that preceptorship is a facilitating and integrating link in learning, with many
professional references focused on training new qualified obstetric nurses. But also,
the need of reception, empathy, involvement and integration in the training of
preceptorship and with scientific evidence, aligned with theory and practice. Also, the
extension of investment in preceptorship as a foundation to grant better formation.
However, the second-year resident constitutes an important strategy for the
aggregation of preceptorship with the firstyear residents, with their reception and
conflict mediation. However, the lack of a sense of belonging and the management
organization are important senses that must be worked along with the course and the
practice scenario. It is concluded that this study achieved its initial objectives,
elucidating the meanings of residents in obstetric nursing about the learning teaching
process and provided support for future changes to be thought and carried out in the
training of new obstetric professionals.
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