The object of this study is the obstetric nursing residency preceptors’ perception about the
teaching-learning process on the light of Edgar Morin's theory. The residency is a lato sensu
postgraduate course in which teaching is effective during practical training in healthcare
services. The preceptor is the professional working in the healthcare services who is
responsible for the practical training of the resident. Guiding question: What is the obstetric
nursing residency preceptors’ perception about the teaching-learning process? General
objective: To analyze the perception about the teaching-learning process among the obstetric
nursing residency preceptors. Methodology: This is a descriptive study with a qualitative
approach. The research was set in the Obstetric Nursing Residency Program at the Federal
University of Pará (UFPA). The study participants were 16 preceptors. Inclusion criteria:
Being a specialist in Obstetric Nursing; having two years' experience in obstetrics; Acting as a
preceptor for at least two years. Exclusion criteria: Preceptors absent due to vacation or leave
of absence. Data collection took place through a semis-tructured interview in May 2022. The
interviews were audio recorded using an electronic device (cell phone) with an average
duration of 14 minutes, later it was transcribed their full content, analyzed and interpreted
using the methodological technique of content analysis, proposed by Bardin (2016), to assist
in the treatment of the results, the IRAMUTEQ software was used. Edgar Morin was used as
a theoretical reference. Results: Sociodemographic profile: the mean age was 44 years; 87.5%
(14) were female; 37.5% (06) declared themselves single; 50% (08) married and 12.5% (02)
in a stable union. All graduates from public universities; 68.8 (11) completed a lato sensu
postgraduate course with a workload of 360 hours and 31.2% (05) in the residency modality;
12.5% (02) had a master's degree. Three analyzes generated by IRAMUTEQ were used. For
analysis, word cloud techniques and similarity analysis and Descending Hierarchical
Classification (DHC) were used. It was found 6 classes separated into 4 categories, entitled
TeachingLearning Process; Challenges for the Realization of the Teaching-Learning Process;
Teaching Focused on Comprehensive Care; The Importance of Residency for the Teaching-Learning Process Effectiveness. Conclusion: The study revealed the importance of the
preceptor for the teaching-learning process in the residency modality. It was evident that
teaching is focused on techniques and procedures based on institutional protocols. As
challenges, the absence of pedagogical planning stood out; distance between university and
hospital institution; lack of preceptors’ pedagogical preparation as well as incentives to
exercise preceptorship; the existence of dispute over the teaching scenario and accumulation of tasks that compromise efficient teaching for residents. The need for teaching focused on
Morin's complex thinking is highlighted, which articulates teaching, it aims at the
multidimensional, transdisciplinary, favors self-criticism and reflection with the goal of
changing realities.
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