In-service teaching of obstetrical nursing residents from the perspective of tutorship

Abstract

Objective: Describe in-service teaching of obstetrical nursing residents based on the tutors’ perceptions. Method: Qualitative research developed at four public maternity hospitals in the city of Rio de Janeiro in 2015. Sixteen nurse-midwives were interviewed. The hermeneutical-dialectical method was applied and the interpretive and critical process was guided by Paulo Freire’s pedagogical concepts on the development of critical consciousness. Results: The tutors’ in-service teaching takes place in accordance with the care demand, with weaknesses in the dialogue between the academy and the service. The tutors value the theoreticalpractical unity and care humanization. Nevertheless, they do not stimulate critical thinking on the care and work context the residency takes place in. Conclusion: In-service teaching presents limits for the development of critical consciousness in the residents on the reality of hospital-based obstetrical care.