COMPETÊNCIAS PARA O CUIDADO EM SAÚDE AO NEONATO, À CRIANÇA E AO ADOLESCENTE NA REGIÃO SUL DO BRASIL

Abstract

In Brazil, there are many training programs for specialists in pediatric health. Since nursing care requires nurses to possess specialized skills to provide appropriate and comprehensive care for neonates, children, adolescents, and their families, the training process for these professionals must encompass both essential and specific competencies. Objective: To characterize the lato sensu courses in pediatric and neonatal nursing in the southern region of Brazil, describe the approach to competencies from the perspective of the course coordinators, and evaluate, from the graduates' point of view, how these courses promote the development of specialists focused on the essential competencies of the field. Methodology: This study used a quantitative and qualitative approach, combining documentary and descriptive research. Active courses in Brazil were selected based on data from publicly available websites, including the e-MEC platform and the Census of the Anísio Teixeira National Institute for Educational Studies and Research (INEP). Only courses developed in the southern region were included. Course coordinators were contacted to obtain their political-pedagogical projects and teaching plans. Additionally, a questionnaire was distributed via Google Forms to coordinators and graduates to gather information. The data were analyzed using descriptive statistics, while the interviews with graduates were examined using Bardin's thematic content analysis technique. Results: A total of 600 courses were identified nationwide, of which 108 were located in the southern region. After applying the exclusion criteria and contacting the coordinators, 21 courses were deemed eligible. E-mails were sent to request documents and distribute the questionnaire, but only six coordinators responded, with one being excluded because it was not located in the southern region. Among the courses reported by the graduates, 81.4% (n=37) were specializations, 13.2% (n=13) were nursing residencies, and 4.4% (n=2) were multi-professional residencies. Regarding the modality, 66% (n=30) were face-to-face, 30.8% (n=14) were distance learning, and 2.2% (n=1) were hybrid. In total, 45 specialist nurses who responded between September and December 2024 were included. The graduates' perceptions of the competencies developed during their training were categorized into five domains: professional, ethical, and legal practice; clinical practice; management and teamwork; research and knowledge production; and educational practice. Graduates emphasized the importance of practical classes in enhancing skill development. Conclusion: Postgraduate training should prepare nurses for clinical practice while ensuring rigorous competence standards. The regulation of lato sensu courses needs improvement, with continuous supervision and final assessment of graduates. Concerns were raised regarding the quality of courses, particularly distance learning, which should not be approved by the Ministry of Education for this field. Graduates recommended that specializations should be exclusively face-to-face, with a greater emphasis on practical training to better prepare nurses for the field.