Coleta do exame citopatológico do colo uterino por enfermeiros do sexo masculino: percepções de estudantes e usuárias

Abstract

The cytopathological examination (Pap smear) is an essential tool for the early detection of cellular alterations in the cervix, playing a fundamental role in the prevention of cervical cancer. However, when performed by male nurses, this practice still raises resistance and questions, revealing tensions rooted in sociocultural barriers that impact both the training of professionals and the reception of users. In view of this, the present study aimed to understand the perception of Nursing and Medical students and users of Primary Health Care (PHC) about the performance of the cytopathological examination by male nurses. This is a descriptive, exploratory research with a qualitative approach, developed in a Basic Health Unit (UBS). Data collection was divided into two stages: with Nursing and Medical students, through Focus Groups (FG) and with users of the UBS through interviews following a semi-structured script. The analysis of the empirical material followed the categorical thematic content analysis technique proposed by Laurence Bardin. A total of 33 people participated in the research (19 students and 14 users). The FG with the students resulted in two categories, broken down into four subcategories and 52 units of analysis. The interviews with the users of the UBS resulted in two categories, with three subcategories, comprising 71 units of analysis. The results revealed relevant and, at times, tense perceptions about the collection of cytopathological exams by male professionals. From the students' perspective, challenges emerged related to the acceptance of this practice by users, the confrontation of social stigmas and the need for training sensitive to gender and care issues. Among the users, feelings of discomfort, shame and resistance to undergoing the exam arose, influenced by cultural norms, social constructions of gender and previous experiences in the health service — even though the value of the exam as a prevention strategy was widely recognized. Both perspectives indicate the urgency of educational strategies that address gender bias and promote more humane and inclusive care practices. In this sense, training aimed at raising students' awareness of the importance of welcoming and promoting ongoing dialogue with women who use services could be a strategy for improving teaching and care. Furthermore, the development and use of educational products for both students and users, with the possibility of dissemination, could contribute to the transformation of this practice in Primary Care.