Paradigmas educacionais no ensino de embriologia para a formação inicial do profissional de enfermagem

Abstract

Embryology is part of the basic curriculum in undergraduate programs in the biomedical field. In its clinical application, the role of nurses stands out, as they are responsible for directly assisting non-pregnant women, pregnant women, and/or neonates. However, its teaching is challenging and faces obstacles such as limited course hours and a disconnect from clinical practice, which contributes to a gap in nurses' training. Therefore, this study aimed to enhance the initial training of nurses by integrating embryology knowledge with clinical practice. A descriptive cross-sectional study with a qualitative approach was conducted, comprising the following steps: analysis of Embryology course syllabi in Nursing undergraduate programs across the country; a literature review on developmental disorders commonly related to clinical practice; a survey with nurses regarding the contribution of Embryology to their clinical practice; and practical workshops with nursing students. Data were analyzed using descriptive statistics and Bardin's content analysis technique. The analysis of 63 syllabi revealed that crucial topics such as developmental disorders (47.5%) and the development of organ systems (33.3%) are not adequately covered. The most prevalent gestational and neonatal complications found in the literature included disorders of the cardiovascular (16%), nervous (12.8%), respiratory (12.8%), and digestive (7.7%) systems. Embryology plays a significant role in nursing practice, particularly in the care of pregnant women (74%). Among the professionals who responded to the survey, 36% believed that the development of organ systems and congenital malformations should have been more thoroughly explored during their undergraduate studies. A lack of active learning methodologies and a scarcity of practical classes were also noted. For nursing students, the implementation of workshops enhanced confidence, security, interest, and learning, contributing to the theoretical-practical integration of the subject, with a high level of satisfaction. The results demonstrated how integrating Embryology teaching with clinical practice can improve nurses' roles in maternal-fetal health care. It is hoped that these findings will support further studies in the field, encouraging a new perspective on the importance of Embryology education combined with Nursing practice. This approach can strengthen the training of future professionals, aiming for more effective and resolute healthcare for women and neonates.