Aprendizagem constante da liderança na percepção dos discentes de enfermagem: contributos teóricos de Peter Senge

Abstract

Descriptive and exploratory research of the case study type, carried out at a Federal Public University in the Northeast Region. The objective was to analyze the student's perception about the constant learning of leadership in undergraduate nursing based on the theoretical contributions of Peter Senge, with the approach of the disciplines of the personal domain, mental models, shared vision, team learning and systemic thinking. For the collection, we opted for data triangulation, through the adoption of the following techniques: semi-structured interview, workshop and document analysis. The data were systematized and treated with content analysis by Minayo and aided by the NVIVO 11 software. The predominance of females in the course was verified, justified by the historical association with the “care” object of nursing work. The precociousness of training and early insertion in the labor market was demonstrated. Four categories and two subcategories were identified. We sought to bring the concept of leadership closer to Senge's theoretical contributions through his subcategory “ecology of leadership” with three models of leadership: local leadership at the forefront the use of the disciplines of systemic thinking with mental models aims to promote development from the shared vision and associated with the network leadership, it acts in the construction of local skills and insertion of new practices and the executive leadership innovates and integrates learning with the different services in the same vision. The perception, incentives and applications attributed by these students were identified. Demonstrated maturity and evolution in the understanding of the concept of the theme during the course due to the approach and insertion of them in the field of practice. Behavioral, relational characteristics and skills considered necessary for the performance of the nurse-leader in the work scenario, addressed in the subcategory “the vision of leadership” with the leader as a designer and the leader as a teacher, requires the transformation of services by systemic thinking, to the idea of the leader as an example in the personal domain, reflection on mental models, commitment to shared vision, and the ability for dialogue and discussion in team learning. The profile of training and teaching leadership at undergraduate level, articulated with theory and practice, showed in the documentary analysis that its content has implicit data that enables the development of leadership by students during the course of graduation, consistent with the findings in interviews and workshops. It was pointed out that the use of innovations and the diversity of methodological approaches integrated into the theoretical and practical spaces, contribute to the teaching of leadership, in addition to stimulating the protagonism, autonomy, healthy interpersonal relationships and the development of critical sense in the student, reflective, as well as favoring seeing complexities in a clear way in order to adopt more resolutive actions. Thus, having understood the relevance of the theme for nursing, it is considered essential to promote reflections on this issue in different regions of the country and to strive for its peculiarities to be included in the curricular guidelines. In this sense, the present study contributes to the achievement of these purposes, as it indicates important ways to strengthen the development and improvement of this competence early, even during the graduation of future professionals.