J Nurs UFPE on line.

2021;15(2):e247871
DOI: 10.5205/1981-
8963.2021.247871
https://periodicos.ufpe.br/revista
s/revistaenfermagem

CONTRIBUTIONS OF SEMIOLOGY AND SEMIOTECHNICAL MONITORING II FOR

NURSING TRAINING: AN EXPERIENCE REPORT

CONTRIBUIÇÕES DA MONITORIA DE SEMIOLOGIA E SEMIOTÉCNICA II PARA

FORMAÇÃO EM ENFERMAGEM: UM RELATO DE EXPERIÊNCIA

CONTRIBUCIONES DE LA SEMIOLOGÍA Y SEMIOTECNICA II SEGUIMIENTO PARA LA

FORMACIÓN EN ENFERMERÍA: INFORME DE EXPERIENCIA

Altamiro Tributino de Lira Neto1 , Jackelyne Oliveira Costa Tenorio2

ABSTRACT

Objective: To report the experience lived during the monitoring of the discipline of Semiology and

Semiotechnics II, so that this activity will be more valued and disseminated by the components of

higher education. Method: this is a descriptive study, based on experience reports along with

theoretical-practical activities developed during the monitoring of the discipline of Semiology and

Semiotechnics II, which were carried out in a higher education institution in Alagoas, from 2018 to

2019. Results: monitoring provided the monitor student with personal and academic growth, favoring

the development of skills in the field of teaching, leadership, communication and problem solving,

as well as practical improvement and broadening the perspective on the different processes in

addition to strengthening interpersonal relationships during the process. Final considerations: the

experience in the monitoring program strengthens the teaching-learning process, expanding the

knowledge and skills acquired by the student monitor, obtaining a positive gain in their academic

trajectory and in the provision of care in the future.

Descriptors:Education; Monitoring; Semiology; Nursing.

RESUMO

Objetivo: Relatar a experiência vivenciada durante a monitoria da disciplina de Semiologia e

Semiotécnica II, para que essa atividade venha a ser mais valorizada e divulgada pelos componentes
do ensino superior. Método: trata-se de estudo descritivo, fundamentado nos relatos de experiência

junto às atividades teórico-práticas desenvolvidas durante a monitoria da disciplina de Semiologia e

Semiotécnica II, as quais foram realizadas em uma instituição de ensino superior de Alagoas, no

período de 2018 a 2019. Resultados: a monitoria proporcionou um crescimento pessoal e acadêmico

ao discente monitor, favorecendo o desenvolvimento de habilidades no campo da docência,

liderança, comunicação e resolução de problemas, como também o aprimoramento prático e a

ampliação do olhar sobre os diferentes processos de trabalho, além do fortalecimento das relações

interpessoais durante o processo. Considerações finais: a experiência no programa de monitoria

torna-se fortalecedora no processo de ensino-aprendizagem, ampliando os conhecimentos e

habilidades adquiridas pelo discente monitor, obtendo um ganho positivo na sua trajetória acadêmica

e na oferta do cuidado futuramente.

Descritores: Educação; Monitoria; Semiologia; Enfermagem.

RESUMEN

Objetivo: Dar a conocer la experiencia vivida durante el seguimiento de la disciplina de Semiología

y Semiotecnia II, para que esta actividad sea más valorada y difundida por los componentes de la

educación superior. Método: se trata de un estudio descriptivo, basado en relatos de experiencia

junto con actividades teóricas y prácticas desarrolladas durante el seguimiento de la disciplina de

Semiología y Semiotecnia II, que se llevaron a cabo en una institución de educación superior en

Alagoas, de 2018 a 2019. Resultados: el seguimiento proporcionó al alumno monitor un crecimiento

personal y académico, favoreciendo el desarrollo de habilidades en el campo de la docencia, el

liderazgo, la comunicación y la resolución de problemas, así como la mejora práctica y la ampliación

de la perspectiva sobre los diferentes procesos además de fortalecer las relaciones interpersonales

durante el proceso. Consideraciones finales: la experiencia en el programa de seguimiento fortalece

el proceso de enseñanza-aprendizaje, ampliando los conocimientos y habilidades adquiridos por el

alumno monitor, obteniendo una ganancia positiva en su trayectoria académica y en la prestación de

cuidados en el futuro.

Descriptores: Educación; Vigilancia; Semiología; Enfermería.

Nursing undergraduate at Tiradentes University Center - UNIT/AL1 https://orcid.org/0000-0003-

4753-3114
Master's student at the Euro-Atlântico-Portugual University Institute2 https://orcid.org/0000-0002-
0788-0552
How to cite this article
Lira Neto AT, Tenorio JOC. Contributions of semiology and semiotechnical
monitoring ii for nursing training: an experience report. J Nurs UFPE on line.
2021;15(2):e247871 DOI: https://doi.org/10.5205/1981-8963.2021.247871

INTRODUCTION

The academic monitoring program is offered by IES - Higher education institutions and

technical level institutions, with the objective of integrating teaching with teaching practice, placing

the student "student-monitor" in the role of mediator in the teaching and learning process, providing

a vast experience still in the academy, making it deepen the level of knowledge in the discipline and

promoting interaction between students.¹

Governed by Federal Law No. 9,346/1996, monitoring allows monitor students to be introduced

to teaching during their graduation period. According to its Art. 84, students are included in teaching

and research actions, exercising academic monitoring according to their educational performance.

As well as each institution has its norms about the monitoring program, soon the way each one

selects, applies and develops its activities becomes individual.²

The monitoring experience becomes "valued" in the academic environment, and makes the

monitor student a reference in the academic environment, since he is directly connected to students

and teachers, answering doubts, sharing knowledge and in constant exchange of knowledge, always

in contact with both sides, understanding the wishes and interests of the students themselves and

trying to minimize them by sharing them.³

Paulo Freire states that “there is no teaching without a student, those who teach learn by

teaching, and those who learn teach by learning”. Therefore, the teaching-learning process can be

described as an exchange, in which, through the interaction between teachers and students, learning

is built, thus breaking the unilateral traditionalism that still exists, in which only the teacher was the

bearer of all knowledge, therefore the monitoring it becomes a means of strengthening this process.4

The current report arises from the interest in sharing the positive experience of the monitor student

with a focus on the discipline of Semiology and Semiotechnics II, which is the discipline that aims to

investigate the signs and symptoms presented by the patient/user, guided by anamnesis and physical

examination. It also refers to the study and construction of procedural skills necessary for

comprehensive care to the user, since teaching and study permeate other areas of knowledge and

complement each other for clinical practice.5

Thus, given the above, it is questioned how the experience lived during the monitoring

program with the discipline of Semiology and Semiotechnics II contributes to professional training in

nursing and in the interpersonal relationships established throughout the process.

OBJETIVE

Report the experience lived during the monitoring of the discipline of Semiology and

Semiotechnics II, so that this activity will be more valued and disseminated by the components of

higher education.

METHOD

Descriptive study, based on experience reports about the monitoring of the Semiology and

Semiotechnics II discipline, during the practical activities of the Bachelor's Degree in Nursing at

Tiradentes University center - UNIT/AL. The present study is based on the experiences that took

place during the monitoring classes. The theoretical-practical activities were developed in the

laboratory of nursing practices at the Tiradentes University Center - UNIT/AL in the city of Maceió-

AL, Brazil, in the period between March 2018 and March 2019.

The monitor students were selected from the notice linked to the rectory and pro-rector's

office for the institution's extension, entitled Voluntary Monitoring Notice No. 01/2018, going through

five stages: a) enrollment, b) theoretical test, c) practical test, d) curriculum analysis, e) interview.

The selection process took place at the institution itself, with a total of 32 applicants, with only four

(4) students being selected at the end, for the evaluations, the selection process had the help of

three (3) professors from the field of knowledge.

The discipline of Semiology and Semiotechnics II is part of the mandatory curriculum of the

undergraduate nursing course, and is allocated to the 4th period, having its theoretical-practical

development totaling 120 hours. With 40 hours directed to expository activities and dialogues in the

classroom and 80 hours directed to practice in the nursing laboratory and emergency care units in

Maceió-AL. The focus of the discipline is the physical examination and nursing procedures for the

patient in general.

The class is composed of about sixty students, depending on the institution's demand, in the

theoretical part they are all together with the allocated professor, in the practical part it is

subdivided into groups of up to five students plus one professor, the two parts of the discipline occur

simultaneously . In the case of monitoring, those interested make an appointment in advance on the

days made available by the monitors, the groups for practical study are composed of up to ten

students plus the available monitor.

The methodological instrument used in the theoretical classes were dialogued expository

classes, videos, dynamics, resolution of clinical cases, elaboration of evolutions and nursing records,

seminars and the role-play methodology. The practical part of the course is taught initially in the

laboratory and later in the health units. The development of procedural skills begins in nursing
laboratories, a theorization about the practice is taught, soon after the practical activity is

developed, in the health units, the student is responsible for providing care to the individual, always

accompanied by the allocated teacher.

The student monitor of the discipline fulfilled a weekly workload of eight hours for one year,

exercised his role monitoring, guiding and encouraging the development of the discipline's work,

guiding students in the correct handling and use of materials available in the laboratory, monitoring

and guiding groups of theoretical and practical studies related to the discipline, preparing and

organizing didactic and/or audiovisual material for classes, developing and teaching mini courses and

presentations during academic events. All activities performed by the monitor student were directly

supervised by the professor responsible for monitoring.

RESULTS AND DISCUSSION

During the monitoring period, the entire experience proved to be important in the trajectory

of the student monitor. The beginning of monitoring took place from an inaugural class, promoting

the presentation of its format, with the interaction of student monitors and the responsible teacher.

In the nursing practices laboratory itself, there was a moment of initiation of the new phase, full of

expectations and discoveries that drive even more the search for knowledge and updates in the field

of action.

The entire process began with a moment of exchange, establishing important interpersonal

connections that provided greater fluidity in the entire teaching-learning process during monitoring.

Relationships that transcend beyond students and teachers, also reaching laboratory technicians and

other professionals indirectly inserted into the laboratory, offering the student monitor an additional

look at other work processes that permeate the focus of monitoring, with an additional gain in

knowledge.

In addition to a broader view of the different work processes and how they complement each

other, increasing your networking can bring future benefits, the visibility that the monitor student

has is a great opportunity to leave a good impression, since he is in constant contact with several

professors, students, laboratory support professionals and maintains frequent communication with

the coordination of their course and extension of the institution, since one of their future employers

may be there or seek information from these professionals.

So, the monitoring program in general provides the student monitor with the possibility of

improving their skills, thus achieving a better academic potential, contributing to a greater range of
security and accuracy, thus awakening stimuli for fields such as teaching, communication, leadership,

coping with problems, among other essential aspects of the profession.6

The leadership role is constantly explored by monitoring. The monitor student is responsible

for guiding other students during the practical learning process in the laboratory, guides and

supervises theoretical and practical study groups, organizes and delivers mini courses that need

organization and preparation, further exploring this aspect, aimed at taking decisions, proactivity,

leadership and problem solving, preparing the monitor student so that in the future, when he possibly

encounters similar moments, he can deal more easily with situations, as he has already experienced

something similar.7

The insertion of the student monitor in the field of teaching is even more present, even during

graduation, it awakens interest not only in welfare practice, but also in teaching, providing a broader

look at their profession and the various interfaces of action that it offers. In addition to making him

acquire a broader knowledge, since he is in constant deepening of theoretical and practical contents,

he soon finds himself in the position of knowledge conductor.8

In addition to the teaching experience during monitoring, which generates stimuli for the exercise of

teaching in health, interpersonal relationships become more solid, and the teaching-learning process

is made in a more effective and active way, so the monitor student is more connected and at ease

with other students and teachers, making this whole process flow in a lighter and more pleasant way.

Since all this makes him better develop his communication skills, know how to express himself better

didactically, get a better body posture in front of others and be able to develop faster clinical

reasoning.9,10

During the entire period of the monitoring program, the growth of the monitor student was

notorious, the improvement in their way of expressing themselves, the way of communicating, the

fluidity in carrying out procedures, the resourcefulness to solve clinical problems during the

monitoring, the way leadership and problem solving. Implications arising from monitoring that will

reflect positively on the quality of nursing care provided by this future professional nurse.

Thus, students gain greater confidence and practical skill for when the moment of contact with the

patient arrives, and that these methods are implemented in a lighter and more dynamic way, with

dexterity and agility, bringing safety to the patient.10

CONCLUSION

The monitoring program in the Semiology and Semiotechnics II discipline represented a positive

gain for the monitor student, providing the expansion of their knowledge, their technical and
scientific skills, and their communication potential, based on the assumption of the act of exchange

of knowledge among the students and teachers themselves throughout the process. Thus contributing

to their professional training, from the point of view of deconstruction of verticalized practice, since

the entire teaching-learning process takes place in a shared way.

The present study highlights the contributions and importance of the monitoring program in the

academic trajectory of the monitor student, showing how positive the program is during the student's

passage through the academy, and it is pertinent that there is a greater incentive for the monitoring

experience, both for the student and student monitor, as in universities, in undergraduate courses,

and especially in nursing education. Thus, the current report becomes relevant through the results

presented and the similarities of conclusions with other studies already published, which reinforces

the reasoning of the report in question.

CONTRIBUTIONS

We inform that all authors contributed equally in the design of the research project, data collection,

analysis and discussion, as well as in the writing and critical review of the content with intellectual

contribution and in the approval of the final version of the study.

CONFLICTS OF INTERESTS

Nothing to declare.

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Correspondence

E-mail: Altamiro.tributino@souunit.com.br

Submission: 08/16/2020
Accepted: 09/03/2021

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