<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702022000400040</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.13.2022.e687</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integração em projetos na educação em enfermagem para translação de conhecimento: Um estudo qualitativo]]></article-title>
<article-title xml:lang="de"><![CDATA[Integration in nursing education projects for the translation of knowledge: A qualitative study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baixinho]]></surname>
<given-names><![CDATA[Cristina Lavareda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Óscar Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcelle Miranda da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ellen Synthia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Enfermagem de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigação, Inovação e Desenvolvimento em Enfermagem de Lisboa (CIDNUR),  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escola de Enfermagem Anna Nery  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702022000400040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702022000400040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702022000400040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: pela sua importância para o processo de ensino-aprendizagem, a supervisão de enfermagem, durante o ensino clínico, não pode ser desvalorizada, mesmo numa situação complexa como a da infeção pelo SARS-CoV-2, pelo risco de comprometimento do processo de socialização, ensino e avaliação dos estudantes, dificultando a integração da teoria na prática. Objetivo: compreender se a participação em atividades extracurriculares, que envolvem a parceria entre a escola de enfermagem e o hospital, promovem a integração dos estudantes de enfermagem nos serviços onde decorrem os ensinos clínicos. Método: estudo qualitativo. Os participantes são 13 enfermeiros, envolvidos num projeto de translação de conhecimento para a clínica, no último semestre da licenciatura. Dados colhidos por entrevista semiestruturada entre dezembro de 2020 e abril de 2021. A análise de conteúdo dos achados foi suportada por software. Estudo aprovado por uma Comissão de Ética. Resultados: emergiram as categorias: Integração e participação; Motivação; Trabalho colaborativo e Pertença. O sentimento de pertença surge progressivamente com a integração, oportunidades de participação e trabalho colaborativo com os clínicos em torno de um objetivo que é comum a todos - o projeto de translação do conhecimento que decorre no serviço. Conclusões: a existência de uma atividade extracurricular, com envolvimento de investigadores, professores, clínicos e estudantes e com objetivos comuns a todos, facilita a integração, aumenta a participação no serviço, gera oportunidades de aprendizagem, tanto no projeto, como no ensino clínico, permite trabalho colaborativo, motivando o estudante, criando uma sensação de sucesso e levando-o a sentir que pertence ao serviço.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: Due to its importance for the teaching-learning process, nursing supervision during clinical teaching cannot be undervalued, even in a complex situation such as that of the SARS-CoV-2 infection, due to the risk of compromising the students' socialisation, teaching and assessment process, hindering the integration of theory into practice. Goal: to understand whether the participation in extracurricular activities, which involve a partnership between the nursing school and the hospital, promotes the integration of nursing students in the services where clinical training takes place. Methods: qualitative study. The participants were 13 nurses involved in a project of knowledge transfer to the clinic, in the last semester of their degree. Data were collected through semi-structured interviews between December 2020 and April 2021. Content analysis of the findings was supported by software. Study approved by an Ethics Committee. Results: The following categories emerged: Integration and participation; Motivation; Collaborative work; and Belonging. The feeling of belonging emerges progressively with the integration, opportunities for participation and collaborative work with the clinicians around a goal that is common to all - the knowledge translation project taking place in the service. Conclusions: the existence of an extracurricular activity, with the involvement of researchers, teachers, clinicians and students and with objectives common to all, facilitates integration, increases participation in the service, generates learning opportunities, both in the project and in clinical teaching, allows collaborative work, motivates the student, creates a sense of success and makes them feel they belong to the service.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio Clinico]]></kwd>
<kwd lng="pt"><![CDATA[Integração]]></kwd>
<kwd lng="pt"><![CDATA[Sentimento de Pertença]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Enfermagem.]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[Integration]]></kwd>
<kwd lng="en"><![CDATA[Sense of Belonging]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Nursing.]]></kwd>
</kwd-group>
</article-meta>
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