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Introduction: Several investigations support that the nursing professional must have cultural competence, but sometimes they do not give the necessary importance during training. Objective: To describe training for intercultural care from the perspective of nursing faculty and students at a Private University in Chiclayo-Perú. Method: Descriptive qualitative research. The sample was not probabilistic for convenience, 10 professors and 10 nursing students participated in the study. For the collection of data, the semi-structured interview via Zoom was applied. The data were processed through thematic content analysis. Results: Two categories arose: a) Importance of training for intercultural care, b) Suggestions for including interculturality in the training process, with four subcategories: (1) Inclusion of interculturality in the classroom by means of workshops, content, competitions and subscriptions, (2) Strengthen community pre-professional practices, (3) Student exchange program, (5) Training of teachers on intercultural care. Conclusions: According to teachers and students, intercultural training in nursing is evident in a tacit way and it is necessary to take care of cultural diversity and these people feel confident and empathetic. However, greater teaching training is needed and implemented in a transversal way in the studio plans. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Enfermagem Digital Cuidado e Promoção da Saúde is the property of Revista Enfermagem Digital Cuidado e Promocao da Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

at the Nursing School of the University of São Paulo who acted as managers at the University Hospital of the University of São Paulo, who experienced the Teaching-Assistance Integration process, between 1978 to 2015. Method: Descriptive and exploratory study, with retrospective collection of sociodemographic data and components referring to the professional trajectory of 11 participants. For the characterization, a tabulated data base has been elaborated in Microsoft Excel, in which it was possible to analyze the profiles by means of simple frequencies. Results: The majority declared themselves white; catholic; from the State of São Paulo, Brazil; most have training in nursing; have between 1 and 5 years of experience in nursing care and in the management of the University Hospital of the University of São Paulo. Conclusion: The sociodemographic and professional profile of nursing professors who acted as managers and teachers, gave possibilities to constitute essential units to define the reality of the study participants, in order to clarify and concatenate with the individual and social structures. [ABSTRACT FROM AUTHOR]

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's metodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking. [ABSTRACT FROM AUTHOR]

The present report is the result of a proposal of a didactic model and standard for the accomplishment of the nursing evolution in relation to the patient's admission, as well as its daily accompaniment and dressing evolution in case of skin lesion carrier. It was elaborated, essentially, from the practical experience of the author as clinical teaching supervisor and used as a pilot by a group of academics of a technical nursing course of a public university in the north of Minas Gerais, in the first semester of 2019. It aims to be a standard tool for the teaching of the student in nursing and professional follow-up, as well as to facilitate diagnosis and clinical prognosis and to offer integral, humanized and qualified attention resulting in the clinical recovery of the patient. Also, a well written evolution, with the maximum of clinical variables described, minimizes the chances of an eventual ethical process arising from the provision of care. It is suggested that the evolution model be adopted by academics, both in technical and undergraduate courses, as well as by professors and professionals already trained in order to improve the writing of the evolution in order to provide as much data as possible and also to offer quality care. [ABSTRACT FROM AUTHOR]

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's methodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking. [ABSTRACT FROM AUTHOR]

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To understand the perception of pediatric nursing faculties about the use of therapeutic play. Methods: This is a descriptive study with a qualitative approach, conducted through the application of semi-structured interviews. Data were collected through an online form with 12 pediatric nursing faculties from higher education institutions in the state of Pará, Brazil. Data analysis was performed using Bardin's content analysis technique and the IRAMUTEQ software. Results: 33.3% of the faculties interviewed stated that they did not include therapeutic play in their syllabus. However, they emphasized the importance of addressing the topic in undergraduate courses. Faculties also pointed out strategies for teaching therapeutic play, the importance of using it in pediatric care, and the establishment of a child-professional bond. Conclusion: The research allowed us to define the situation of therapeutic play teaching by pediatric nursing faculties, highlighting its advantages and difficulties in the approach during the undergraduate course. [ABSTRACT FROM AUTHOR]

Background: The pedagogical practices in nursing education are a wide field of study due to the new health needs. Objective: To identify the pedagogical practices developed by teachers in an undergraduate nursing program. Methodology: Qualitative research, case study type. Data were collected in 2020 through in-depth interviews with five nursing teachers working at a public university in Mexico. Data were organized and analyzed using an inductive approach based on Minayo’s operational proposal. Results: Four categories emerged: Teaching - Why and for what; Pedagogical preparation for teaching; Teaching-learning strategies used by nursing teachers; Challenges of pedagogical practice from the perception of nursing teachers. Conclusion: Teachers report that they did not have pedagogical training and that, at the beginning of their teaching career, they individually sought the necessary preparation to teach. [ABSTRACT FROM AUTHOR]

The process of evaluating an educational technology aims to analyze the degree to which the resource is appropriate to achieve its objectives, based on a systematic analysis by subjects of different groups, depending on the aspect that will be evaluated. In this study, we highlight the process of usability evaluation of a hypermedia to support the teaching of the systematization of nursing care for students of technical and undergraduate nursing courses. The objective is to evaluate the usability of a hypermedia to support the teaching of nursing care systematization. Descriptive study with quantitative approach. An electronic questionnaire consisting of characterization questions, an adaptation of the System Usability Scale and the Suitability Assessment of Materials was applied. Data collection was performed from November 2017 to January 2018, with nine teachers and 11 students from the Higher and Technical Nursing Courses of a public university in Northeastern Brazil. Data were analyzed by descriptive statistics. The total Score System Usability Scale was 91.9 (teachers) and 83.9 (students). Teachers and students considered the hypermedia efficient, facilitating learning and demonstrated satisfaction with its usability. The hypermedia was evaluated with good and excellent usability by students and teachers. Hypermedia, available in the link http://escoladesaude.ufrn.br/saeufrn/, can be used by the various educational institutions that train nursing professionals of different academic levels, as well as by care services, as a subsidy for the effectiveness of this field of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Farol - Revista de Estudos Organizacionais e Sociedade is the property of Farol - Revista de Estudos Organizacionais e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To characterize the subjects of the stricto sensu Post-Graduate Nursing Programs curricula focused on didactic-pedagogical training. Method: An exploratory-descriptive research, of documentary analysis in the curricula of stricto sensu Post-Graduate Nursing Programs and in the teaching plans of the didacticpedagogical subjects. The disciplinary teaching plans of the 27 stricto sensu Post-Graduate Nursing Programs in Brazil were analyzed, with 53 plans submitted to descriptive statistical analysis. Data collection took place from March to June 2016. Results: Characteristics were presented regarding the curriculum of the programs, focusing on the themes, contents, and teaching strategies of the didactic-pedagogical subjects. Conclusion: There are differences among the curricula regarding the fundamental didactic-pedagogical subjects and the contents and teaching strategies. There was a need to develop the valorization of the teaching dimension in the stricto sensu Nursing Programs. [ABSTRACT FROM AUTHOR]

Objective: to report the experience of using musical strategy to care for nursing students in coping with Coronavirus disease 2019 (COVID-19). Method: this is an experience report of the construction of a music video, involving 32 nurses, professors of the Nursing graduate course of a Public University in Southern Brazil. Results: the music video was structured in order to reflect the relevance of the students in the daily life of the University. The music rocked the feelings that require externalization in this period of pandemic, which occasionally showed the abrupt life-related changes. Conclusion: the strategy proved to be a health promoter and articulator between professors and students, pointing out new perspectives of care that overcome the barriers of face-to-face, envisioning the use of technologies in favor of broadening horizons for care, in times of social distancing and quarantine. [ABSTRACT FROM AUTHOR]

Students are satisfied with the mentoring, when obtain a benefit and perceive that these help them meet their needs. Objective: The aim of this study was to know the satisfaction of students and professors with mentoring carried out in different educational centers of Nursing at the University of Seville. Method: The design was non-experimental, correlational, cross. The sample was composed by 1,015 students and 181 professors. The data collection was carried out through questionnaires, voluntary and anonymous. Results: 60% (102) of the professors said they were fairly or very satisfied with mentoring (average=3.47 and standard deviation=0.90), compared with 55.3% (476) of the students (average=3.44 and standard deviation=0.95). Conclusions: The structure and characteristics of the educational center (own or attached to the University of Seville) influence satisfaction with mentoring, both teachers and students. In addition, the professors influences the teaching activity (complete or partial) and to the students the age and course. It is important to know the satisfaction with students and professors with mentoring, as this influences the quality of the education system. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Pesquisa: Cuidado é Fundamental is the property of Revista de Pesquisa: Cuidado e Fundamental Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Pesquisa: Cuidado é Fundamental is the property of Revista de Pesquisa: Cuidado e Fundamental Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Pesquisa: Cuidado é Fundamental is the property of Revista de Pesquisa: Cuidado e Fundamental Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: to identify the sociodemographic and occupational profile of teaching nurses working in stricto sensu postgraduate programs in Nursing of public institutions in Rio Grande do Sul. Method: quantitative, descriptive and exploratory study, developed with teaching nurses from three federal universities. The data collection was from November 2015 to October 2016, through a sociodemographic and labor questionnaire. The results were analyzed by the Statistical Analysis System software. Results: there was predominance of females, mean age of 53.92 and married / stable union. They entered graduate school between 2009 and 2014, have masters and doctorate students, have no other job, have not been away from work for more than three days, as well as in the last six months. Conclusion: the results have important characteristics on the profile of teaching nurses, which can help in understanding the risks of illness of this group, as well as their work process. [ABSTRACT FROM AUTHOR]

Objective: to analyze the nurse professor education in the attention to gestational diabetes mellitus. Methodology: qualitative study, carried out with thirteen teaching nurses of a Higher Education Institution, in the Northeast region of Brazil. Data were collected in November 2015 through interviews guided by a semi-structured script and analyzed by the Discourse of the Collective Subject. Results: the teaching nurses reported a lack of preparation of higher education institutions for training regarding gestational diabetes mellitus and teachers' dissatisfaction with the subject, which results in the absence of approaches to gestational diabetes mellitus in the academic environment and in education. Conclusions: We have shown weaknesses in the academic training of teaching nurses that interfere in the attention to gestational diabetes mellitus, producing a reflection on the lack of preparation of the teaching institutions in the approach to the subject. [ABSTRACT FROM AUTHOR]

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cogitare Enfermagem is the property of Cogitare Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia, Cuidado e Saude is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To know and analyze the scientific production about the working conditions that most impact the health of nursing teachers in higher education. Methodology: Integrative review conducted between March to July 2017. The leading question was "What are the working conditions that most impact the health of nursing faculty?" The inclusion criteria were articles published between 2008 to 2016, in the LILACS, MEDLINE and BDENF databases, fully available in English, Portuguese and Spanish. The exclusion criteria were studies that did not have nursing teachers as the object. Results: The inquiry resulted in 90 publications and with the application of the inclusion and exclusion criteria, eight studies were selected. The working conditions that most influence the health of nursing teachers are those related to the administrative factors of educational institutions, and the most highlighted health impacts were psychological. Conclusion: Thus, it is necessary to take a closer look at the impact of administrative conformation on the health of these workers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Nursing leadership is considered a fundamental competence, due to its impact on the quality of care. Objective: Know the style of leadership exercised by nurses, nursing assistants, nursing teachers and supervisors. Materials and method: This is a quantitative, descriptive and transversal study. The sample is comprised of 165 nursing professionals from the adult-pediatric area in Temuco, southern Chile. Data collection was done through the Multifactorial Leadership Questionnaire, in its short form, adapted to the Chilean population by Vega and Zabala. Results: It was shown that nursing professionals develop transformational and transactional styles to a lesser degree. In the teaching and supervisory areas, they exercise transactional leadership, and contingent reward in teachers and individualized consideration in supervisors are elements that stand out. According to gender, women most often use inspirational motivational behavior and inspirational charisma. In addition, transactional leadership is found more in women, as is individualized consideration. Conclusion: The predominance of transactional leadership in nurses (teachers) and supervisors (s), which favors the development and reinforcement of transformative leadership, is essential to quality care management. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To describe the scientific production by nursing professors at a private university in the city of Medellin as evidenced by research articles published in scientific journals. Methodology: Bibliometric descriptive study in which the information source consisted in articles published. Variables related to professor profile, thematic and methodological characteristics of the studies, and the journals in which they were published were measured. Univariate and bivariate analysis was performed using SPSS. Results: Forty-two articles were reviewed, amongst which pediatrics and addictions were the most frequently studied subjects. Over 60% of publications were between 2011 and 2015; the average number of publications was 3 per year; the publication rate was 1.5 articles every 10 years/teacher. Quantitative approach and descriptive studies were predominant; there was no use of nursing theories; 19.5% of the articles had been published in one journal and only 38.6% of the articles had been published in nursing journals. Conclusions: the generation of knowledge by teachers identified issues such as low scientific production, the need to address a wider variety of topics, and the need for stronger qualitative studies which favor a broader development of knowledge and accommodate postgraduate training programs supported in scientific production. [ABSTRACT FROM AUTHOR]

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The aim of this study was to evaluate the self-esteem of Nursing faculty in public and private universities and compare the measures presented by two groups of teachers. This descriptive, correlational, cross-sectional quantitative study was conducted with 71 teachers from two universities (public and private) from a municipality in the south of the State of Minas Gerais. After pilot testing and validation, A questionnaire and the Rosenberg Self-Esteem Scale were used. It was found that most teachers had high self-esteem, with no significant difference between the two groups. When the continuous scores on this scale were analyzed, there was a significant difference between universities, showing that the private university teachers had lower self-esteem scores. The Rosenberg Self-Esteem Scale showed high value for coefficient alpha. It was concluded that self-esteem was high predominantly in the studied teachers, but those from the private university had lower scores. These data may help institutions to reflect on the issue and invest in building healthy environments, with the worker/teacher of Nursing as the protagonist, which represents advancement in the knowledge of the subject in the field of Nursing.OBJETIVO: evaluar la autoestima de profesores de Enfermería en universidades pública y privada y comparar las medidas presentadas por los dos grupos de profesores. MÉTODO: Se trata de una investigación descriptiva, correlacional, transversal, cuantitativa, desarrollada con 71 profesores de dos universidades (pública y privada) de un municipio en el sur del estado de Minas Gerais, Brasil. Se utilizó un cuestionario, tras prueba piloto y validación, y la Escala de Autoestima de Rosenberg. RESULTADO: Se encontró que la mayoría de los profesores tenía autoestima alta, sin diferencia significativa entre los dos grupos. Cuando se analizaron los resultados continuos en esta escala, fue encontrada una diferencia significativa entre las universidades, que muestra que los profesores universitarios privados tenían puntuaciones más bajas de autoestima. La Escala de Autoestima de Rosenberg mostró un alto coeficiente alfa. CONCLUSIÓN: La autoestima alta predominó entre los profesores estudiados, pero aquellos de la universidad privada tuvieron puntuaciones más bajas. Estos datos pueden ayudar a las instituciones a reflexionar sobre el tema e invertir en la construcción de entornos saludables, en que el trabajador/profesor de Enfermería sirva como protagonista, lo que representa avances para el conocimiento sobre el tema en el área de Enfermería.OBJETIVO: avaliar a autoestima em docentes de enfermagem de universidades pública e privada e comparar as medidas apresentadas pelos dois grupos de professores. MÉTODO: trata-se de pesquisa descritiva, correlacional, transversal, quantitativa, desenvolvida com 71 docentes de duas universidades (pública e privada) de um município do sul do Estado de Minas Gerais. Utilizaram-se um questionário, após validação e teste piloto, e a Escala de Autoestima de Rosenberg. RESULTADO: constatou-se que a maioria dos docentes apresentou autoestima alta, não havendo diferença significativa entre os dois grupos. Analisando-se os escores contínuos dessa escala, observou-se diferença significativa entre as universidades, mostrando que os docentes da universidade privada apresentaram escores mais baixos de autoestima. A Escala de Autoestima de Rosenberg apresentou valor alto de coeficiente alfa. CONCLUSÃO: a autoestima alta foi predominante nos professores estudados, mas os da universidade privada apresentaram escores mais baixos. Esses dados podem auxiliar as instituições a refletir sobre o assunto e investir na construção de ambientes saudáveis, tendo como protagonista o trabalhador/docente de enfermagem, representando avanços para o conhecimento da temática na área de enfermagem.

Objective. To represent how a new identity is being constructed by nurses initiating their activities as teachers. Methodology. In 2010, a descriptive-interpretative qualitative research was conducted of four cases of nurse teachers from Nursing Schools. Aspects of teacher identity and management of critical incidents in the classroom were reviewed. The information was obtained through a structured survey and the data underwent analysis of contents. Results. The nurses surveyed state that the teaching exercise is a culmination stage of clinical nursing. Teaching confers them stability in their professional life; however, they report that the complexity of the educational practice poses a big challenge. They feel responsible for the formation of future nursing professionals. In spite of defining themselves as constructivists in the way of teaching, they are governed by a technical conception on the way of approaching the educational practice. They attribute the critical incidents to which they are exposed to the types of students entering the universities; these turn out uncomfortable and do not feel responsible for their development. These incidents are lessons to better face similar situations in the future. Conclusion. The nurses participating in this study are facing their new role as teachers of human resource, seeking to construct a new identity different from what they had when working in direct care of individuals.Objetivo. Representar cómo se construye una nueva identidad la enfermera que inicia su actividad como formadora. Metodología. En 2010 se realizó una investigación cualitativa de corte descriptivo-interpretativo de cuatro casos de enfermeras profesoras de Escuelas de Enfermería. Se revisaron aspectos de la identidad docente y del manejo de incidentes críticos en el aula. La información fue obtenida mediante entrevista estructurada y a los datos se les hizo análisis de contenido. Resultados. Las enfermeras entrevistadas afirman que el ejercicio docente es una etapa de culminación de la enfermería clínica. La labor de la docencia les confiere estabilidad en su vida profesional, sin embargo aseguran que la complejidad de la práctica educativa les plantea un gran desafío puesto que se sienten responsables de la formación de los futuros enfermeros. A pesar de definirse como constructivistas en la manera de enseñar, se rigen por una concepción técnica en la forma de abordar la práctica educativa. Los incidentes críticos a los que se exponen los atribuyen al tipo de estudiante que ingresa, les resultan incómodos y no se sienten responsables del desarrollo de los mismos. Estos incidentes son un aprendizaje que les permitirá enfrentarse mucho mejor a situaciones similares en el futuro. Conclusión. Las enfermeras participantes en este estudio enfrentan un nuevo rol como formadoras de recurso humano, para lo cual intentan construir una identidad nueva diferente a la que tenían cuando trabajaban en el cuidado directo de las personas.Objetivo. Representar como está construindo uma nova identidade a enfermeira que inicia sua atividade como formadora. Metodologia. Em 2010 se realizou uma investigação qualitativa de corte descritivo-interpretativo de quatro casos de enfermeiras professoras de Escolas de Enfermaria. Revisaram-se aspectos da identidade docente e do manejo de incidentes críticos no sala de aula. A informação foi obtida mediante entrevista estruturada e aos dados se lhes fez análises de conteúdo. Resultados. As enfermeiras entrevistadas afirmam que o exercício docente é uma etapa de culminação da enfermaria clínica. O labor da docência lhes confere estabilidade em sua vida profissional, no entanto asseguram que a complexidade da prática educativa lhes propõe um grande desafio. Sentem-se responsáveis da formação dos futuros enfermeiros. Apesar de definir-se como construtivistas na maneira de ensinar, regem-se por uma concepção técnica na forma de abordar a prática educativa. Os incidentes críticos aos que se veem expostas os atribuem ao tipo de estudante que ingressa nas universidades, resultam-lhes incômodos e não se sentem responsáveis do desenvolvimento dos mesmos. Estes incidentes são uma aprendizagem para enfrentar-se melhor a situações similares no futuro. Conclusão. As enfermeiras participantes neste estudo estão enfrentando seu novo papel como formadoras de recurso humano, tentando construir uma identidade nova diferente à que tinham quando trabalhavam em cuidado direto às pessoas.

This cross-sectional study addresses 130 nursing faculty members in federal universities from Rio Grande do Sul, Brazil. It investigated the psychological demands and decision latitude (the Demand-Control Model by Karasek) and their association with Minor Psychological Disorders (MPDs). The Brazilian versions of the Self-Report-Questionnaire-20 and the Job Stress Scale were used. MPDs were prevalent in 20% of the studied individuals. After adjusting for potential confounders, the chances of participants presenting mental disorders were higher in the quadrant 'active strain jobs' (OR=14.23, 95% CI 1.55 to 130.73), followed by the 'high strain jobs' quadrant (OR=10.05, 95% CI 1.23 to 82.44), compared to nursing professors classified in the 'low strain jobs' quadrant. We conclude that high psychological demands and low control over work can cause disorders in nursing professors, among them, MPDs.Estudio epidemiológico seccional entre 130 enfermeros docentes de las universidades federales del estado de Rio Grande do Sul, en Brasil, que tuvo como objetivo investigar la demanda psicológica y el control del trabajo (Modelo Demanda-Control de Karasek) y sus asociaciones con Disturbios Psíquicos Menores. Se utilizaron las versiones brasileñas del Self-Report-Questionnaire-20 y del Job Stress Scale. La prevalencia de Disturbios Psíquicos Menores fue del 20,1%. Después de ajustar los posibles factores de confusión, las posibilidades de trastornos psíquicos fueron mayores en el cuadrante Trabajo Activo (OR=14,13; IC95%=1,55-130,73), seguido del cuadrante Alta exigencia (OR=10,05; IC95%=1,23-82,44), en comparación con los enfermeros docentes del cuadrante Baja Exigencia. Se concluyó que la alta demanda psicológica y el bajo control del trabajo pueden provocar daños a la salud, entre ellos los Disturbios Psíquicos Menores en enfermeros docentes.Trata-se de estudo epidemiológico seccional, incluindo 130 enfermeiros docentes das Universidades Federais do Rio Grande do Sul, Brasil, que teve por objetivo investigar a demanda psicológica e o controle sobre o trabalho (Modelo Demanda-Controle de Karasek) e sua associação com os distúrbios psíquicos menores. Foram utilizadas as versões brasileiras do Self-Report-Questionnaire-20 e da Job Stress Scale. A prevalência de distúrbios psíquicos menores foi de 20,1%. Após ajustes, a fim de se evitar potenciais confundidores, a chance de distúrbios psíquicos foi maior no quadrante trabalho ativo (OR=14,23; IC95%=1,55-130,73), seguido do quadrante alta exigência (OR=10,05; IC95%=1,23-82,44), quando comparado aos enfermeiros docentes do quadrante baixa exigência. Conclui-se que a alta demanda psicológica e o baixo controle sobre o trabalho podem desencadear acometimentos, dentre eles os distúrbios psíquicos menores em enfermeiros docentes.

O objetivo do estudo foi conhecer a percepção de docentes enfermeiras acerca da interface saúde e meio ambiente. Estudo descritivo com abordagem qualitativa desenvolvido com seis docentes enfermeiras de diferentes áreas de atuação no processo de formação de enfermeiros. Os dados foram coletados por meio de entrevista semi-estruturada, em 2010, e passaram por um processo de análise de conteúdo. A análise dos dados possibilitou a emergência de categorias, sendo elas: Interface saúde e meio ambiente: uma relação de causa e consequência; Discussão sobre a questão saúde e meio ambiente na formação profissional: uma lacuna no processo formativo; saúde e meio ambiente: um conteúdo transversal. As docentes, a partir do entendimento de que há interação entre saúde e meio ambiente, enfatizam que o meio ambiente deve ser uma temática transversal na proposta curricular do Curso de Enfermagem, uma vez que, evidenciam lacunas na abordagem do assunto.El objetivo fue estudiar la percepción de los docentes de enfermería sobre la interfaz de la salud y el medio ambiente. Estudio descriptivo con abordaje cualitativo desarrollado con seis enfermeras docentes. Los datos fueron recolectados a través de entrevistas semi-estructuradas en 2010 y se sometió a un proceso de análisis de contenido que permitió la aparición de las categorías: la interfaz de la salud y el medio ambiente: una relación de causa y consecuencia, discusión sobre el tema de salud y medio ambiente en la formación profesional: una brecha en el proceso educativo y salud y el medio ambiente: un contenido transversal. Se concluye que existe una interacción entre la salud y el medio ambiente percibido por los docentes, y ellos enfatizan que el ambiente debe ser una cuestión transversal en el currículo propuesto para el curso de enfermería, ya que muestran brechas en el tratamiento de la cuestión.This study aimed to know how nursing professors perceive the interface between health and environment. This is a descriptive study with a qualitative approach developed with six nursing professors from different areas in the process of training nurses. The data were collected through semi-structured interviews in 2010 and underwent a process of content analysis. The data analysis allowed the emergence of categories, namely: Health and environmental interface: a relation of cause and consequence, Discussion on the issue of health and environment in vocational training: a gap in the educational process, and Health and environment: a cross-sectional content. Based on the understanding that there is interaction between health and environment, the professors emphasize that the environment should be a cross-sectional theme in the curriculum proposal for the Nursing undergraduate major, since they show gaps in addressing the issue.

Expressiveness is the ability of individuals to make their thoughts alive through language and body, effectively transmitting information. This study investigated the expressiveness of a university professor during nursing classes in relation to verbal resources from the perspective of students. This descriptive and quantitative study was carried out in a Higher Education Institution using specific instruments to assess expressiveness. The professor's class was video recorded and the video was first assessed by three speech and language experts and later assessed by 141 students with whom he had no previous contact. The results reveal that students and experts agreed in relation to the professors' expressive skills, which proved the ability of students to evaluate this communication skill.La expresividad es la capacidad del individuo de tornar vivo su pensamiento por medio del lenguaje y por la expresión corporal, permitiendo la transmisión de informaciones de modo efectivo. El presente estudio objetivó investigar la expresividad del profesor universitario de enfermería dando clases en relación a sus recursos verbales, a partir de la evaluación de los alumnos. Se trata de investigación descriptiva, cuantitativa, desarrollada en una Institución de Enseñanza Superior, para lo cual fueron utilizados instrumentos específicos de evaluación de la expresividad. Se realizó una película de una clase del referido profesor, que fue primeramente evaluada por tres expertos fonoaudiólogos y después sometida a evaluación por parte de 141 alumnos que no habían tenido contacto previo con el mismo. Los resultados mostraron que alumnos y expertos coincidieron en su evaluación sobre las habilidades expresivas del profesor universitario de enfermería, lo que comprobó la capacidad y la propiedad de los estudiantes en la evaluación de esa habilidad de comunicación.A expressividade é a capacidade de o indivíduo tornar vivo seu pensamento pela linguagem e pela expressão corporal, permitindo a transmissão de informações de modo efetivo. O presente estudo objetivou investigar a expressividade do docente universitário de enfermagem ministrando aula, em relação aos seus recursos verbais, a partir do julgamento dos alunos. Trata-se de investigação descritiva, quantitativa, desenvolvida em uma instituição de ensino superior, para a qual foram utilizados instrumentos específicos de avaliação da expressividade. Realizou-se a filmagem de uma aula do referido docente, que foi primeiramente avaliado por três experts fonoaudiólogos e, depois, submetido ao julgamento por parte de 141 alunos que não haviam tido contato prévio com o mesmo. Os resultados mostraram que alunos e experts foram concordantes em seu julgamento sobre as habilidades expressivas do professor universitário de enfermagem, o que comprovou a capacidade e a propriedade dos discentes na avaliação dessa habilidade de comunicação.

From the perspective of Collective Health, this study aimed to analyze how the teaching of health education in undergraduate Nursing courses is processed contemporarily. The Educational Institutions were selected so as to represent the public and private sectors. The subjects, teachers responsible for developing the theme, were identified from the indications of the Coordinators of the Courses. An exploratory, descriptive, analytical, study with a qualitative approach was developed, which utilized documental analysis and a semi-structured interview based on a script, the analysis of which followed the steps of content analysis and identification of thematic nuclei. The results showed that the teaching developed remains largely linked with the biomedical preventive model and that the concepts of critical education and ‘popular’ educational practices are scarce, due to the deficient political education of the teachers, and more broadly, as a consequence of coping with an academic context of the implementation of the neoliberal ideas.En la perspectiva de la Salud Colectiva, se objetivó analizar como se procesa en la contemporaneidad la enseñanza de educación en salud en cursos de graduación en Enfermería. Las Instituciones de Enseñanza fueron seleccionadas de manera a representar al sector público y al privado. Los sujetos, docentes responsables por el desarrollo de la temática, fueron identificados a partir de la indicación de los Coordinadores de los Cursos. Se realizó una investigación de carácter exploratorio, descriptivo y analítico, de abordaje cualitativo, que se utilizó del análisis documental, de entrevista semiestructurada, con base en un guión, cuyo análisis siguió los pasos del análisis de contenido e identificación de núcleos temáticos. Los resultados evidenciaron que la enseñanza desarrollada permanece mayoritariamente vinculada al modelo biomédico preventivo, y que las concepciones de educación crítica y las prácticas educativas ‘populares’ son escasas, debido a la deficitaria formación política de los docentes, y más ampliamente, como consecuencia del enfrentamiento de un contexto académico de implementación del ideario neoliberal.Na perspectiva da saúde coletiva, objetivou-se analisar como se processa, na contemporaneidade, o ensino de educação em saúde em cursos de graduação em Enfermagem. As instituições de ensino foram selecionadas de maneira a representar o setor público e o privado. Os sujeitos, docentes responsáveis pelo desenvolvimento da temática, foram identificados a partir da indicação dos coordenadores dos cursos. Desenvolveu-se pesquisa de caráter exploratório-descritivo-analítico, com abordagem qualitativa, que se utilizou de análise documental, de entrevista semiestruturada, com base em roteiro, cuja análise seguiu os passos da análise de conteúdo e identificação de núcleos temáticos. Os resultados evidenciaram que o ensino desenvolvido permanece majoritariamente vinculado ao modelo biomédico preventivo, e que as concepções de educação crítica e as práticas educativas ‘populares’ são escassas, devido à deficitária formação política dos docentes e, mais amplamente, como consequência do enfrentamento de contexto acadêmico de implementação do ideário neoliberal.

O objeto desta pesquisa é a humanização e sua expressão no cuidado de enfermagem, à luz dos discursos dos docentes. Os objetivos são: identificar os elementos que constituem o discurso de docentes de enfermagem sobre a humanização no cuidado, caracterizá-la e analisá-la à luz dos preceitos da Política Nacional de Humanização. Trata-se de uma Pesquisa qualitativa e descritiva realizada com 24 professores de Enfermagem. Evidenciaram-se nos discursos sobre a humanização no cuidado elementos como: a ética, a tecnologia, as instituições e as pessoas. A humanização, segundo os docentes, caracteriza-se por práticas de interação, comunicação e dialogicidade. Porém, nem toda prática profissional de enfermagem se caracteriza segundo os preceitos da humanização. Conclui-se que seja necessário investir sobre o tema humanização no cuidado, principalmente no campo do ensino e da formação profissional, visto a importância que o mesmo ocupa na esfera da política pública, economia, cultura, ética e da formação profissional.El objeto de esta investigación es la humanización y su expresión en la atención de la enfermería, a la luz de los discursos de los docentes. Los objetivos son: identificar los elementos que constituyen el discurso de docentes de enfermería sobre la humanización en la atención, caracterizarla y analizarla a la luz de los preceptos de la Política Nacional de Humanización. Se trata de una investigación cualitativa y descriptiva realizada con 24 profesores de enfermería. Se evidenciaron en los discursos sobre la humanización en la atención elementos como: la ética, la tecnología, las instituciones y las personas. La humanización, según los docentes, se caracteriza por prácticas de interacción, comunicación y diálogo. Sin embargo, ni toda práctica profesional de enfermería se caracteriza según los preceptos de la humanización. Se concluye que sea necesario investir sobre el tema humanización en la atención, principalmente en el campo de la enseñanza y de la formación profesional, visto la importancia que el mismo ocupa en la esfera de la política pública, economía, cultura, ética y de la formación profesional.The subject of this research is the humanization and its expression in nursing care, focused in the teachers' speech. The objectives are: identify the elements which constitute the nursing teachers speech based in human care, characterize and analyze it from a National Policy of Humanization. This is a qualitative and descriptive research conducted with 24 nursing teachers. It was noticed on those speeches, that we must be careful with elements such as: ethics, technology, the institutions and the people itself. The humanization, according to the teachers, can be described by interaction practices, communication and dialogue. However, not all professional nursing practice is characterized by the precepts of humanization. It was concluded that it is necessary to invest on the humanization care theme, mainly in the education field and professional training, based in the reflection of it, from a politic public sphere perspective, economy, culture, ethics and a professional training development.