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Changes in medical education demand efficient professionals in their teaching. In this sense, education in the nursing career must be exercised with a broad pedagogical culture, which is achieved through academic growth that prepares the individual to be flexible in dealing with constant social, institutional and curricular variations. The epistemological referents on this subject reveal a limited systematization of such improvement in nursing teachers with respect to the development of their teacher training. This article briefly outlines the stages of the development of the growth, as well as the inadequacies that were presented in each one of them. Finally, some elements of professional development and pedagogical culture are described, which argue the transcendence of both in the formative process of nursing teachers. [ABSTRACT FROM AUTHOR]

Copyright of Enfermería Investiga: Investigaciin, Vinculación, Docencia y Gestiin is the property of Revista Enfermeria Investiga 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.)

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]

Objective: To create disciplinary knowledge derived from philosophical reflections focused on the practice of the Nurse who provides care to people with mental suffering, through the construction of a Nursing Situation Narrative. Method: A narrative writing was elaborated in the First Diploma of Philosophy in Nursing attended by professors of the School of Nursing of the Universidad del Valle, favoring the study of theoretical concepts associated with the professional practice of the assistants; from the construction of Nursing Situations. Result: A Nursing Situation was written using the narrative strategy derived from the professional experience of the teacher writer as Coordinator of a Home Care Program in a Level III Psychiatric Hospital in the city of Cali. The writing was analyzed according to the theory of Psychodynamic Nursing consonant with the Interactive Integrative vision of Nursing. Conclusion: The construction of disciplinary knowledge supported by narratives of Nursing Situations, facilitates the philosophical approaches of Nursing in a scientific and humanized way. For its part, care under the relational psychodynamic approach, vindicates human interaction based on communication, empathy, warmth and opportunity; generating that the Nurse - Care Subject relationship is itself therapeutic. [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.)

Objetivo: Describir el proceso de aprendizaje de los estudiantes de enfermería en la interacción con el docente experto. Materiales y Métodos: Investigación cualitativa, utilizando herramientas de la etnografía. Se identificó un docente reconocido como docente experto. La recolección de la información se hizo en dos fases. En la primera de realizaron observaciones durante dos clases y 23 entrevistas think aloud a 6 estudiantes. En la segunda fase se realizaron 8 entrevistas a profundidad a seis estudiantes. Se realizó el análisis descriptivo y la categorización en el programa Atlas Ti. Resultados: A Partir de la interacción estudiante-docente emergieron dos categorías que describen el proceso de aprendizaje. La primera es “la interacción entre los estudiantes y el docente experto: un procesos de dos”, que se desarrolla mediante la explicación, las intervenciones espontáneas de los estudiantes y los ejercicios de recapitulación. La segunda trata sobre “los aprendizajes: se quedan para la vida”, los cuales se evidencian en la identificación de las diversas formas de aprender, los aprendizajes para aprender y los aprendizajes implícitos. Conclusiones: El proceso de aprendizaje en la interacción entre el docente experto y los estudiantes es dinámico, flexible y abierto. Es un espacio donde los estudiantes y el docente construyen una relación activa, propositiva y bidireccional que favorece los procesos formativos en Enfermería, haciendo que los estudiantes obtengan aprendizajes significativos.

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]

Objetivo: Conocer la relación entre estrés laboral, síndrome de burnout y afectaciones en la salud mental con violencia y acoso psicológico en el trabajo.Materiales y métodos: Cuestionarios: Datos sociodemográficos, Estrés Laboral, Maslach Burnout, General de Salud de Goldberg e Inventario para Violencia y Acoso Psicológico en el Trabajo. Estudio descriptivo, analítico y transversal. Muestra 68 docentes. Análisis estadístico univariado para descripción sociodemográfica muestral y variables de estudio a través de frecuencias absolutas y relativas con un IC de 95 %. Análisis bivariado prueba de X 2 para variables paramétricas y exacta de Fisher variables no paramétricas, p

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.)

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]

ABSTRACT Objective: to identify contents related to Patient Safety contemplated in the curricular units of a Nursing undergraduate course, according to the teachers who work in it, and to know the teaching methodologies and evaluation strategies used. Method: descriptive case study, carried out with 15 professors of the Nursing undergraduate course of a Brazilian public institution, in 2014, who answered an online questionnaire. For data analysis, the guide of the World Health Organization was used as reference. Results: it was verified that patient safety contents are developed in the undergraduate course, referring to eight topics mentioned in the World Health Organization guide. There was a lack of contents of the topics “What is Patient Safety”, “Why applying human factors is important for Patient Safety”; and “Learning from errors to prevent harm”. The use of different teaching methodologies and evaluation strategies, both traditional and innovative, was identified. Conclusion and implications for the practice: the pedagogical project of the course must be revised, to align content, teaching methodologies and evaluation strategies and to promote the full development of this subject, both in the undergraduate Nursing course and in the other courses of the Health area.

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.)

Objective To understand experiences in the development of communication skills and the teacher’s role in this teaching-learning process under the perspective of undergraduate nursing students by considering two types of curriculum organization. Method Descriptive study with a qualitative approach conducted in two public schools located in São Paulo state, Brazil. Data were collected by means of self-completed forms from 81 students in the second and fourth years of the undergraduate program. Results were analyzed in light of Content Analysis. Results Results showed that the development of such skills is related to: students’ individual characteristics, patients’ characteristics, those of the health-disease process, the health-care team’s profile and the theoretical knowledge acquired on communication in health-care provision and nursing. The teacher’s role was perceived as one that supports and encourages interactions with patients and health-care teams by teaching and providing orientation about interpersonal communication. Conclusions Students identify and value the importance of their teachers’ performance in the development and acquisition of communication skills. Additionally, students who experience active teaching-learning methodologies acknowledge the teacher as essential to provide opportunities for students to express their knowledge and thoughts.

Objective To systematize, with professionals from the Mobile Emergency Care Service of Santa Catarina municipality, the main issues for the development of an educational tool of attention to the emergency room, dedicated to the school-age population. Method Qualitative study, conducted through meetings in the focus group format, with 19 professionals who develop their activities in the city Emergency Mobile Emergency Service. Data were categorized and analyzed using thematic analysis technique. Results The contents discussed at the meetings were grouped into four thematic categories: The Mobile Emergency Service and the school: education and health promotion for children; As the Mobile Emergency Care Service works: What is important to know ?; Something’s wrong, what now? and; We are nearly finished, give your opinion. Conclusions The specific issues arising from the meetings contributed to the production of an educational tool on the activities of the Mobile Emergency Service, which may be used by the School Health Program to promote health education in the care area to the emergency room with the population schoolchildren.

Objective To understand the perceptions of nursing teachers about care in the light of Heidegger’s framework. It was used as theoretical and methodological reference Hei- degger’s hermeneutics. Method To capture the meanings we used phenomenological interviews with 11 teachers. e data analysis is based on heideggerian hermeneutic. Results The way to be a nurse determines their way of life to the care that re ects the construction of experiences in the nursing worldliness. The existence of the nurse for nursing care is evidenced in care relations established between being careful and being caregiver, deciding the mode of being-there of the nurse who has before him and on the other the possibilities of care. Conclusions It is being in the world that the being-nurse is manifested in their subjectivity in care for sensitive, is the objectivity of scienti c care, and is in the interrelationship with being careful is that manifests the being of choices and existing decisions in his way of being.

Abstract Aim: To analyze the process of recontextualization of an integrated curriculum of Nursing Undergraduate Program. Method: Qualitative research, of a single case study, developed through documentary analysis, systematic observation and a semi-structured interview with nine teachers. Analysis of data by Critical Discourse Analysis. Results: The process of recontextualizing an integrated curriculum in the contexts of the Policy Cycle reveals that, in the Context of Influence and Textual Production, the curriculum is the result of a bricolage of educational policies, health policies and experiences of other institutions. Conclusion: Fragilities related to the organization of the modular structure and the teacher's close approximation to the Textual Production Context of the curriculum, associated to the training experience, favor the recontextualization of the curricular proposal when it is translated into the Context of Practice. It is necessary to institute strategies that integrate teacher education into their daily lives in curricular policies.

ABSTRACT Objective: to analyze the work process of nursing professors. Method: descriptive, exploratory and qualitative study, developed with a focus on critical epidemiology, carried out at a School of Nursing in Chile. The research subjects consist of 17 nursing professors, with whom individual semi-structured interviews were carried out and nine participated in a focus group. The Ethics Committee approved this study. Results: 88.2% were female, mean age of 42 years, 47% were married, 94% were Chilean, average length of service in the institution of 2.8 years, and 23.5% had a master’s degree. Regarding the work process, the students were the work object, the tools used were the knowledge and the experience as a nurse, and the work environment was considered good. Regarding the form of work organization, 76% have a 44-hour workweek, the wage was considered inadequate and the workload was higher than foreseen in the contract. The dialectic of the nursing work process is evidenced, demonstrating the contradiction between the low wages and labor overload and the narratives reporting a good work environment, personal fulfillment and transcendence that goes far beyond work. Conclusions: the work process allows describing the work components of the nursing professors, which are consistent with the results of the literature and show the dialectic of the nursing work process.

Objective. This work sought to comprehend the meaning professors from the Faculty of Nursing at Universidad de Antioquia (Colombia) assign to teaching and learning processes. Methodology. This was an educational qualitative, evaluative investigation, with ethnographic focus, conducted from 2011 to 2013. The information collection techniques were: semi-structured interview, discussion groups, y el documentary analysis. A total of 70 professors from the undergraduate Nursing program at Universidad de Antioquia participated in the study. Results. Teaching for professors means complexity, transmission of information and knowledge, cooperation with students, interaction, and transformation of reality. This does not merely depend on the vocation or on the will to carry it out; on the contrary, professors must have professional, disciplinary, and pedagogical formation. Learning for the professors means that students understood, comprehended, and were able to put the theory into practice. Also, students must commit to their own learning. Conclusion. The conceptions professors have of teaching and learning processes guide the meaning they assign to said processes and stem from their own experience, culture, professional and disciplinary formation. Assigning new meaning to teaching in nursing opens the possibility of reorienting the teaching practice.

Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.

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 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.)

The aims of this study are to compare the perceptions of tutors and students of nursing at the University of Seville (Spain) on the offer, use and time distribution of face-to-face and virtual mentoring, to analyse the influence of socio-demographic variables on this, and to find out which tools tutors use for virtual mentoring. A descriptive correlational study with 181 professors and 1,015 students is carried out, in which a previously validated questionnaire is applied; the analysis is supported with SPSS 18.0. The majority of tutors affirm that face-to-face mentoring is used the most. The tool used the most in virtual mentoring is email. It is observed that the characteristics of the mentoring are influenced by the tutor’s teaching experience and dedication, their academic background and qualifications and the educational centre where it takes place. Virtual mentoring is presented as a strategy that allows students greater access to and use of mentoring. However, not only the use of e-mail should be promoted, but also the use of other communication tools at the same time, such as chats and video calls, since students require speedy attention that is also fluid and personalized. [ABSTRACT FROM AUTHOR]

Introducción: el liderazgo de enfermería se considera una competencia fundamental, por su clara repercusión en la calidad de los cuidados. Objetivo: conocer el estilo de liderazgo que ejercen enfermeras(os) asistenciales, docentes y supervisoras(es). Material y método: investigación cuantitativa, descriptiva y transversal. La muestra está constituida por 165 profesionales de enfermería del área adulto-pediátrica, en una ciudad del sur de Chile. La recolección de datos se realizó mediante el Cuestionario Multifactorial de Liderazgo, en su forma corta, adaptado a la población chilena por Vega y Zabala. Resultados: se evidencia que los profesionales en enfermería asistenciales desarrollan en menor grado los estilos transformacional y transaccional. Por el contrario, aquellos de las áreas docente y de supervisión utilizan preferentemente un liderazgo transaccional, donde se destaca la recompensa contingente en docentes y la consideración individualizada en supervisores, como las principales. Según el sexo, las mujeres utilizan con mayor frecuencia las conductas motivación inspiracional y carisma inspiracional. Además, el liderazgo transaccional está más presente en mujeres, al igual que la consideración individualizada. Conclusión: se aprecia el predominio del liderazgo transaccional en enfermeras(os) docentes y supervisoras(es), que afecta el desarrollo y el fortalecimiento de un liderazgo transformador esencial para una gestión del cuidado de calidad. doi: 10.5294/aqui.2017.17.1.7

Objetivo: O objetivo do estudo foi verificar a prevalência de Distúrbios Psíquicos Menores (DPM) em enfermeiros docentes e identificar sua associação com variáveis sociodemográficas e laborais. Métodos: Estudo transversal, envolvendo 130 dos 177 enfermeiros docentes de universidades federais públicas do Rio Grande do Sul. Utilizou-se a versão brasileira do Self-Report Questionnaire-20 para identificação da suspeição de DPM. Resultados: A prevalência de DPM foi de 20,1%. Obteve-se maior frequência de docentes com respostas afirmativas quanto a sentir-se nervoso, tenso ou preocupado; dormir mal; cansar-se com facilidade; ter dores de cabeça frequentemente; encontrar dificuldade em realizar, com satisfação, suas atividades diárias; ter má digestão; sentir-se triste ultimamente e ter dificuldade de pensar com clareza. Características sociodemográficas e laborais não estiveram associadas à suspeição de DPM. Conclusão: É fundamental que gestores, docentes e representantes sindicais das universidades pesquisadas avaliem a situação apresentada, buscando reduzir o adoecimento psíquico dos enfermeiros docentes.

O objetivo deste estudo foi avaliar o desempenho que o enfermeiro docentede enfermagem atribui a si nas competências para administrar programas educativos para adultos. Métodos: Estudo descritivo, comparativo, transversal e quantitativo, desenvolvido com 226 docentes enfermeiros de cursos de graduação em enfermagem paulistanos. Os dados foram colhidos com escala de Likert, lançados em planilha Excel® e analisados por estatística descritiva e testes não paramétricos de Wilcoxon e Friedman. Resultados: A população tinha predominantemente entre 46 e 55 anos (87/38,49%), eram mulheres (198/87,61) e mestres (180/79,65%). Os professores consideraram-se distantes das competências que almejavam alcançar, como administrar programas, o que requer domínio de políticas, orçamentos e marketing, o rol de mais baixo desempenho em comparação aos demais. Conclusão: Administrar programas educativos para adultos ainda é algo pouco explorado e pouco experenciado por esses docentes.

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This article presents an integrative review of studies written in Spanish, Portuguese and English, which have been published in journals indexed in the databases Scielo, MEDLINE, CINAHL, lilacs, CUIDEN, Ovid, Pub Med and TESEO, between 2000 and 2014. This study aimed to identify, in scientific literature, the problems of the theory-praxis relationship in the education of nursing professionals. 35 documents were selected, based on inclusion and exclusion criteria. In order to analyze them, the studies were arranged according to common aspects such as: document type, country of origin, author, year of publication, key concepts and/or definitions. This study made it possible to group the data into thematic units according to three categories: studies related to teachers and the curriculum, studies related to students, and studies related to care nurses, from their professional practice. Results indicate that complexity of the theory-praxis relationship is evident, demonstrating that there is no transfer of classroom-imparted theoretical knowledge to the actual care practice. Moreover, we highlight the inconspicuous production of studies related to this subject, considering its importance and its constant concern to teachers, students, and care nurses [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.)

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Estudo qualitativo de abordagem fenomenológica. Objetivou desvelar, à luz do pensamento de Martin Heidegger, os modos de ser dos enfermeiros-professores na vivência de ensinar-aprender o cuidado de enfermagem em uma instituição federal de ensino superior do sul do Brasil. A técnica utilizada para captar os significados foi a entrevista fenomenológica com 11 docentes. A análise permitiu compreender os Modos de Ser enfermeiro-professor, que foram didaticamente apresentados em duas unidades de significado: Modo de ser enfermeiro para o cuidado; Modo de ser professor para o ensino do cuidado. Alguns professores identificam-se como enfermeiros, suas experiências profissionais são suas bases e a coexistência com outros pôde lhes servir de exemplo. Outros se percebem professores de enfermagem e desejam ensinar os desafios de ser enfermeiro, e aprimoram o cuidado através de pesquisas. Ao ensinar, envolvem-se com o universo de ensino no qual o cuidar também é aprender e ensinar.

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.

La enseñanza del Proceso Enfermero y su articulación a la práctica ha sido y es motivo de estudio en la disciplina enfermera. Este estudio se enfoca en la enseñanza del PE en el nivel de grado de Enfermería en una universidad privada de la ciudad de Montevideo. El objetivo ha sido indagar en las prácticas docentes para enseñar esta herramienta. Se empleó un diseño cualitativo. Las técnicas de recolección de información fueron la entrevista y la observación a 6 docentes que dictaban la asignatura de enfermería. La elección de los docentes se rigió por la necesidad de estar dando esta asignatura en el período que se realizó el estudio. El análisis consistió en buscar patrones comunes y características entre los docentes estudiados. Se utilizó la triangulación de las dos técnicas: la entrevista y la observación. Los resultados muestran la dificultad en la enseñanza del PE y la aplicación en el área asistencial.

Cultural diversity and its impact on patient care contribute to persistent health care disparities. In attempts to enhance nursing student cultural awareness and sensitivity, nurse educators seek international opportunities, often times in low resource countries, as ways to expand upon culturally diverse experiences. A model that addresses relationship-building among faculty from different countries and cultures contributes to enhanced professional relationships, minimizes collaboration barriers, and maximizes shared teaching opportunities during international experiences. It is critical in relationship-building among nurse educators to develop implementation strategies that facilitate comprehensive and effective student encounters.

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.

Trata-se de estudo descritivo, retrospectivo e documental com objetivo de analisar as dissertações produzidas pelo Curso de Mestrado em Enfermagem do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Paraná, considerando o ajustamento de suas linhas de pesquisa. Para tanto foi realizada leitura crítica dos resumos e análise da temática das dissertações e da inserção na linha de pesquisa, bem como de métodos, abordagens, sujeitos, local, instrumentos e técnicas de pesquisa. Foram analisados 64 resumos de dissertações disponíveis on-line. Das produções analisadas há predominância do enfoque qualitativo e da utilização de entrevista. Verificou-se que as dissertações têm anuência com as linhas de pesquisa do Programa do Curso de Mestrado e sua análise pode contribuir para o redimensionamento de caminhos, linhas e pesquisas que o programa tem desenvolvido.

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.