Advancing Nursing Education: BSN Completion Messaging Materials for Associate Degree Program Nursing Faculty.

AIM: This project developed a comprehensive set of bachelor of science in nursing (BSN) completion messaging materials that associate degree in nursing (ADN) faculty can use to advise and encourage students to complete the BSN. BACKGROUND: The Future of Nursing report calls for increasing the proportion of baccalaureate-prepared nurses to 80 percent by 2020. Faculty who teach in ADN programs have opportunities to advise students in advancing their nursing education yet often lack information to guide these conversations. METHOD: After development of BSN completion messaging materials, the products were evaluated by faculty from two Kansas ADN programs. RESULTS: ADN faculty positively evaluated the format and content of the messaging materials. They appreciated having a variety of customizable resources to share with students in group and individual sessions. CONCLUSION: Next steps include disseminating the messaging materials to ADN programs and practice-based nursing leaders to guide education conversations about academic progression of ADN-prepared nurses.

Do Associate Degree Registered Nurses Fare Differently in the Nurse Labor Market Compared to Baccalaureate-Prepared RNs?

Roughly 40% of the nearly 3 million registered nurses (RNs) in the United States have an associate's degree (ADN) as their highest level of nursing education. Yet even before the recent Institute of Medicine report on The Future of Nursing, employers of RNs have increasingly preferred baccalaureate-prepared RNs (BSNs), at least anecdotally. Data from the American Community Survey (2003-2013) were analyzed with respect to employment setting, earnings, and employment outcomes of ADN and BSN-prepared RNs. The data reveal a divergence in employment setting: the percentage of ADN-prepared RNs employed in hospitals dropped from 65% to 60% while the percentage of BSN-prepared RNs employed in hospitals grew from 67% to 72% over this period. Many ADNs who would have otherwise been employed in hospitals seem to have shifted to long-term care settings.

Working to implement the recommendations of the future of nursing report.

When national efforts and recommendations are developed, it is often difficult and complex to actualize a plan for their implementation. This column attempts to provide examples of the work being done by nurses and their partners across the country in actualizing the recommendations of The Future of Nursing report.

The role of the North Carolina Community College System in nursing education.

Two-thirds of nurses educated in North Carolina receive an associate's degree in nursing (ADN). Community college graduates work in health care areas and geographic regions in which recruitment and retention of employees are difficult. To enhance educational preparation for its graduates, the North Carolina Community College System has redesigned the ADN curriculum and encouraged partnerships for seamless transition to more-advanced nursing degrees.

Panorama da oferta do ensino médio integrado em enfermagem no Brasil / Panorama of the offer of integrated secondary education in nursing in Brazil / Panorama de la oferta de educación secundaria integrada en enfermería en Brasil

Objetivo: Analisar o panorama da oferta do ensino médio integrado em enfermagem no Brasil. Métodos: Pesquisa quanti-qualitativa, documental. Os dados foram coletados do Sistema Nacional de Informações da Educação Profissional e Tecnológica, e um questionário utilizando a plataforma digital Google Forms® para as escolas incluídas, analisadas com auxílio do Microsoft Excel®. Resultados: Foram encontradas e validadas 90 escolas. O maior número destas escolas estava na região Nordeste (68), seguida das regiões Sudeste, Sul, Centro Oeste e Norte. Comparando o número de curso técnico de enfermagem tradicional com os cursos na modalidade integrada obtivemos razões de 11:1 a 378:1, sendo 98,9% da rede pública. Das escolas que responderam ao questionário, 60% utilizam o currículo integrado, cerca de 50% realizou alguma capacitação com os docentes, como também, evidenciamos a modalidade integrada ofertada em três formas diferentes que alteravam duração do curso e carga horária. Chamou atenção a taxa de 32,5% de evasão no referido curso. Conclusão: Constatamos que a modalidade integrada tem baixa capilaridade no Brasil, sendo sua maior aderência na região Nordeste, e na esfera pública, já que assume um compromisso com a formação humana integral e não apenas com o mercado de trabalho. (AU)

Objective: To analyze the panorama of the offer of integrated secondary education in nursing in Brazil. Methods: Quantitative-qualitative, documentary research. The data were collected from the National Information System for Professional and Technological Education, and a questionnaire using the Google Forms® digital platform for the schools included, analyzed with the aid of Microsoft Excel®. Results: 90 schools were found and validated. The largest number of these schools was in the Northeast region (68), followed by the Southeast, South, Midwest and North regions. Comparing the number of traditional nursing technical courses with courses in the integrated modality, we obtained ratios from 11: 1 to 378: 1, all from the public system. Of the schools that responded to the questionnaire, 60% use the integrated curriculum, about 50% carried out some training with the teachers, as well as showing the integrated modality offered in three different ways that altered the duration of the course and workload. The 32.5% dropout rate in that course drew attention. Conclusion: We found that the integrated modality has low capillarity in Brazil, with its greatest adherence in the Northeast region, and in the public sphere, since it assumes a commitment to integral human development and not only to the labor market. (AU)

Objetivo: Analizar el panorama de la oferta de educación secundaria integrada en enfermería en Brasil. Métodos: Investigación documental cuantitativa-cualitativa. Los datos fueron recolectados del Sistema Nacional de Información para la Educación Profesional y Tecnológica, y un cuestionario utilizando la plataforma digital Google Forms® para las escuelas incluidas, analizado con la ayuda de Microsoft Excel®. Resultados: se encontraron y validaron 90 escuelas. El mayor número de estas escuelas se encontraba en la región noreste (68), seguida por las regiones sureste, sur, medio oeste y norte. Comparando el número de cursos técnicos tradicionales de enfermería con cursos en la modalidad integrada, obtuvimos ratios de 11: 1 a 378: 1, todos del sistema público. De las escuelas que respondieron al cuestionario, el 60% utiliza el currículo integrado, cerca del 50% realizó alguna capacitación con los docentes, además de mostrar la modalidad integrada ofrecida en tres formas diferentes que alteraron la duración del curso y la carga de trabajo. La tasa de deserción del 32,5% en ese curso llamó la atención. Conclusión: Encontramos que la modalidad integrada tiene baja capilaridad en Brasil, con su mayor adhesión en la región Nordeste, y en la esfera pública, ya que asume un compromiso con el desarrollo humano integral y no solo con el mercado laboral. (AU)

Recruitment and retention of associate degree nursing faculty.

Associate degree nursing (ADN) programs are influenced by many of the same factors affecting the recruitment and retention of nursing faculty in baccalaureate and graduate degree nursing programs. This article examines these factors along with strategies that have the potential to affect recruitment and retention. Factors affecting recruitment include the unique nature of the ADN educator role and salary. Factors affecting retention are salary, workload, and work hours. Beginning recruitment with students, while they are still enrolled in the program, and mentoring part-time clinical faculty are possible ways to recruit full-time faculty. Numerous initiatives designed to supplement the recruitment and retention efforts of individual nursing programs, developed by the National League for Nursing, are identified. Solutions to this shortage must be identified so there are adequate numbers of full-time faculty to achieve the goal of high-quality graduates who are committed to patient safety.

Concern remains over nursing associate role.

A leading nurse academic has warned that using the new nursing associate role to replace registered nurses would be a 'risk'.

Pontos e contrapontos no desenvolvimento da interdisciplinaridade na formação técnica em enfermagem / Puntos y contrapuntos en el desarrollo de la interdisciplinariedad en la formación técnica en enfermería / Points and counterpoints in the development of interdisciplinarity in nursing technical training

RESUMO Objetivo Caracterizar os pontos e contrapontos no desenvolvimento da interdisciplinaridade na formação técnica em Enfermagem. Método Estudo exploratório-descritivo com abordagem qualitativa realizada por meio de entrevistas com 30 docentes e coordenadores de cursos técnicos em Enfermagem de 12 diferentes regiões do estado de São Paulo. A análise dos dados foi de conteúdo temática. Resultados No que se refere à temática de direcionamento institucional, constatou-se que, embora existam iniciativas para promover a interdisciplinaridade, uma vez que há capacitação docente e definição de metas para articulação com outros cursos e para o trabalho em conjunto entre os docentes das disciplinas, estas ainda são vagas e pouco efetivas. Na temática, implementação da interdisciplinaridade pelos docentes, verifica-se que eles buscam diferentes formas de integração, mas esbarram na estrutura curricular, na forma de contratação docente e na resistência às mudanças. Sobre a compreensão conceitual, há o reconhecimento de aspectos relevantes do seu significado; porém, admitem a existência de limites. Conclusão A instituição define uma trajetória visando à interdisciplinaridade, os docentes buscam percorrer o caminho de sua implementação, porém encontram entraves estruturais, pouca compreensão conceitual e resistência a mudanças. Depreende-se que são necessários esforços para avançar na implementação curricular na lógica interdisciplinar.

RESUMEN Objetivo Caracterizar los puntos y contrapuntos en el desarrollo de la interdisciplinaridad en la formación técnica en Enfermería. Método Estudio exploratorio-descriptivo con abordaje cualitativa realizada por medio de entrevistas con 30 docentes y coordinadores de cursos técnicos en Enfermería de 12 diferentes regiones de la provincia de São Paulo. El análisis de los datos fue de contenido temático. Resultados En lo que concierne al tema de direccionamiento institucional, se verificó que, aunque existan iniciativas para promover la interdisciplinariedad, una vez que hay capacitación a los docentes y definición de metas para articulación con otros cursos y para el trabajo en equipo entre los docentes de las disciplinas, todavía son imprecisas y poco efectivas. En el tema implementación de la interdisciplinariedad por los docentes se verificó que buscan diferentes formas de integración, pero encuentran obstáculos en la estructura curricular, en la manera de contratar a los docentes y en la resistencia a cambios. Acerca de la comprensión conceptual, existe el reconocimiento de aspectos relevantes de su significado, pero se admite la existencia de límites. Conclusión La institución define una trayectoria que tiene como objetivo la interdisciplinariedad, los docentes buscan su implementación, pero encuentran barreras estructurales, poca comprensión conceptual y resistencia a cambios. Se concluye que esfuerzos son necesarios para avanzar en la implementación curricular en la lógica interdisciplinar.

ABSTRACT Objective To characterize the points and counterpoints in the development of interdisciplinarity in the nursing technical training. Method This is an exploratory-descriptive study with a qualitative approach conducted through interviews with 30 teachers and coordinators of nursing technical courses from 12 different regions of the state of São Paulo. Data analysis was performed through theme-based content analysis. Results Regarding the theme of institutional orientation, it was found that, although there are initiatives to promote interdisciplinarity, since there is teacher training and definition of goals for articulation with other courses and for the joint work among the teachers of the disciplines, these are still vague and ineffective. As for the theme, the implementation of interdisciplinarity by the teachers, it is observed that they seek different forms of integration, but they come across the curricular structure, the form of teacher hiring, and the resistance to changes. With respect to the comprehension of the concept, relevant aspects of its meaning are recognized; however, they admit the existence of limits. Conclusion The institution defines a trajectory aiming at interdisciplinarity, the teachers try to follow the path for its implementation; however, they find structural obstacles, little comprehension of the concept, and resistance to changes. It appears that efforts are needed to advance the curricular implementation with the logics of interdisciplinarity.

Teaching community of practice: permanent training strategy for teaching vocational training in nursing / Comunidad de práctica docente: una estrategia de formación continua para la docencia en la formación técnica en enfermería / Comunidade de prática docente: estratégia de formação permanente para a docência na educação técnica em enfermagem

ABSTRACT Objective: To identify possibilities for developing teaching community of practice as a permanent training strategy for teaching in vocational nursing education. Method: This is a qualitative action research, carried out with vocational training professors and pedagogical coordination of a Unified Health System Vocational School of Ceará. Data were collected by focus groups and submitted to Bardin's content analysis, supported by the Qualitative Data Analysis Software. Results: Possibilities for the development of teaching community of practice were identified by the perception of the need for teacher training, difficulty in reconciling work and study, and the feasibility of promoting this training in a group. Conclusion: Teaching community of practice, in addition to being a viable strategy for nursing professor education, is urgent, as the training of secondary-level workers is crucial for quality of care and consolidation of the Unified Health System.

RESUMEN Objetivo: Identificar posibilidades para el desarrollo de una comunidad de práctica docente como estrategia de formación permanente para la docencia en educación técnica en enfermería. Método: Investigación cualitativa del tipo investigación-acción, realizada con profesores del curso técnico en enfermería y coordinación pedagógica de una Escuela Técnica del Sistema Único de Salud de Ceará. Los datos fueron recopilados por grupos focales y enviados al análisis de contenido de Bardin, con el apoyo del software de análisis de datos cualitativos. Resultados: Se identificaron posibilidades para el desarrollo de una comunidad de práctica docente a través de la percepción de la necesidad de formación docente, la dificultad para conciliar trabajo y estudio, y la viabilidad de promover esta formación en grupos. Conclusión: La comunidad de práctica docente, además de ser una estrategia viable para la formación del profesorado de enfermería, es urgente, pues la formación de los trabajadores del nivel secundario es fundamental para la calidad de la atención y la consolidación del Sistema Único de Salud.

RESUMO Objetivo: Identificar possibilidades para o desenvolvimento de Comunidade de Prática docente como estratégia de formação permanente para a docência na educação técnica em enfermagem. Método: Pesquisa qualitativa do tipo pesquisa-ação, realizada com professores do curso técnico em enfermagem e coordenação pedagógica de uma Escola Técnica do Sistema Único de Saúde do Ceará. Os dados foram coletados por grupos focais e submetidos à análise de conteúdo de Bardin, com suporte do Qualitative Data Analysis Software. Resultados: Possibilidades para o desenvolvimento de comunidade de prática docente foram identificadas mediante a percepção da necessidade de formação docente, dificuldade de conciliar trabalho e estudo e viabilidade de promover esta formação em grupo. Conclusão: A comunidade de prática docente, além de ser uma estratégia viável para a formação docente em enfermagem, é premente, pois a formação de trabalhadores de nível médio é determinante para a qualidade do cuidado e consolidação do Sistema Único de Saúde.

Coordenação pedagógica na educação profissional técnica em enfermagem: implicações para o Sistema Único de Saúde / coordinación pedagógica en la formación técnica profesional en enfermería: implicaciones para el Sistema Único de Salud / Pedagogical coordination in technical professional education in nursing: implications for the Unified Health System

Objetivo: Refletir sobre as implicações da coordenação pedagógica na educação profissional técnica em enfermagem a partir de vivência em uma disciplina de graduação sobre a formação pedagógica do enfermeiro em consonância com o Sistema Único de Saúde (SUS). Método: Reflexão teórica baseada em portfólio reflexivo para construção do conhecimento sobre a prática pedagógica do enfermeiro/supervisor de estágio. Resultados: A reflexão produzida pela análise do portfólio em relação à coordenação pedagógica para a formação de técnicos de enfermagem no contexto do SUS permitiu que os relatos fossem agrupados em quatro temas: A coordenação pedagógica na lógica da formação em saúde; os papéis e atribuições do coordenador pedagógico; os desafios enfrentados pelo coordenador pedagógico e, finalidades da coordenação pedagógica. Conclusão: A coordenação pedagógica na educação profissional técnica em Enfermagem está presente em ações amplas que influenciam processos de ensino-aprendizagem dos estudantes, a assistência em saúde e os agentes envolvidos(AU)

Objective: Reflect on the implications of pedagogical coordination in technical professional education in nursing from experience in an undergraduate course on the pedagogical training of nurses in line with the Unified Health System, better known by the acronym SUS. Method: Theoretical reflection based on a reflective portfolio to build knowledge about the pedagogical practice of the internship nurse/supervisor. Results: The reflection produced by the analysis of the portfolio in relation to the pedagogical coordination for the training of nursing technicians in the context of the SUS allowed the reports to be grouped into four themes: Defining pedagogical coordination; The roles and responsibilities of the pedagogical coordinator; The challenges faced by the pedagogical coordinator; and, The purpose of pedagogical coordination. Conclusion: Pedagogical coordination in technical professional education in nursing is present in broad actions that influence students' teaching-learning processes, health care and the agents involved.(AU)

Objetivo: Reflexionar sobre las implicaciones de la coordinación pedagógica en la formación técnica profesional en enfermería en un curso de graduación sobre la formación pedagógica del enfermero en consonancia con el Sistema Único de Salud (SUS). Método: Reflexión teórica de un portafolio reflexivo para la construcción de conocimientos sobre la práctica pedagógica de la enfermera/supervisora en prácticas. Resultados: La reflexión que produce el análisis del portafolio en relación a la coordinación pedagógica para la formación de técnicos de enfermería en el contexto del SUS permitió agrupar los informes en cuatro temas: Definición de la coordinación pedagógica; Roles y atribuciones del coordinador pedagógico; Desafíos que enfrenta el coordinador pedagógico y Propósito de la coordinación pedagógica. Conclusión: La coordinación pedagógica en la formación técnica profesional en enfermería está presente en amplias acciones que influencian la enseñanza-aprendizaje, la atención de la salud y los agentes implicados(AU)

Integração ensino-serviço na formação técnica de enfermagem / Teaching-service integration in technical nursing training

Os técnicos de Enfermagem compõem a maior parcela de profissionais no setor saúde, logo sua formação e atuação merecem atenção. A integração ensino-serviço funciona como estratégia para reorganização simultânea, tanto do mundo da formação profissional quanto do mundo do trabalho. Esta pesquisa objetivou compreender a integração ensino-serviço na formação técnica em Enfermagem e utilizou-se de método qualitativo, exploratório-descritivo. Para estudo das informações, foram realizadas entrevistas coletivas com 34 participantes, sendo gestores, professores, estudantes e profissionais. Para tratamento das informações, utilizou-se análise de conteúdo. Verificou-se que a integração ensino-serviço, pode beneficiar a formação e a atuação profissional, entretanto há desafios a serem superados para consolidação de sua proposta. Conclui-se que, não há uma estrutura institucionalizada que norteie as práticas, tornando as instituições parceiras entre si, em uma postura dialógica e construtiva, com pactuação bilateral de objetivos, abrindo oportunidades para qualificação da assistência em saúde.

Nursing technicians make up the largest portion of professionals in the health sector, and as such, their training and performance deserve attention. Teaching-service integration works as a strategy for simultaneous reorganization, both in the world of professional training and in the world of work. This study aimed to understand teaching-service integration in technical nursing education using a qualitative, exploratory-descriptive method. To gather information, collective interviews were conducted with 34 participants, including managers, teachers, students and professionals. Content analysis was used for the treatment of information. It was found that teaching-service integration can benefit training and professional performance, although there are challenges to be overcome to consolidate its proposal. It is concluded that, there is no institutionalized structure that guides practices, causing institutions to create partnerships with one another, in a dialogical and constructive stance, with bilateral agreement of objectives, creating opportunities for healthcare qualification.

The projected supply of registered nurses, 1990.

The number of employed registered nurses (RNs) in the United States stood at an all-time high of 1.3 million in 1980. This paper, using life table techniques, develops a population base of all living graduates from data on graduations from basic nursing education programs between 1928 and 1980, and estimates that there are some 1.9 million graduates now living. The number of graduates is projected to rise to some 2.4 million by the end of 1990, of whom 1.7 million will be active in the profession. Factors taken into account include recent increases in admissions, which rose from 79,000 in 1970 to 112,000 in 1980; the extent to which older women are entering the profession; the rapid growth of 2-year associate degree programs, which now account for half of all admissions; and increased labor force participation, with 68 percent of all living graduates in the labor force in 1980, compared to 60 percent in 1970. It is projected that the movement to advanced education among RNs will continue so that, by 1990, the proportion with baccalaureate or higher degrees will have risen from 29 to 36 percent of the employed RNs. By 1990 the largest number of active RNs will be in their 30s. Graduates with diplomas will have a median age of 45; those with associate degrees, 35; and those with baccalaureate or higher degrees, 32 years.

Validation of prior nursing knowledge and performance in BSN education by RN students.

This ex post facto study was designed to investigate the use of validation testing of prior nursing knowledge by registered nurse (RN) students for possible correlates usable in baccalaureate nursing education. Record reviews were used with a convenience sample of 182 registered nurses enrolled in a baccalaureate nursing program. Criteria for selection of records included documentation of performance on a standardized validation exam and achievement in two required junior-level clinical courses. The four null hypotheses were rejected with the validation exam as the dependent measure. Significant positive relationships were found with mean scoring on the validation measure and achievement in prerequisite and required upper-division course work. Findings also indicated significantly higher scores on the validation exam after a longer time since graduation from the basic nursing program. Implications of practice experience and academic achievement in the basic nursing program need to be considered in the case of RN students who wish to pursue a baccalaureate in nursing.

Relationship between academic scores and performance on national qualified examination for registered professional nurses (NQEX-RPN).

PURPOSE: The purpose of this study is to identify the relationship between the academic scores of school subjects and the performance in national qualified examination for registered professional nurses (NQEX-RPN). METHODS: One hundred and seventy-seven graduates of the two-year Associate Degree in Nursing at one of the junior college of nursing in Taipei, Taiwan were included in this study. Information of student academic records and NQEX-RPN results were reviewed. The data were entered into the statistical software (JMP-IN 3.2.1, SAS Institute Inc.) for analysis. RESULTS: (1) In total, 34 subjects (16 nursing subjects and 18 non-nursing subjects) were included in this two-year nursing curriculum. Nine nursing subjects were statistical significant and were positively related with the performance in NQEX-RPN. (2) Year 1 grade point average (GPA) of nursing subjects was significantly correlated with the performance in NQEX-RPN but not Year 2 GPA. (3) The performance of two subjects in NQEX-RPN, namely Fundamental Nursing and Psychiatric-Community Nursing, were not significantly correlated with their related school subjects. CONCLUSION: The academic scores in only half of the nursing subjects were found to be weakly associated with the performance in NQEX-RPN, although the association was statistically significant. Also, performance in NQEX-RPN was not associated with the final year GPA. Thus, the nursing curriculum and teaching contents may need to be redesigned in order to match with NQEX-RPN.

An evaluation of Swedish nurse students' calculating ability in relation to their earlier educational background.

There are no formal demands of mathematical skills and knowledge for students in Sweden who are admitted to schools of nursing. In order to investigate these abilities in beginner nurse students a mathematics test was given. Average test scores are presented in relation to the students' educational background before they enter the nursing programme. Students coming from the two-year integrated nurse education at upper secondary school and students admitted on basis of age and work experience, had significantly lower scores in comparison to students from the regular two- or three-year upper secondary education. Differences with respect to background were also found concerning the type of items solved. The results are discussed in relation to patient safety and the scheduled time for training drug dosage calculation in schools of nursing. On average, the students had been offered 12 hours of scheduled time during the two-year nurse education. The consequence of this investigation would be to improve the Swedish nurse education programme in such a way that mathematical knowledge and skills from the upper secondary school will be a requirement for admission.

Análise da proposta de ensino da ética em cursos técnicos em enfermagem nos âmbitos público e privado / Analysis of the proposal for ethics teaching in nursing technical courses in the public and private scopes / Análisis de la propuesta de enseñanza de ética en cursos técnicos de enfermería públicos y particulares

Objetivo: analisar o planejamento de ensino da ética profissional em projetos políticos de cursos de Educação Técnica de nível médio em Enfermagem na cidade de CuritibaPR. Método: análise documental de instrumento adaptado de Kloh elaborado em 2016. A coleta e a análise de dados ocorreram em janeiro de 2018. Resultados: os documentos analisados permitem identificar similaridades com foco na autonomia do aluno em formação, consideração pela lei do exercício profissional, fragilidade quanto a avaliação e divergências, formação por competências baseada em tarefas, perfil dos docentes, organização dos conteúdos curriculares, disponibilidade do documento. Conclusão: apesar das fragilidades e divergências, os projetos políticos favorecem a formação ética do profissional técnico em Enfermagem, e sua avaliação incita a reflexão e possibilita a construção de documentos que sustentem a formação na área.(AU)

Objective: to analyze the planning of teaching of professional ethics in political projects of courses of technical level education in Nursing in the city of Curitiba-PR. Method: a documentary analysis of a Kloh adapted instrument prepared in 2016. Data collection and analysis took place in January 2018. Results: the analyzed documents allow us to identify similarities focusing on the autonomy of the student in training, consideration by the law of professional practice, weaknesses in the evaluation and divergences, task-based competency training, teacher profile, organization of curriculum content, document availability. Conclusion: despite the weaknesses and divergences, the political projects favor the ethical formation of the technical Nursing professional, and their evaluation encourages reflection and enables the construction of documents that support the training in the area.(AU)

Objetivo: analizar la planificación de la enseñanza de la ética profesional en proyectos políticos de cursos de educación técnica secundaria en Enfermería en Curitiba-PR. Método: análisis documental de un instrumento adaptado de Kloh elaborado en 2016. La recogida y análisis de datos se realizó en enero de 2018. Resultados: los documentos analizados permiten identificar similitudes centradas en la autonomía del alumno en la formación, teniendo en cuenta la ley de la práctica profesional, debilidades en la evaluación y desacuerdos, capacitación por competencias basadas en tareas, perfil de los docentes, organización del contenido curricular, disponibilidad de documentos. Conclusión: a pesar de las debilidades y divergencias, los proyectos políticos favorecen la formación ética del técnico de enfermería y su evaluación fomenta la reflexión y permite la construcción de documentos que respalden la capacitación en el área.(AU)

How to succeed as an adjunct clinical nurse instructor.

Adjunct clinical nurse instructors who are proactive about staying clinically current and who form collaborative relationships with nurses, physicians and other health care professionals are able to teach safe care and engender staff nurses' trust. It's important for nurse educators to continually work to remain effective in the clinical setting to provide an optimal learning environment for students and optimal working environment for staff.

Mentoring as a source of pedagogical content knowledge for nursing teaching / Mentoring como fuente de conocimiento pedagógico del contenido para docencia en enfermería / Mentoring como fonte de conhecimento pedagógico do conteúdo para docência em enfermagem

ABSTRACT Objective: to understand Mentoring as a source of pedagogical content knowledge for the new teacher in Professional Education of Technical Level in Nursing. Method: a case study, with a qualitative approach, with teachers, management representative and students of a federal public school of Professional Health Education in the northeast of Brazil. The data were collected from October 2013 to September 2014 and submitted to thematic analysis. Results: the study focuses on the Mentoring category as a source of pedagogical content knowledge, with a theoretical guidance of the specific framework, configured as a personal action with institutional support. Conclusion: the construction of the pedagogical content knowledge happened in the pedagogical practice, mediated by a relation of dialogue and cooperation, in which the Mentoring was understood as part of teamwork and the provision of working conditions for competent teaching performance.

RESUMEN Objetivo: comprender el Mentoring como fuente de conocimiento pedagógico del contenido para el profesor novato en la Educación Profesional de Nivel Técnico en Enfermería. Método: estudio de caso, con abordaje cualitativo, con docentes, representante de la gestión y estudiantes de una escuela pública Federal de Educación Profesional en Salud del nordeste de Brazil. Los datos fueron recolectados de octubre de 2013 a septiembre de 2014, y sometidos al análisis temático. Resultados: el estudio se centra en la categoría Mentoring como fuente de conocimiento pedagógico de contenido, con orientación teórica del referencial específico, configurada como una acción personal con apoyo institucional. Conclusión: la construcción del conocimiento pedagógico del contenido ocurrió en la práctica pedagógica, mediada por una relación de diálogo y cooperación, en la que el Mentoring fue comprendido como parte del trabajo en equipo y de la oferta de condiciones de trabajo para el desempeño docente con competencia.

RESUMO Objetivo: compreender o Mentoring como fonte de conhecimento pedagógico do conteúdo para o professor novato na Educação Profissional de Nível Técnico em Enfermagem. Método: estudo de caso, com abordagem qualitativa, com docentes, representante da gestão e estudantes de uma escola pública federal de Educação Profissional em Saúde do nordeste do Brasil. Os dados foram coletados de outubro de 2013 a setembro de 2014, e submetidos à análise temática. Resultados: o estudo focaliza a categoria Mentoring como fonte de conhecimento pedagógico de conteúdo, com orientação teórica do referencial específico, configurada como uma ação pessoal com apoio institucional. Conclusão: a construção do conhecimento pedagógico do conteúdo aconteceu na prática pedagógica, mediada por uma relação de diálogo e cooperação, em que o Mentoring foi compreendido como parte do trabalho em equipe e da oferta de condições de trabalho para o desempenho docente com competência.