Perception of nursing faculty on the care: Heidegger constructions.

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. OBJETIVO: Compreender as percepções dos docentes de enfermagem sobre o cuidado à luz do referencial de Heidegger. Utilizou-se como referencial teórico-metodológico hermenêutica heideggeriana. MÉTODO: Para captar os significados utilizou-se entrevista fenomenológica realizada com 11 docentes. A análise dos dados baseou-se na hermenêutica heideggeriana. RESULTADOS: O modo de ser enfermeiro determina seu modo de ser para o cuidado, que é reflexo da construção das experiências na mundaneidade da enfermagem. A existência do ser enfermeiro para o cuidado de enfermagem é evidenciado nas relações de cuidado estabelecidas entre o ser cuidado e o ser cuidador, decidindo o modo de ser-aí do enfermeiro que tem diante de si e do outro as possibilidades de cuidado. CONCLUSÃO: É ser-no-mundo que o ser-enfermeiro se manifesta, em sua subjetividade no cuidar sensível, é na objetividade do cuidar científico, e é na inter-relação com o ser cuidado é que manifesta o ser de escolhas e decisões existindo em seu modo de ser.

Epistemological world awareness of healthcare faculty. / Consciência de mundo epistemológica de docentes da área da saúde.

OBJECTIVE: To understand how epistemological world awareness is expressed in the educational practices of healthcare professors. METHODS: A qualitative, descriptive, exploratory, and analytical study. Data were collected through open-end interviews and non-participant observation from May to December 2013, with 10 professors from a public university in southern Brazil. The adopted theoretical framework was the composition of Paulo Freire and Lee Shulman. Data were analysed according to the operative proposal of Minayo. RESULTS: The emerging category was Epistemological world awareness of healthcare professors. CONCLUSIONS: For professors to understand and reflect on the core knowledge categories required for their practice, they must have an epistemological world awareness that allows them to perceive themselves as unfinished in relation to the world and able to transform their practice.

[The educational practice of preceptors in healthcare residencies: a study on reflective practice]. / A prática educativa dos preceptores nas residências em saúde: um estudo de reflexão.

The purpose of this article was to reflect on thepractice of preceptorship as an educational practice in the training and qualifications of professional health information for the public health system. This is a theoretical reflection with support in the literature. The teacher addresses the teaching-learning process and transforms the activities in the work on educational moments. In this area arise questions about what is being preceptor and their role in health education. It is necessary to teach knowledge beyond the content of the discipline, and reflecting about preceptorship as an educational practice in the workplace, the preceptor needs pedagogical preparation. Herewith, being a preceptor means being a teacher? This reflection places us in front of a problem present in our daily exercise, which is the pedagogical training of those who teach for a transformation of practice in health.

Debriefing, a dialogical space for the development of reflective thinking in nursing.

OBJECTIVE: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. METHOD: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. RESULTS: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. FINAL CONSIDERATIONS: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.

Profile of scientific production on nursing technology construction, validity and application: a bibliometric study.

OBJECTIVE: to analyze the profile of scientific production on nursing technology construction, validity and application. METHODS: this is a bibliometric study, carried out in six databases, based on the Methodi Ordinatio application, arranged in nine stages. To represent the findings, the VOSviewer® software was used. RESULTS: 346 studies were identified, obtained from BDENF, CINAHL, EMBASE, LILACS, PubMed/MEDLINE, Scopus and Web of Science. There was a predominance of the English language, and 20% of the authors hold more than 25% of studies. Only two journals account for 25% of studies in the period studied. Twenty-six studies were selected for the InOrdinatio classification. Nursing Process (23%) stood out among the studies. The most produced technology was software (27%), and 50% of works describe construction and validity. CONCLUSIONS: there is an emphasis on the creation of educational technologies, especially information technology. The data demonstrates opportunities for future research in the area.

[Nursing education research groups in Brazil]. / Grupos de Pesquisa de Educação em Enfermagem do Brasil.

The aim of this study is to characterize the organization of nursing education research groups in Brazil. This is a quantitative, descriptive and documentary study. Census data for 2006 were collected from the CNPq database website. Brazil has 47 education research groups, comprised of 412 researchers, of whom 91% have masters, doctoral or postdoctoral degrees. There are 307 students, of whom 92% are nursing undergraduates. However, only 9% are recipients of young investigator grants. There are also 112 technicians, of whom 75% are nursing professionals; 46% have a masters or doctoral degree. In Brazil, there are a considerable number of nursing education research groups, which contribute significantly to scientific production of nursing knowledge in Latin America. In this scenario, there are many challenges to be overcome: poor interdisciplinary cooperation; limited integration between education and practice; low number of grants awarded to young investigators and significant inequalities between the country's geographic regions in terms of access to research development.

[Production of knowledge about the training of nurses in Latin America]. / Produção do conhecimento acerca da formação do enfermeiro na América Latina.

An integrative literature review with a qualitative approach aimed at understanding the landscape of scientific production in Nursing Education in Latin America, made to understand how it is being conducted the training of future nurses. Data collection was done in the database Latin American and Caribbean Health Sciences, between 2005 and August 2012. The descriptors used were: Higher Education, Curriculum, Teaching, all of them associated with the main descriptor: Nursing Education. We included 82 studies to research this topic. From the complete reading of the studies yielded the following categories: "Curriculum", "Teacher", "Teaching-Learning Process", "Students" and "Evaluation". The results identified the authors concern in nursing education with issues of critical care actions integral to the community. We must move forward in relation to the adoption of theoretical emancipation that needs to be incorporated and discussed forming between instances of the nurse.

Primary care nurses' learning styles in the light of David Kolb.

OBJECTIVES: to identify primary care nurses' learning styles in the light of David Kolb's Experiential Learning Theory. METHODS: a descriptive and exploratory qualitative study. A semi-structured interview script was used for data collection and content analysis for data processing. RESULTS: primary care nurses showed different learning styles: diverging, which combines active experimentation and reflective observation; assimilating, which combines reflective observation and abstract conceptualization; converging, which associates abstract conceptualization and concrete experience; and accommodating, which unites concrete experience and active experimentation. FINAL CONSIDERATIONS: learning through experience requires that knowledge be understood and transformed. Nurses learn in different ways, as they have different learning styles. Therefore, recognizing nurses' learning styles is important to foster ongoing professional development and ensure safe nursing care.

Nursing care for the Amazon population: knowledge production and human resource development.

OBJECTIVES: to analyze knowledge production adherence from a master's course in nursing in the Amazon to care and health demands in the region, with an emphasis on neglected tropical diseases and traditional populations in the Amazon. METHODS: a descriptive study, with a quantitative approach and documentary basis, analyzing dissertations defended in a Graduate Program in Nursing at the Universidade do Estado do Pará in association with the Universidade Federal do Amazonas, from 2012-2019. A descriptive statistical analysis was performed. RESULTS: of the 105 dissertations analyzed, 30 (28.6%) were related to neglected tropical diseases. Of these, 11 (10.5%) dealt with Chagas disease, leishmaniasis, tuberculosis, malaria, and leprosy. Traditional populations in the Amazon participated in only 11 (10.5%) studies. CONCLUSIONS: knowledge production in a master's course has adherence to care and health demands in the region; however, it needs to enhance its production to strengthen its identity.

Profile of scientific and technological production in nursing education research groups in the south of Brazil.

This research aimed to present the profile of production of Nursing Education Research Groups (NERG) scientific and technological production in the South of Brazil. This documentary, quantitative, exploratory-descriptive retrospective research was guided by the active search for products in the Lattes curriculum of previously selected NERG researchers, based on the 2006 Census of the Research Group Directory/CNPq, between 1995 and 2008. The results indicated that the 18 NERG from southern Brazil produced 453 papers in proceedings, 371 book chapters, 206 books, 1,437 scientific articles and 08 technological products, but no patent was registered. NERGs scientific production in the research region has grown progressively over the past 14 years. To strengthen this structure, the establishment of collaborative networks can be used as a strategy, so that political-scientific joint actions in the sector can advance science and technology.

Teaching in health residencies: knowledge of preceptors under Shulman's analysis.

OBJECTIVES: to understand how the pedagogical knowledge that integrates the basic knowledge of teaching is perceived by preceptors in residents' teaching-learning process. METHODS: a qualitative research conducted by semi-structured interview from December 2013 to July 2014, with 31 preceptors of residency programs of three university hospitals in northeastern Brazil. For analysis, the Grounded Theory's proposal was used and supported by Atlas ti(r) 7.0 software. RESULTS: preceptors integrate preceptorship with basic teaching knowledge proposed by Lee Shulman, with emphasis on General Pedagogical Knowledge when seeking strategies to better work on specific and disciplinary content, and Pedagogical Content Knowledge when adapting content to make it comprehensible to residents. FINAL CONSIDERATIONS: the study allowed us to understand how Shulman's basic knowledge of teaching is perceived by preceptors. It is recognized that they integrate knowledge into the preceptorship, highlighting the General and Pedagogical Content Knowledge.

[Research groups in nursing in the South Region part of Brazil]. / Grupos de pesquisa de educação em enfermagem da Região sul do Brasil.

The study purpose is to describe how the Research Groups of Nursing Education (RGNE) are organized in the Southern of Brazil. It's a documental study descriptive and explorative, of qualitative research, with the data collection from the Brazilian National Agency for Science and Technology (CNPq) Groups Directory website 2006 census. The South Region presents 18 RGNE with 173 researchers; most of them have Master and Doctor Degree, working like professor. There are 111 students; most of them are graduating from the nursing course. Nevertheless, we still have a small number of scientific initiation scholarships. There are 27 technicians, who have got masters degree or have taken a specialization and have worked on assistance and teaching working in nursing area. The expressive participation of undergraduate students seems to improve the nursing researcher formation. Therefore, there is a great need to invest in the interdisciplinary process and the teaching-working integration at RGNE.

Spirituality and religiosity for the transcendence of the elderly being.

OBJECTIVE: to understand the life experiences that favor transcendence of the elderly being. METHOD: a qualitative phenomenological hermeneutic study, in two groups of elderly coexistence. The selection of participants was by intentional sampling: 11 elderly, achieving theoretical saturation. Data collection was carried out through a phenomenological interview with a detonating question. Ethical principles of the General Health Law in health research were fulfilled. Analysis with Heideggerian hermeneutic circle was performed. RESULTS: unity of meaning on the consciousness of a higher power for transcendence is highlighted, where spirituality and religiosity are resources of the elderly for strength, feel protected, overcome difficult situations and reach fullness; both favor the understanding of their historicity by manifesting enlightenment. FINAL CONSIDERATIONS: transcendence of the elderly being is favored with spirituality and the experiences of their daily life are imbued with a spiritual and religious relationship that give meaning to their existence.

Life experiences that favor the plenitude and transcendence of the elderly being: a phenomenological-hermeneutical study.

OBJECTIVE: To understand the life experiences that favor the plenitude and transcendence of the elderly being. METHOD: Qualitative study of hermeneutical phenomenological approach. It was conducted from January 2014 to March 2017 in two social groups for seniors. Selection of participants was by intentional sampling with information saturation. Characteristics of participants: men or women aged 60 years and over. Data collection through a phenomenological interview. Study in compliance with the General Law of Health, Subject of Health Research and the Declaration of Helsinki. Analysis through the Heidegger's hermeneutic circle: Pre-understanding, understanding and interpretation. RESULTS: Units of meaning arose. Ontologically, seniors are revealed in their historicity and temporality, emphasize fear and anguish in their daily life, and fall into a feeling of nothing with the need to be authentic that is achieved through care. This understanding of the being is transcendence, and its manifestation is enlightenment. CONCLUSION: Transcendence is favored by care in the life cycle. Nursing as a science of care can promote actions that facilitate the reach of the encounter of seniors at different stages of their lives.

Political and pedagogical projects of nursing residency to the elderly from Paulo Freire's perspective.

OBJECTIVE: to analyze political and pedagogical projects of nursing residency to the elderly from Paulo Freire's perspective. METHOD: a descriptive, exploratory study, qualitative approach using documentary analysis. Data source was pedagogical political projects of nursing residency programs in the health of the elderly. The data were collected between March and May 2017. Data analysis was based on Bardin's Thematic Analysis. It had as analytical categories specific dimensions of the proposed theoretical framework. RESULTS: twelve pedagogical political projects showed that learning dimensions appear in an incipient, fragmented way, demonstrating the reproduction of banking education, disregarding the importance of bringing the student as a subject of learning. CONCLUSION: there is a gap in pedagogical political projects from Paulo Freire's perspective. It is necessary that regulatory institutions can systematize and encourage so that pedagogical projects of these programs are based on Paulo Freire's epistemological bases, enabling the so desired holistic training.

Debriefing, a dialogical space for the development of reflective thinking in nursing / Debriefing, un espacio dialogico para el desarrollo del pensamiento reflexivo en enfermería / Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

ABSTRACT Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.

RESUMEN Objetivo: Comprender los elementos pedagógicos necesarios para que el debriefing favorezca el desarrollo del pensamiento reflexivo. Método: La información sobre el tipo de estudio, muestra, período, lugar de la investigación, recolección y análisis de datos debe presentarse de manera clara y objetiva, sin excesivos detalles. El método debe alinearse con la sección de métodos del artículo completo, brindando información más detallada sobre el diseño del estudio y los procedimientos utilizados. Resultados: Los datos originaron dos categorías: 1) pedagogía de la organización, en que los elementos abordados pensados por el profesor para facilitar el diálogo; 2) pedagogía de la facilitación, en que el trajo elementos del propio diálogo que enriquecen la discusión, movilizan al grupo, provocan la reflexión y el compromiso. Consideraciones finales: Es imprescindible incluir como elementos pedagógicos que favorezcan el desarrollo del pensamiento reflexivo los siguientes: planeamiento previo, ambiente adecuado, sistematización, formación pedagógica en la facilitación del debriefing, apertura al diálogo, respeto pedagógico, valorización de los aspectos positivos, paciencia y motivación.

RESUMO Objetivo: Compreender os elementos pedagógicos necessários para que o debriefing favoreça o desenvolvimento do pensamento reflexivo. Método: Estudo de caso único desenvolvido no Centro de Simulaciónen Salud da Escuela de Enfermería da Universidad de Costa Rica em outubro de 2018. Os dados foram coletados por meio de entrevistas, observação e análise documental. Utilizaram-se a estratégia de proposições teóricas e a técnica de construção de explanação para a análise dos dados. Resultados: Os dados originaram duas categorias: 1) pedagogia da organização, a qual abordou elementos pensados pelo docente para facilitar o diálogo; 2) pedagogia da facilitação, a qual trouxe elementos do próprio diálogo que enriquecem a discussão, mobilizam o grupo, provocam a reflexão e o engajamento. Considerações finais: Torna-se imprescindível incluir como elementos pedagógicos que favoreçam o desenvolvimento do pensamento reflexivo os seguintes: planejamento prévio, ambiente adequado, sistematização, formação pedagógica em facilitação de debriefing, abertura ao diálogo, respeito pedagógico, valorização do positivo, paciência e motivação.

[Care and technology: approaches through the care model]. / Cuidado e tecnologia: aproximações através do modelo de cuidado.

To reflect about care in the perspective of the technology makes us rethink the human being's inherent capacity in looking for innovations. Historically, the relationship between the nursing care and the technology is permeated by the search of the scientific knowledge. Thus, the Nursing structured its knowledge body according to its abstraction degree and also having as one of its components the care model. We used mainly Mehry (2002) as referential for us to associate the approach of the technology and care in the care model. Because, the application and implementation of this refers to a light-hard and light technology and it could produce light, light-hard or hard new technologies.

[Competences of nurses acting as educators of health]. / Competência dos enfermeiros na atuação como educador em saúde.

This is an evaluative study, with qualitative analysis, which has as an objective in evaluate the impact of the specialization in Assistant Projects of Nursing - ESPENSUL created in the working process of specialist nurses, in what relates to the competence of acting as an educator of health together as a team, clients and families in carrying out their functions. This course was develop in five Federal Institutions: UFSC, UFPR, UFSM, UFPL e FURG. An example of a propose selection shows that 10% of the total specialist, understand 32 people. The reference in health education as a process of dialogue, inclusive and problematical, stimulant the nurses of the changes in the educational process of their daily practice and, henceforth not only intentionally of the course and its professors, but, the compromise of all in this process of change.

Rethinking the Health Care Model through the reorientation of training.

OBJECTIVE: to understand the contributions of the National Program of Reorientation of Professional Training in Health (Pró-Saúde) for the change in the model of care and training of health professionals. METHODS: a case study with representatives of the teaching, care, management and social control, participants of the management units of the Pró-Saúde (Charitable institution for social and hospital assistance), in a municipality of the south of Brazil. Data collection took place through interviews and observations between October 2012 and February 2013. RESULTS: the Program acts as a device for the transition of health care and training models, by promoting the problematization of daily work and the approximation between teaching and service. Emphasis is placed on the importance of the subjects' commitment and the different perspectives on the community. CONCLUSION: Pró-Saúde leaves visible marks in the process of qualifying students and professionals, as well as promoting collaborative action in the fields of management, care, teaching and social control in the SUS (Brazilian Unified Health System).

Nursing training and professional practice: an integrative review of literature.

OBJECTIVE: to identify themes addressed in studies on the repercussions of nursing training in professional practice in Brazil. METHOD: this is a qualitative research, following the assumptions of Ganong's Integrative Literature Review (1987). The keywords or terms "Health Care" were used; "Nursing"; "Higher Education"; "Teaching in Higher Education"; "Health Service"; "Human Resources" and "Nursing Undergraduates" in consultation with the Virtual Health Library and the CAPES Portal of Journals. Sixty-four studies were found, of which 41 met the inclusion criteria. RESULTS: in the analysis, three themes were highlighted: pedagogical processes and the role of professors and students; curricular structure in nursing education; management of health training. FINAL CONSIDERATIONS: we observed the need to incorporate the Brazilian Unified Health System (SUS) principles and directives in nursing education in the country so that the training is consistent with the needs of professional practice. The study points out to the challenges that emerge with this incorporation.