Coaching interno: do discurso gerencialista ao sequestro da subjetividade / Internal coaching: from managerial discourse to subjectivity kidnaping

Este artigo analisa como a instrumentalização do coaching pelas organizações, enquanto prática gerencial, propicia a reprodução de preceitos gerencialistas que se alinham ao sequestro da subjetividade do trabalhador. Para tal, efetuaram-se entrevistas semiestruturadas com 11 gestores que conduziam tal intervenção no ambiente de trabalho. A interpretação dos dados fundamenta-se na Análise Crítica do Discurso, textualmente orientada. Embora o coaching no trabalho suscite reflexividade, tal prática encontra-se a serviço do ideal gerencialista, reafirmando o ideário social de culto ao desempenho, que propaga auto (e alta) responsabilização individual. O paradoxo é que a subjetividade - hiper solicitada para dar lugar a uma "subjetividade realizadora" - foi representada discursivamente como entrave ao desenvolvimento pessoal, o qual é indissociado de anseios organizacionais. Por fim, discute-se o papel da resistência no bojo do referido processo de intervenção.

This article analyzes how the instrumentalization of coaching by organizations, as a managerial practice, provides the reproduction of managerial precepts that are in line with the kidnapping of the worker's subjectivity. To this end, semi-structured interviews were carried out with 11 managers who conducted such intervention in the workplace. Data interpretation is based on the textual oriented Critical Discourse Analysis. Although coaching at work raises reflexivity, such pratice is at the service of the managerial ideal, reaffirming the social ideal of performance worship, which propagates individual self (and high) responsibility. The paradox is that subjectivity - hyper-requested to give way to a "fulfilling subjectivity" - was represented discursively as an obstacle to personal development, which is inseparable from organizational concerns. Finally, the role of resistance within the aforementioned intervention is discussed.

Innovative COVID-19 Programs to Rapidly Serve New Mexico : Project ECHO.

Project ECHO (Extension for Community Healthcare Outcomes) at the University of New Mexico is a telementoring program that uses videoconferencing technology to connect health care providers in underserved communities with subject matter experts. In March 2020, Project ECHO created 10 coronavirus disease 2019 (COVID-19) telementoring programs to meet the public health needs of clinicians and teachers living in underserved rural and urban regions of New Mexico. The newly created COVID-19 programs include 7 weekly sessions (Community Health Worker [in English and Spanish], Critical Care, Education, First-Responder Resiliency, Infectious Disease Office Hours, and Multi-specialty) and 3 one-day special sessions. We calculated the total number of attendees, along with the range and standard deviation, per session by program. Certain programs (Critical Care, Infectious Disease Office Hours, Multi-specialty) recorded the profession of attendees when available. The Project ECHO research team collected COVID-19 infection data by county from March 11 through May 31, 2020. During that same period, 9765 health care and general education professionals participated in the COVID-19 programs, and participants from 31 of 35 (89%) counties in New Mexico attended the sessions. Our initial evaluation of these programs demonstrates that an interprofessional clinician group and teachers used the Project ECHO network to build a community of practice and social network while meeting their educational and professional needs. Because of Project ECHO's large reach, the results of the New Mexico COVID-19 response suggest that the rapid use of ECHO telementoring could be used for other urgent national public health problems.

Educational hypermedia in nursing assistance at birth: building and validation of content and appearance / Hipermedia educativa sobre asistencia de enfermería al parto: construcción y validación de contenido y apariencia / Hipermídia educativa sobre assistência de enfermagem ao parto: construção e validação de conteúdo e aparência

ABSTRACT Objective: to build an educational hypermedia about nursing care at usual risk birth and to perform validation of content and appearance. Method: methodological research carried out following the following stages: content and planning of modules; media production and organization of tutorial units; organization of student space, tutor and communication between them; availability of hypermedia; assessment by experts in nursing and informatics; and implementation of proposed suggestions. Results: educational hypermedia showed to be a validated material, since it presented an optimum index of global content of 0.97 and statistical significance in the binomial test for the content and appearance. Conclusion: it is believed that the use of this material with undergraduate students in nursing will contribute to the quality of obstetric care, considering that it is an illustrated technology capable of favoring teaching-learning about normal humanized childbirth.

RESUMEN Objetivo: construir una hipermedia educativa sobre la asistencia de enfermería al parto de riesgo habitual y realizar la validación de contenido y de apariencia. Método: investigación metodológica, realizada siguiendo las siguientes etapas: el levantamiento del contenido y la planificación de los módulos; la producción de los medios de comunicación y la organización de las unidades de tutoría; organización del espacio del alumno, tutor y de comunicación entre ellos; elaboración de la hipermedia; disponibilidad de la hipermedia; evaluación por especialistas en Enfermería e Informática; y aplicación de las sugerencias propuestas. Resultados: la hipermedia educativa se mostró como un material validado, ya que presentó un óptimo índice de validez de contenido global de 0,97 y significancia estadística en el test binomial para el contenido y apariencia. Conclusión: se cree que el uso de este material con alumnos de la graduación en Enfermería contribuirá con la calidad de la asistencia obstétrica, teniendo en vista que se constituye en una tecnología ilustrada capaz de favorecer la enseñanza-aprendizaje sobre parto normal humanizado.

RESUMO Objetivo: construir uma hipermídia educativa sobre a assistência de enfermagem ao parto de risco habitual e realizar a validação de conteúdo e de aparência. Método: pesquisa metodológica, realizada seguindo as seguintes etapas: levantamento do conteúdo e planejamento dos módulos; produção das mídias e organização das unidades tutoriais; organização do espaço do aluno, tutor e de comunicação entre eles; elaboração da hipermídia; disponibilização da hipermídia; avaliação por especialistas em Enfermagem e Informática; e implementação das sugestões propostas. Resultados: a hipermídia educativa mostrou-se como um material validado, visto que apresentou um ótimo índice de validade de conteúdo global de 0,97 e significância estatística no teste binomial para o conteúdo e aparência. Conclusão: acredita-se que o uso deste material com alunos da graduação em Enfermagem contribuirá com a qualidade da assistência obstétrica, tendo em vista que se constitui em uma tecnologia ilustrada capaz de favorecer o ensino-aprendizagem sobre parto normal humanizado.

Educational hypermedia in nursing assistance at birth: building and validation of content and appearance.

OBJECTIVE: to build an educational hypermedia about nursing care at usual risk birth and to perform validation of content and appearance. METHOD: methodological research carried out following the following stages: content and planning of modules; media production and organization of tutorial units; organization of student space, tutor and communication between them; availability of hypermedia; assessment by experts in nursing and informatics; and implementation of proposed suggestions. RESULTS: educational hypermedia showed to be a validated material, since it presented an optimum index of global content of 0.97 and statistical significance in the binomial test for the content and appearance. CONCLUSION: it is believed that the use of this material with undergraduate students in nursing will contribute to the quality of obstetric care, considering that it is an illustrated technology capable of favoring teaching-learning about normal humanized childbirth.

Training cardiovascular outcomes researchers: A survey of mentees and mentors to identify critical training gaps and needs.

BACKGROUND: Many young investigators are interested in cardiovascular (CV) outcomes research; however, the current training experience of early investigators across the United States is uncertain. METHODS: From April to November 2014, we surveyed mentees and mentors of early-stage CV outcomes investigators across the United States. We contacted successful grantees of government agencies, members of professional organizations, and trainees in CV outcomes training programs. RESULTS: A total of 185 (of 662) mentees and 76 (of 541) mentors completed the survey. Mentees were equally split by sex; most had completed training >3 years before completing the survey and were clinicians. Mentors were more likely women, mostly ≥20 years posttraining, and at an associate/full professor rank. Mentors reported devoting more time currently to clinical work than when they were early in their career and mentoring 2-4 people simultaneously. More than 80% of mentees started training to become academicians and completed training with the same goal. More than 70% of mentees desired at least 50% research time in future jobs. More than 80% of mentors believed that future investigators would need more than 50% time dedicated to research. Most mentees (80%) were satisfied with their relationship with their mentor and reported having had opportunities to develop independently. Mentors more frequently than mentees reported that funding cutbacks had negatively affected mentees' ability to succeed (84% vs 58%). Across funding mechanisms, mentees were more optimistic than mentors about securing funding. Both mentees and mentors reported greatest preparedness for job/career satisfaction (79% for both) and publications (84% vs 92%) and least preparedness for future financial stability (48% vs 46%) and work-life balance (47% vs 42%). CONCLUSIONS: Survey findings may stimulate future discourse and research on how best to attract, train, and retain young investigators in CV outcomes research. Insights may help improve existing training programs and inform the design of new ones.

Liderança em enfermagem e o processo coaching no contexto hospitalar / Nursing leadership and the coaching process in the hospital context

Os hospitais passaram a exigir cada vez mais o perfil de um enfermeiro líder, sendo, portanto, importante o estudo da liderança, entendida e praticada na perspectiva da flexibilidade e participação, uma vez que os profissionais se deparam cada vez mais com mudanças frequentes, turbulentas e caóticas no ambiente de trabalho em saúde. O enfermeiro precisa ter o conhecimento e a habilidade para adotar estilos/teorias mais inovadoras e contemporâneas que possam motivar a equipe para a execução de um trabalho mais qualificado. O estudo objetivou analisar a liderança, bem como a utilização das dimensões do processo coaching na visão da equipe de enfermagem no contexto hospitalar. Trata-se de uma pesquisa descritiva, transversal de abordagem quantitativa. O estudo foi realizado em dois hospitais públicos do Estado de São Paulo; participaram 69 enfermeiros e 233 auxiliares e técnicos de enfermagem que atuavam em unidades de internação para adultos. Foi aplicado o QUAPEEL - Questionário de Autopercepção do Enfermeiro no Exercício da Liderança, e QUEPTAEEL - Questionário de Percepção do Técnico e Auxiliar de Enfermagem no Exercício da Liderança. Os resultados apontaram que a liderança foi compreendida por mais da metade da equipe de enfermagem como o processo de exercer influência sobre o comportamento das pessoas para alcançar objetivos em determinadas situações. Já 33,3% dos enfermeiros e 21,9% dos auxiliares e técnicos de enfermagem conceituaram liderança como processo de se transformar o comportamento de um indivíduo ou de uma organização. Houve convergência do conceito de liderança entre líder e liderado, bem como com o referencial teórico de Liderança Situacional. Observou-se que 92,8% dos enfermeiros responderam serem líderes, e aqueles que justificaram, referiram ter conhecimentos, habilidades e atitudes para exercer a liderança, assim como consideraram inerente ao papel profissional. Da mesma maneira, 84,5% dos auxiliares e técnicos de enfermagem perceberam o enfermeiro como líder. Os 15,5% dos auxiliares e técnicos de enfermagem que não consideraram o enfermeiro a quem se reportam líder, justificaram a postura autoritária, falta de conhecimento sobre as necessidades da unidade e equipe, bem como a comunicação ineficaz. O estilo de liderança do enfermeiro era orientado para as pessoas e as tarefas, dependendo da situação, sendo indicado por 84,4% dos enfermeiros e 90,4% dos auxiliares e técnicos de enfermagem. Quanto às habilidades necessárias ao líder, a maioria da equipe de enfermagem indicou a comunicação e dar e receber feedback. O estudo demonstrou que os enfermeiros perceberam a prática das dimensões do processo coaching ao obter pontuação total média 86,23, bem como os auxiliares e técnicos de enfermagem com pontuação total média 76,05. A dimensão "comunicação" foi a mais reconhecida pela equipe de enfermagem entre as quatro dimensões do processo coaching. No Hospital A constatou-se que a prática de liderança no processo coaching foi vista de forma congruente, em contrapartida, no Hospital B os enfermeiros indicaram exercer as habilidades e atitudes do processo coaching com maior frequência do que os auxiliares e técnicos de enfermagem, exceto para a dimensão "comunicação" que não apresentou diferença estatisticamente significante

Hospitals have been increasingly requiring the profile of a nurse leader, and it is therefore important to study about leadership, which is understood and practiced from the perspective of flexibility and participation, since professionals are faced with ever more frequent, turbulent and chaotic changes in the environment of health work. The nursing professional needs to have the knowledge and ability to adopt more innovative and contemporary styles/theories that may motivate the team to perform a more skilled work. This study was intended to analyze the leadership, as well as the use of the dimensions of the coaching process, from the view of the nursing team in the hospital context. This is a descriptive and cross-sectional research with a quantitative approach. The study was performed in two public hospitals in the State of São Paulo; it was attended by 69 nurses and 233 nursing technicians and assistants who worked in the units for admitting adult patients. We applied the QUAPEEL - Questionnaire on Self-Perception of the Nurse in the Exercise of Leadership and the QUEPTAEEL - Questionnaire on Perception of the Nursing Technician and Assistant in the Exercise of Leadership. The results highlighted that leadership was understood by more than half of the nursing team as the process of exerting influence on people's behavior to reach goals in certain situations. Furthermore, 33.3% of nurses and 21.9% of nursing technicians and assistants conceptualized leadership as a process for transforming the behavior of an individual or an organization. There was convergence of the concept of leadership between leader and led, as well as with the theoretical benchmark of Situational Leadership. We noted that 92.8% of nurses claimed to be leaders, and those who justified said they had the knowledge, abilities and attitudes to exert leadership, as well as they considered it inherent in the professional role. Similarly, 84.5% of nursing technicians and assistants perceived the nurse as a leader. The 15.5% of nursing technicians and assistants who did not consider the nurse to whom they report as a leader justified their view by mentioning its authoritarian posture, lack of knowledge about the needs of the unit and team, as well as ineffective communication. The leadership style of the nurse was oriented towards people and tasks, depending on the situation, which was indicated by 84.4% of nurses and 90.4% of nursing technicians and assistants. Regarding the abilities needed for the leader, most members of the nursing team indicated the communication and the act of giving and receiving feedback. The study showed that nurses perceived the practice of the dimensions of the coaching process when obtaining an average total score of 86.23, as well as nursing technicians and assistants, with an average total score of 76.05. The "communication" dimension was the most recognized by the nursing team among the four dimensions of the coaching process. In Hospital A, we found that the practice of leadership in the coaching process was seen congruently; in contrast, in Hospital B, the nurses indicated that they exercised the abilities and attitudes of the coaching process more frequently than the nursing technicians and assistants, except for the "communication" dimension, which did not show a statistically significant difference

Liderança em enfermagem e o processo coaching no contexto hospitalar / Nursing leadership and the coaching process in the hospital context

Os hospitais passaram a exigir cada vez mais o perfil de um enfermeiro líder, sendo, portanto, importante o estudo da liderança, entendida e praticada na perspectiva da flexibilidade e participação, uma vez que os profissionais se deparam cada vez mais com mudanças frequentes, turbulentas e caóticas no ambiente de trabalho em saúde. O enfermeiro precisa ter o conhecimento e a habilidade para adotar estilos/teorias mais inovadoras e contemporâneas que possam motivar a equipe para a execução de um trabalho mais qualificado. O estudo objetivou analisar a liderança, bem como a utilização das dimensões do processo coaching na visão da equipe de enfermagem no contexto hospitalar. Trata-se de uma pesquisa descritiva, transversal de abordagem quantitativa. O estudo foi realizado em dois hospitais públicos do Estado de São Paulo; participaram 69 enfermeiros e 233 auxiliares e técnicos de enfermagem que atuavam em unidades de internação para adultos. Foi aplicado o QUAPEEL - Questionário de Autopercepção do Enfermeiro no Exercício da Liderança, e QUEPTAEEL - Questionário de Percepção do Técnico e Auxiliar de Enfermagem no Exercício da Liderança. Os resultados apontaram que a liderança foi compreendida por mais da metade da equipe de enfermagem como o processo de exercer influência sobre o comportamento das pessoas para alcançar objetivos em determinadas situações. Já 33,3% dos enfermeiros e 21,9% dos auxiliares e técnicos de enfermagem conceituaram liderança como processo de se transformar o comportamento de um indivíduo ou de uma organização. Houve convergência do conceito de liderança entre líder e liderado, bem como com o referencial teórico de Liderança Situacional. Observou-se que 92,8% dos enfermeiros responderam serem líderes, e aqueles que justificaram, referiram ter conhecimentos, habilidades e atitudes para exercer a liderança, assim como consideraram inerente ao papel profissional. Da mesma maneira, 84,5% dos auxiliares e técnicos de enfermagem perceberam o enfermeiro como líder. Os 15,5% dos auxiliares e técnicos de enfermagem que não consideraram o enfermeiro a quem se reportam líder, justificaram a postura autoritária, falta de conhecimento sobre as necessidades da unidade e equipe, bem como a comunicação ineficaz. O estilo de liderança do enfermeiro era orientado para as pessoas e as tarefas, dependendo da situação, sendo indicado por 84,4% dos enfermeiros e 90,4% dos auxiliares e técnicos de enfermagem. Quanto às habilidades necessárias ao líder, a maioria da equipe de enfermagem indicou a comunicação e dar e receber feedback. O estudo demonstrou que os enfermeiros perceberam a prática das dimensões do processo coaching ao obter pontuação total média 86,23, bem como os auxiliares e técnicos de enfermagem com pontuação total média 76,05. A dimensão "comunicação" foi a mais reconhecida pela equipe de enfermagem entre as quatro dimensões do processo coaching. No Hospital A constatou-se que a prática de liderança no processo coaching foi vista de forma congruente, em contrapartida, no Hospital B os enfermeiros indicaram exercer as habilidades e atitudes do processo coaching com maior frequência do que os auxiliares e técnicos de enfermagem, exceto para a dimensão "comunicação" que não apresentou diferença estatisticamente significante

Hospitals have been increasingly requiring the profile of a nurse leader, and it is therefore important to study about leadership, which is understood and practiced from the perspective of flexibility and participation, since professionals are faced with ever more frequent, turbulent and chaotic changes in the environment of health work. The nursing professional needs to have the knowledge and ability to adopt more innovative and contemporary styles/theories that may motivate the team to perform a more skilled work. This study was intended to analyze the leadership, as well as the use of the dimensions of the coaching process, from the view of the nursing team in the hospital context. This is a descriptive and cross-sectional research with a quantitative approach. The study was performed in two public hospitals in the State of São Paulo; it was attended by 69 nurses and 233 nursing technicians and assistants who worked in the units for admitting adult patients. We applied the QUAPEEL - Questionnaire on Self-Perception of the Nurse in the Exercise of Leadership and the QUEPTAEEL - Questionnaire on Perception of the Nursing Technician and Assistant in the Exercise of Leadership. The results highlighted that leadership was understood by more than half of the nursing team as the process of exerting influence on people's behavior to reach goals in certain situations. Furthermore, 33.3% of nurses and 21.9% of nursing technicians and assistants conceptualized leadership as a process for transforming the behavior of an individual or an organization. There was convergence of the concept of leadership between leader and led, as well as with the theoretical benchmark of Situational Leadership. We noted that 92.8% of nurses claimed to be leaders, and those who justified said they had the knowledge, abilities and attitudes to exert leadership, as well as they considered it inherent in the professional role. Similarly, 84.5% of nursing technicians and assistants perceived the nurse as a leader. The 15.5% of nursing technicians and assistants who did not consider the nurse to whom they report as a leader justified their view by mentioning its authoritarian posture, lack of knowledge about the needs of the unit and team, as well as ineffective communication. The leadership style of the nurse was oriented towards people and tasks, depending on the situation, which was indicated by 84.4% of nurses and 90.4% of nursing technicians and assistants. Regarding the abilities needed for the leader, most members of the nursing team indicated the communication and the act of giving and receiving feedback. The study showed that nurses perceived the practice of the dimensions of the coaching process when obtaining an average total score of 86.23, as well as nursing technicians and assistants, with an average total score of 76.05. The "communication" dimension was the most recognized by the nursing team among the four dimensions of the coaching process. In Hospital A, we found that the practice of leadership in the coaching process was seen congruently; in contrast, in Hospital B, the nurses indicated that they exercised the abilities and attitudes of the coaching process more frequently than the nursing technicians and assistants, except for the "communication" dimension, which did not show a statistically significant difference