Teaching Competencies in Nursing Professors: Visions of Students and Academics / Competencias docentes en profesores de Enfermería: visión de alumnos y académicos

Objective. This work sought to know the view of Nursing professors and students about the competencies the faculty staff must have to deploy their educational function with maximum quality and efficiency. Methods. Descriptive qualitative study through focus groups conducted with professors, students and recent Nursing career graduates from universities in Spain. Results. The importance of the proposed teaching competencies was delved into, highlighting the importance of professors knowing the context in which they teach, having the ability to self-evaluate their activity, and having adequate interpersonal communication skills, and deploy the teaching-learning process by performing proper planning, using new technologies, and knowing how to engage in teamwork. Moreover, a small discrepancy was detected in relation to disciplinary competence, which students felt was of importance, but which academics indicated is taken for granted in nursing professors; competencies directly related to the act of teaching must be enhanced. Conclusion.Practical unanimity was found between academics and students in affirming that the competencies investigated are important for adequate development of the teaching activity in nursing professors. In all cases, the urgent need was highlighted for nursing professors to have adequate teaching training to provide their students with formation of the highest quality.

Objetivo. Conocer la visión de profesores y alumnos de Enfermería acerca de las competencias que deben presentar los docentes para desplegar su función educativa con la máxima calidad y eficacia. Métodos. Estudio descriptivo cualitativo a través de grupos focales realizados con profesores, alumnos y recién egresados del Grado en Enfermería de universidades de España. Resultados. Se profundizó en la importancia de las competencias docentes propuestas, destacando la relevancia de que los profesores conozcan el contexto en el que desarrollan la docencia, tengan la habilidad de autoevaluar su actividad, dispongan de unas adecuadas habilidades de comunicación interpersonal, y desplieguen el proceso de enseñanza-aprendizaje realizando una correcta planificación, empleando las nuevas tecnologías y sabiendo trabajar en equipo. Por otro lado, se detectó una pequeña discrepancia con relación a la competencia disciplinar, a la que los estudiantes brindaron una gran importancia, pero que los académicos indicaron que se da por supuesta en los profesores enfermeros, debiendo ser potenciadas las competencias directamente relacionadas con el acto docente. Conclusión. Se ha hallado una práctica unanimidad entre académicos y estudiantes en afirmar que las competencias investigadas son importantes para un adecuado desarrollo de la actividad docente en los profesores de Enfermería. En todos los casos, se destacó la imperiosa necesidad de que los profesores de Enfermería dispongan de una adecuada capacitación docente para poder brindar a sus estudiantes una formación de la máxima calidad.

Teaching Competencies in Nursing Professors: Visions of Students and Academics.

Objective: This work sought to know the view of Nursing professors and students about the competencies the faculty staff must have to deploy their educational function with maximum quality and efficiency. Methods: Descriptive qualitative study through focus groups conducted with professors, students and recent Nursing career graduates from universities in Spain. Results: The importance of the proposed teaching competencies was delved into, highlighting the importance of professors knowing the context in which they teach, having the ability to self-evaluate their activity, and having adequate interpersonal communication skills, and deploy the teaching-learning process by performing proper planning, using new technologies, and knowing how to engage in teamwork. Moreover, a small discrepancy was detected in relation to disciplinary competence, which students felt was of importance, but which academics indicated is taken for granted in nursing professors; competencies directly related to the act of teaching must be enhanced. Conclusion: . Practical unanimity was found between academics and students in affirming that the competencies investigated are important for adequate development of the teaching activity in nursing professors. In all cases, the urgent need was highlighted for nursing professors to have adequate teaching training to provide their students with formation of the highest quality.

Felicidad en enfermeras durante su actividad profesional / Happiness in nurses during their professional activity

Objetivo: conocer la visión de enfermeras de la Comunidad de Madrid sobre la vivencia de la profesión y el impacto que esta tiene en su felicidad. Método: estudio cualitativo fenomenológico realizado en enfermeras de la Comunidad de Madrid, las cuales fueron seleccionadas de manera intencional, buscando profesionales en activo de las principales áreas de ejercicio profesional. La recogida de la información se efectuó a través de entrevista semiestructurada. Tras la transcripción literal se procedió al análisis (codificación y generación de categorías y subcategorías). Fueron utilizados los criterios de credibilidad, transferencia, consistencia y confirmabilidad de Lincoln para garantizar la calidad del estudio. Resultados: los y las enfermeras participantes manifestaron que iniciaron sus estudios por vocación, siendo el acto de cuidar a los demás el motor de su felicidad laboral. Por otra parte, uno de los factores que impactan de manera directa en desarrollar sentimientos de frustración, insatisfacción e infelicidad en el trabajo es la falta de tiempo suficiente para brindar unos cuidados de calidad a sus pacientes, ya sea por falta de personal o por exceso de carga de trabajo. Conclusión: si bien en el ámbito individual, los y las profesionales de Enfermería son felices en el cuidado íntimo y cercano a los pacientes y sus familiares, en el ámbito colectivo, la profesión parece estar viviendo un momento de desafección e infelicidad, principalmente motivadas por aspectos externos a la propia prestación de estos cuidados, como son la gestión que se efectúa de su ejercicio diario y la imagen que existe sobre la profesión.(AU)

Objective: to understand the point of view of nurses in the Community of Madrid about their professional experience and its impact on their happiness. Method: a qualitative phenomenological study conducted in nurses from the Community of Madrid, who were purposively selected, looking for professionals currently working in the main areas of professional activity. Data collection was conducted through semistructured interviews. After verbatim transcription, there was subsequent analysis (coding and generation of categories and subcategories). Lincoln’s credibility, transferability, dependability, and confirmability criteria were used to guarantee the quality of the study. Results: the participating nurses claimed that they started studying by vocation, and the act of caring for others was the driver for their happiness at work. On the other hand, one of the factors with direct impact on the development of feelings of frustration, dissatisfaction and unhappiness at work was the lack of enough time to offer quality care to their patients, either due to lack of staff or excessive workload. Conclusion: although nursing professionals in their individual setting are happy in terms of personal and close care for patients and relatives, the profession seems to be going through a moment of disaffection and unhappiness in the collective setting, and this is mainly caused by aspects external to this provision of care, such as the management of their daily practice and the existing image of the profession.(AU)