Superación profesional de los docentes de enfermería para el desarrollo de su cultura pedagógica / Professional growth for the development of a pedagogical culture in the teaching nursing staff i: en

Los cambios en la educación médica demandan profesionales eficientes en su magisterio. En tal sentido, la docencia en la carrera de Enfermería debe ser ejercida con una amplia cultura pedagógica, lo cual se logra a partir de la superación académica que prepara al individuo para ser flexible al lidiar con las constantes variaciones sociales, institucionales y curriculares. Los referentes epistemológicos sobre este tema revelan una limitada sistematización de dicha superación en el docente de enfermería respecto a su formación profesoral. El presente artículo esboza brevemente las etapas del desarrollo de dicha superación, así como las insuficiencias que se presentaron en cada una de ellas. Por último, se describen algunos elementos de la superación profesional y de la cultura pedagógica, los que argumentan la trascendencia de ambas en el proceso formativo de los docentes de Enfermería.

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

Evaluación de la profesionalización de los docentes de Enfermería y Tecnología de la Salud / Evaluation of Nursing and Health Technology teachers' professionalization i: en

Introducción: La profesionalización docente es una entidad de la esfera educativa que ha ganado un fuerte protagonismo entre los investigadores de esta área del conocimiento desde finales del siglo XX. Objetivo: Valorar el estado actual de la evaluación de la profesionalización de los docentes de las carreras de Enfermería y Tecnología de la Salud. Métodos: Se efectuó una investigación observacional y descriptiva, durante el año 2021, de los 144 docentes de la Facultad de Enfermería-Tecnología de la Salud de Santiago de Cuba, para lo cual se analizaron 6 variables: actividad docente, actividad científico-investigativa, actividad asistencial, actividad gerencial, actividad bioética y actuación profesional; y un total de 21 indicadores, en correspondencia con las exigencias actuales de la educación médica. Resultados: La triangulación metodológica de los instrumentos aplicados fue de 6,7, estimado como un nivel bajo de desarrollo, lo que permitió corroborar que la evaluación de la profesionalización de los docentes en el período evaluado se encontraba afectada. Conclusiones: Los problemas y las potencialidades identificados refrendan la necesidad de desarrollar la evaluación de la profesionalización de los docentes de esta Facultad.

Introduction: Teaching professionalization is an entity of educational sphere which has gained a strong role among researchers in this area of knowledge from the end of the 20th century. Objective: To assess the current state of evaluation of Nursing and Health Technology careers teachers' professionalization. Methods: An observational and descriptive investigation was carried out, during the year 2021, of the 144 teachers of Faculty of Nursing and Health Technology from Santiago de Cuba province, for which 6 variables were analyzed: teaching activity, scientific-investigative activity, care activity, management activity, bioethical activity and professional performance; as well as a total of 21 indicators, in correspondence with the current demands in medical education. Results: The methodological triangulation of the applied instruments was 6.7, estimated as a low level of development, which allowed corroborating that the evaluation of the teachers' professionalization was affected in that period. Conclusions: The problems and potentialities identified endorse the need to develop the evaluation of the teachers' professionalization in this Faculty.

Nursing teachers' job burnout and teaching ability: The mediating role of social support based on the Person-Context interaction theory.

BACKGROUND: Great attention has been attached to the quality of nursing along with the development of medical treatment, which gives rise to the higher demand for colleges to cultivate high-quality nursing students, as well as the higher standard for teaching performance of the nursing faculty. OBJECTIVE: This study aimed to investigate the effect of teachers' job burnout on teaching ability among nursing teachers in Chinese colleges and to examine the mediating role of social support in this relationship based on the Person-context interaction theory. DESIGN: A cross-sectional descriptive design has been adopted. METHODS: From February to June 2021, a total of 416 Chinese nursing teachers from 27 colleges filled out the questionnaires with a response rate of 97.42%. The questionnaire included general demographic questionnaire, teaching ability in nursing scale, teacher burnout scale and social support scale. The data were analyzed by SPSS26.0 statistical software in terms of Pearson's correlation the Structural Equation Model (SEM) was adopted to test the mediating effect of social support between job burnout and teaching ability in nursing of nursing teachers using Mplus 8.3. RESULTS: Job burnout of nursing teachers was negatively and significantly correlated with the teaching ability in nursing and social support (p < 0.01). And Structural Equation Model results showed that social support mediated the relationship between teacher burnout and teaching ability in nursing. CONCLUSIONS: Social support could help nursing teachers manage their job burnout, and eventually help them overcome the negative impact of teachers' job burnout on teaching ability in nursing. Social support could promote the teaching ability of nursing teachers by playing an intermediary role between them.[Box: see text].

La educación virtual y su impacto en el aprendizaje como modalidad de enseñanza clínica en enfermería durante la pandemia de covid-19, en la universidad de panamá. documento tipo ensayo argumentativo / Virtual education and its impact on learning as a clinical teaching modality in nursing during the covid-19 pandemic, at the university of panama. document type argumentative essay / Educação virtual e seu impacto na aprendizagem como modalidade de ensino clínico em enfermagem durante a pandemia covid-19, na universidade de panamá. documento do tipo ensaio argumentativo

El presente artículo, es un ensayo, que permite hacer una reflexión sobre los elementos que integraron la formación de los estudiantes de enfermería durante la pandemia COVID 19, cuando de un día a otro se tuvo que transformar la educación y asumir cambios radicales, como dejar de ir a las aulas de manera presencial, para recibir la formación que permitiera el logro de las metas del perfil profesional de enfermería, a través de un medio digital remoto, como fue una pantalla de computador, tableta o celular. El año 2020 será sin duda, recordado por el impacto que generó en la metodología de enseñanza procedimental en Enfermería. Como docentes universitarios enfrentamos el reto de la formación de profesionales de enfermería, con la práctica de destrezas, desde la distancia, en modalidad sincrónica. La educación virtual permitió la incorporación de los elementos de aprendizaje de manera activa generando la información para la construcción del conocimiento en el saber, el ser y en el hacer como parte de las competencias que debían adquirir los estudiantes. Se enfrentaron retos como el de abordar el consumo de data, con un impacto económico sobre todo en el periodo de crisis económica.

Abstract This article is an essay that allows a reflection on the elements that made up the training of nursing students during the COVID 19 pandemic, when education had to be transformed, from one day to the next, and radical changes taken: namely, from not having in-person classes to receive the training, that would allow achieving the goals of the professional profile of nursing, to teaching with a remote digital medium, like a computer monitor, tablet or cell phone. The year 2020 will be remembered undoubtedly for the impact it generated on the procedural teaching methodology in Nursing. As university teachers, we face the challenge of training nursing professionals, through the practice of skills, from a distance, in a synchronous mode. Virtual education allowed the incorporation of learning elements in an active way generating information for the construction of knowledge in knowing, being, and doing as part of the skills that students should acquire. Challenges, such as dealing with data consumption with an economic impact, were especially faced during the economic crisis.

Resumo: Este artigo é um ensaio, que nos permite refletir sobre os elementos que integraram a formação dos alunos de enfermagem durante a pandemia COVID 19, quando de um dia para o outro a educação teve que ser transformada e mudanças radicais tiveram que ser assumidas, como parar de ir às salas de aula pessoalmente para receber a formação que permitiria o cumprimento das metas do perfil profissional de enfermagem, através de um meio digital remoto, como um computador, tablet ou celular. O ano de 2020 será, sem dúvida, lembrado pelo impacto que gerou na metodologia do ensino processual em Enfermagem. Como professores universitários enfrentamos o desafio de formar profissionais de enfermagem, com a prática de habilidades, à distância, na modalidade síncrona. A educação virtual permitiu a incorporação de elementos de aprendizagem de forma ativa gerando informações para a construção do conhecimento baseado no ser, no saber e no fazer como parte das habilidades que os alunos tinham que adquirir. Desafios foram enfrentados, como a abordagem do consumo de data, com impacto econômico especialmente no período de crise econômica.

Perceived stress and humanistic care ability among Chinese healthcare workers: The chain mediating role of social support and life satisfaction.

Previous studies have indicated high perceived stress and its relationship with life satisfaction among healthcare workers. However, most of the existing studies have focused on the investigation and evaluation of the humanistic care abilities among nurses, but few studies revealed the levels of humanistic care ability among other healthcare workers including doctors and technicians. The study aimed to investigate the perceived stress and humanistic care abilities among Chinese healthcare workers. In addition, we further examined the mediating and moderating effects of social support and life satisfaction. A convenience sample of 955 health professionals from 29 hospitals in China was recruited to fill out the questionnaires about perceived stress, humanistic care ability, social support, and life satisfaction. The correlation and multivariate logistic regression analysis were carried out by SPSS 24.0. The Hayes SPSS macro program process (version 2.16.3) was used to analyze the significance of mediating and moderating model. The findings indicated that humanistic care ability was negatively associated with perceived stress and positively correlated with social support and life satisfaction. The effect of the path "perceived stress → social support → humanistic care ability" was -0.017, and the path "perceived stress → life satisfaction → social support → humanistic care ability" was -0.129. The current study contributed to a better understanding of humanistic care abilities and influential factors in Chinese healthcare workers. Thus, it may suggest studies on interventions to interventions to alleviate or eliminate the negative impact of perceived stress and improve humanistic care abilities.

Ensino técnico de enfermagem e as metodologias ativas de ensino- aprendizagem: uma revisão integrativa / Technical nursing education and active teaching-learning methodologies: an integrative review / La enseñanza técnica de la enfermería y las metodologías activas de enseñanza-aprendizaje: una revisión integradora

Técnicos de enfermagem compreendem a maior força de trabalho na área da saúde, contudo, existem poucas publicações sobre a formação deste profissional. Este estudo objetivou identificar na literatura as metodologias ativas de ensino-aprendizagem utilizadas no processo formativo dos cursos técnicos em enfermagem. O método utilizado foi uma revisão integrativa de literatura que incluiu estudos indexados nas bases de dados Biblioteca Virtual em Saúde (BVS), SciELO, MEDLINE, CINAHL, Web of Science e SCOPUS, publicados entre 2011 e 2021. Esta revisão foi estruturada em cinco passos metodológicos e os dados foram analisados qualitativamente. Identificou-se 988 registros, dos quais foram selecionados 6 artigos, totalizando 151 sujeitos e 24 instituições de ensino públicas e privadas. As intervenções identificadas foram: storytelling, mentoring, feedback, problematização e prática simulada. Docentes e discentes reconheceram a influência positiva das metodologias ativas no processo formativo de técnicos em enfermagem. Apesar de qualificados, os docentes manifestaram insegurança para uso deste método, sendo necessário um investimento e apoio institucional e a valorização do corpo docente para fomentar essa prática. Destaca-se ainda uma escassez de estudos com qualidade metodológica acerca da educação técnica em enfermagem, evidenciando um interesse científico incipiente nesta área.

Nursing technicians comprise the largest workforce in the health area, however, there are few publications on the training of this professional. This study aimed to identify in the literature the active teaching-learning methodologies used in the formative process of technical courses in nursing. The method used was an integrative literature review that included studies indexed in the databases Virtual Health Library (VHL), SciELO, MEDLINE, CINAHL, Web of Science, and SCOPUS, published between 2011 and 2021. This review was structured into five methodological steps and the data were analyzed qualitatively. It identified 988 records, from which 6 articles were selected, totaling 151 subjects and 24 public and private educational institutions. The interventions identified were: storytelling, mentoring, feedback, problematization, and simulated practice. Teachers and students recognized the positive influence of active methodologies in the formative process of nursing technicians. Despite being qualified, the teachers expressed insecurity about using this method, and institutional investment and support is needed, as well as an appreciation of the teaching staff in order to promote this practice. A scarcity of studies with methodological quality about technical education in nursing is also noteworthy, showing an incipient scientific interest in this area.

Los técnicos de enfermería constituyen la mayor fuerza de trabajo en el área de la salud, sin embargo, existen pocas publicaciones sobre la formación de este profesional. Este estudio tuvo como objetivo identificar en la literatura las metodologías activas de enseñanza-aprendizaje utilizadas en el proceso formativo de los cursos técnicos de enfermería. El método utilizado fue una revisión bibliográfica integradora que incluyó estudios indexados en las bases de datos Virtual Health Library (BVS), SciELO, MEDLINE, CINAHL, Web of Science y SCOPUS, publicados entre 2011 y 2021. Esta revisión se estructuró en cinco pasos metodológicos y los datos se analizaron cualitativamente. Se identificaron 988 registros, de los que se seleccionaron 6 artículos, con un total de 151 sujetos y 24 instituciones educativas públicas y privadas. Las intervenciones identificadas fueron: narración de historias, tutoría, retroalimentación, problematización y práctica simulada. Docentes y estudiantes reconocieron la influencia positiva de las metodologías activas en el proceso de formación de los técnicos de enfermería. Además de estar cualificados, los profesores manifiestan inseguridad en el uso de este método, por lo que es necesaria una inversión y apoyo institucional y la valoración del cuerpo docente para fomentar esta práctica. También destaca la escasez de estudios con calidad metodológica sobre la formación técnica en enfermería, lo que demuestra un incipiente interés científico en esta área.

An investigation of knowledge, attitude and practice towards simulation among clinical nursing teachers in China: A cross-sectional study.

AIM: This study aimed to investigate the knowledge, attitude and practice towards simulation among CNTs in China and analyze the influencing factors. BACKGROUND: In China, simulation is now increasingly used by Clinical Nursing Teachers (CNTs) who are mainly responsible for nurses' continuing education, novice nurses training and nursing students practice in clinical settings. Over the past 20 years, enrolment scale of nursing education was expanded greatly, and the number of registered nurses increased from 1.22 to 4.10 million in China. To contribute to nurses' or nursing students' professional development and successful transition to competent practitioners, CNTs are now being challenged to use simulation to develop more learner-centered educational programs, which could better facilitate learner engagement. As faculty preparation is a prerequisite for conducting quality simulation, it is critical that CNTs have the requisite knowledge and skills to use simulation to its full potential. However, data on CNTs' knowledge, attitude and practice towards simulation is limited. DESIGN: A cross-sectional study. METHODS: A total of 342 CNTs from six tertiary affiliated teaching hospitals of a medical university in Beijing, China, participated in the study. Electronic questionnaire of Nurse Educators' Knowledge, Attitude and Practice towards Simulation (NEKAPS) was delivered to CNTs. Analysis of variance, t-test were used to analyze data. RESULTS: The mean score of knowledge and attitude for all participants was 60.01 ± 13.42 and 81.40 ± 19.99, respectively. The mean practice score was 70.65 ± 22.05 for 162 participants (47.4 %) who had conducted simulation in their hospitals. Participants with higher educational level (F=3.476, p = 0.032) and nursing career length≤ 15 years (t = 2.676, p = 0.008) had higher knowledge scores. However, there were no significant differences among different groups for attitudes. Participants with age ≤ 35 years old (t = 3.355, p = 0.001), nursing teaching length ≤ 10 years (t = 2.073, p = 0.041) and advanced beginner nurses (t = 3.212, p = 0.002) presented higher practice scores. CONCLUSIONS: CNTs had a low level of knowledge on simulation. Their attitudes towards simulation were positive, whereas their practices were still lacking. It is highlighted an urgent need for standardized training of CNTs to improve their knowledge and practice towards simulation, so that they can optimize the simulation programs they provide for nurses or nursing students.

Effective Teaching Behaviors of Clinical Nursing Teachers: A Qualitative Meta-Synthesis.

Objectives: To identify, appraise, and synthesize the available evidence exploring the effective teaching behaviors of clinical nursing teachers. Design: The Joanna Briggs Institute (JBI) guidelines were followed, and a meta-synthesis was conducted. Review Methods: Following databases were searched for relevant qualitative studies published in English and reporting primary data analysis, including experiences and perceptions of nursing students: PubMed, EBSCOhost, OVID, etc. Qualitative Assessment and Review Instrument were used to pool the qualitative research findings. Through the repeated reading of the original literature, the similar findings were combined and sorted into new categories, and then summarized into different synthesized themes. Results: A total of nine articles were included. The review process produced 29 subcategories that were aggregated into seven categories. The categories generated three synthesized findings: good teaching literacy, solid professional competence, and harmonious faculty-student relationship. Conclusions: The effective teaching behaviors of clinical nursing teachers are the driving force for the progress and growth of nursing students. In order to improve the effectiveness of clinical nursing teaching, nursing teachers should be fully aware of effective teaching behaviors for nursing students to master nursing theories and skills.

Significado del proceso atención de enfermería desde el cotidiano de enseñanza de los profesores / Meaning of the nursing care process from the teacher´s educational everyday

Introducción: El Proceso de Atención de Enfermería (PAE) constituye la herramienta metodológica de cuidado; su enseñanza y aplicación en los campos educativo y laboral requiere una formación teórico-práctica, crítica y reflexiva que posibilite al estudiante y profesional otorgar un cuidado autónomo y delimitado, confiriéndole identidad y liderazgo. Resulta pertinente comprender el importante significado de su enseñanza a la luz del concepto de cotidianidad propuesto por Henri Lefebvre. Objetivo: Analizar el significado del PAE desde la enseñanza cotidiana de los profesores de enfermería. Métodos: Fue realizado un estudio cualitativo y descriptivo a diecisiete docentes enfermeras(os) con estudios de licenciatura y posgrado en instituciones educativas de la UNAM. Se recolectó información a través de entrevistas semiestructuradas a profundidad, y se llevó a cabo un análisis temático del discurso para estudiar los datos. El trabajo se apegó a criterios de ética, rigor científico y consentimiento informado. Resultados parciales / discusión: 1a Categoría: enseñanza simbólico-verbalística. 2a Categoría: enseñanza desvinculada de un marco teórico-disciplinario, en este aspecto se concuerda con Abascal R. acerca de la necesidad de asentar la enseñanza del PAE sobre bases filosóficas y éticas, y no sólo como etapas; asimismo se coincide con Souza, pues enfatiza que, para llevar a cabo un PAE eficiente, se requiere de una teoría de enfermería. Conclusiones: La enseñanza del PAE requiere por parte de los docentes identidad, conocimiento teórico-disciplinar y experiencia en su aplicación, para proyectarla como una herramienta metodológica del cuidado de enfermería y así otorgar un cuidado profesional delimitado y autónomo.

Introduction. The Nursing Process (NP) constitutes the methodological tool of care; its teaching and application in educational and professional fields requires a theoretical-practical, critical and reflective training that enables the student and practitioners to grant autonomous and delimited care, conferring identity and leadership. It is relevant to understand the importance of the NP teaching according to everyday life concept proposed by Henri Lefebvre. Goal: To analyze the meaning of the NP from the daily teaching of nursing professors' perspective. Methods: A descriptive and qualitative study was carried out to 17 nurse professors with undergraduate and postgraduate studies at UNAM. Information was collected through semi-structured in-depth interviews, and a thematic discourse analysis was made in order to study the obtained data. The work adhered to criteria of ethics, scientific rigor and informed consent. Partial results / discussion: 1st Category: Symbolic and verbal teaching. 2nd Category: Teaching unrelated to theoretical-disciplinary framework; which coincides with Abascal R about the need to base the NP teaching on philosophical and ethical principles, instead of stages; it also agrees with Souza, since he emphasizes that a nursing theory is required to carry out an efficient NP. Conclusions: Teaching of the NP requires identity, disciplinary-theoretical knowledge and practical experience from teachers, in order to constitute a methodological tool of nursing care and to provide delimited and autonomous professional care.

Porque usted lo dijo. Narrativa de Situación de Enfermería / Porquê você falou. Narrativa situação de enfermagem / Because you said. Narrative of Nursing Situation

Objective: To create disciplinary knowledge derived from philosophical reflectionsfocused on the practice of the Nurse who provides care to people with mental suffering, throughthe construction of a Nursing Situation Narrative. Method: A narrative writing was elaborated inthe First Diploma of Philosophy in Nursing attended by professors of the School of Nursing ofthe Universidad del Valle, favoring the study of theoretical concepts associated with theprofessional practice of the assistants; from the construction of Nursing Situations. Result: ANursing Situation was written using the narrative strategy derived from the professionalexperience of the teacher writer as Coordinator of a Home Care Program in a Level III PsychiatricHospital in the city of Cali. The writing was analyzed according to the theory of PsychodynamicNursing consonant with the Interactive Integrative vision of Nursing. Conclusion: Theconstruction of disciplinary knowledge supported by narratives of Nursing Situations, facilitatesthe philosophical approaches of Nursing in a scientific and humanized way. For its part, careunder the relational psychodynamic approach, vindicates human interaction based oncommunication, empathy, warmth and opportunity; generating that the Nurse - Care Subjectrelationship is itself therapeutic.(AU)

Objetivo: Crear conocimiento disciplinar derivado de reflexiones filosóficas centradas enla praxis del (a) Enfermero (a) que brinda cuidado a personas con sufrimiento psíquico, mediantela construcción de una Narrativa de Situación de Enfermería. Método: Se elaboró un escritonarrativo en el Primer Diplomado de Filosofía en Enfermería cursado por docentes de la Escuelade Enfermería de la Universidad del Valle, favoreciendo el estudio de conceptos teóricosasociados con la práctica profesional de los asistentes; a partir de la construcción de Situacionesde Enfermería. Resultado: Se escribió una Situación de Enfermería empleando la estrategianarrativa derivada de la experiencia profesional de la docente escritora como Coordinadora de unPrograma de Atención Domiciliaria en un Hospital Psiquiátrico Nivel III de la ciudad de Cali. Elescrito se analizó según la teoría de Enfermería Psicodinámica consonante con la visiónInteractiva Integrativa de Enfermería. Conclusión: La construcción de conocimiento disciplinarsoportado en narrativas de Situaciones de Enfermería, facilita los abordajes filosóficos deEnfermería de manera científica y humanizada. Por su parte, el cuidado bajo el enfoquepsicodinámico relacional, reivindica la interacción humana basada en la comunicación, empatía,calidez y oportunidad; generando que la relación Enfermera – Sujeto de Cuidado sea en sí misma terapéutica.(AU)

Objetivo: Gerar conhecimentos disciplinares derivados de reflexões filosóficas voltadaspara a prática do Enfermeiro que cuida de pessoas com sofrimento mental, por meio da construçãode uma Narrativa da Situação de Enfermagem. Método: Foi elaborada uma escrita narrativa noPrimeiro Diploma de Filosofia em Enfermagem frequentado por docentes da Escola deEnfermagem da Universidad del Valle, favorecendo o estudo de conceitos teóricos associados àprática profissional dos auxiliares; a partir da construção das Situações de Enfermagem.Resultado: A Nursing Situation foi escrita utilizando a estratégia narrativa derivada da experiênciaprofissional da professora escritora como Coordenadora de um Programa de AssistênciaDomiciliar em um Hospital Psiquiátrico Nível III na cidade de Cali. A escrita foi analisadasegundo a teoria da Enfermagem Psicodinâmica consoante com a visão Integrativa Interactivada Enfermagem. Conclusão: A construção de saberes disciplinares apoiados em narrativas deSituações de Enfermagem, facilita as abordagens filosóficas da Enfermagem de forma científicae humanizada. Por sua vez, o cuidado sob o enfoque psicodinâmico relacional, reivindica ainteração humana baseada na comunicação, empatia, cordialidade e oportunidade; gerando que arelação Enfermeiro - Sujeito do Cuidado seja ela própria terapêutica.(AU)

¡De repente, profesor! Caminos que recorren los enfermeros en busca de formación docente / Suddenly, teacher! Paths taken by nurses searching for teacher training / De repente, professor! Caminhos percorridos pelos enfermeiros em busca da formação docente

ABSTRACT Objective: to know the paths taken by the nurse-teachers of the Nursing technical course in search of their training for the teaching career. Method: a qualitative and cross-sectional research study, carried out with nurses who teach at the Nursing technical course of a Technical School of the Unified Health System in Ceará. The data were collected through a focus group in October 2019, and analyzed according to Bardin's thematic content analysis, with the aid of the Qualitative Data Analysis Software. Results: the paths for nurses' teacher training permeate their motivation to enter the teaching career, whose reasons are related to the difficulty finding a job in the assistance area, invitation to teach, job opportunity or existence of some need; initial performance in teaching, which emphasizes mid-level; and by training itself, which had its need confirmed and, from the participants' perspective, met through participation in institutional qualifications and personal search for specialization courses. Conclusion: the paths taken by nurse-teachers in search of their training for the teaching career are related to the reasons why they enter teaching, with their initial performance in teaching and with teacher training itself, regarding verification of their need and ways accessed for such qualification. The nurse's prior training for the teaching practice ultimately points to professional excellence and appreciation and commitment to the Unified Health System. Thus, it becomes imperative to (re)formulate policies that consider the complexity and professionality of teaching, with a view to expert teaching training and performance.

RESUMEN Objetivo: conocer los caminos que recorren los profesores de enfermería en el curso técnico de Enfermería en busca de su formación docente. Método: investigación cualitativa, transversal, realizada con enfermeros profesores del curso técnico de Enfermería en una Escuela Técnica del Sistema Único de Salud en Ceará. Los datos se recopilaron a través de un grupo focal, en octubre de 2019, y se analizaron de acuerdo con el análisis de contenido temático de Bardin, con el soporte del Qualitative Data Analysis Software. Resultados: los caminos para la formación del docente de enfermería pasan por su motivación para la inserción en la docencia, cuyas razones se relacionan con la dificultad de ser empleado en tareas asistenciales, invitación a enseñar, oportunidad laboral o existencia de alguna necesidad; desempeño inicial en la docencia, que enfatiza la educación secundaria; y por la formación propiamente dicha, cuya necesidad fue corroborada y, a juicio de los participantes, suplida a través de la participación en las cualificaciones institucionales y la búsqueda personal de cursos de especialización. Conclusión: los caminos que recorren los profesores de enfermería en busca de su formación docente están relacionados con las razones por las que ingresan a la docencia, con el desempeño inicial en la docencia y con la propia formación docente, en cuanto a la constatación de su necesidad y las vías de acceso para dicha cualificación. La formación previa del enfermero para la práctica docente apunta, en última instancia, a la excelencia y la valoración profesional y al compromiso con el Sistema Único de Salud, por lo que es imperativo (re) formular políticas que consideren la complejidad y profesionalidad de la docencia, con miras a la obtención de formación y actuación docente especializada.

RESUMO Objetivo: conhecer os caminhos percorridos pelos enfermeiros docentes do curso técnico de Enfermagem em busca da sua formação para a docência. Método: pesquisa qualitativa, transversal, realizada com enfermeiros professores do curso técnico de Enfermagem de uma Escola Técnica do Sistema Único de Saúde do Ceará. Os dados foram coletados através de grupo focal, em outubro de 2019, e analisados segundo análise de conteúdo temática de Bardin, com apoio do Qualitative Data Analysis Software. Resultados: os caminhos para a formação docente do enfermeiro perpassam pela sua motivação para inserção na docência, cujos motivos relacionam-se com a dificuldade de empregar-se na assistência, convite para lecionar, oportunidade de trabalho ou existência de alguma necessidade; atuação inicial no ensino, a qual confere ênfase ao nível médio; e pela formação propriamente, que teve sua necessidade constatada e, na visão dos participantes, suprida mediante a participação em qualificações institucionais e busca pessoal por cursos de especialização. Conclusão: os caminhos percorridos pelos enfermeiros docentes em busca da sua formação para a docência guardam relação com os motivos pelos quais ingressam no ensino, com a atuação inicial no magistério e com a própria formação docente, referente à constatação da sua necessidade e vias acessadas para tal qualificação. A formação prévia do enfermeiro para o exercício docente aponta, em última análise, para a excelência e valorização profissional e compromisso com o Sistema Único de Saúde. Assim, torna-se imperativa a (re)formulação de políticas que considerem a complexidade e profissionalidade do ensino, com vistas a uma formação e atuação docente experta.

Construction of competency norm of clinical nursing teachers in tertiary first-class hospitals in northwest China / 中华医学教育探索杂志

Objective:To establish the norm of clinical nursing teachers' competency in tertiary first-class hospitals in northwest China.Methods:From August 2019 to February 2020, 1 077 clinical nursing teachers were selected from 12 tertiary first-class hospitals in northwest China by stratified, random and proportional sampling, and were investigated with the Clinical Nursing Teacher Competency Evaluation Scale. Descriptive statistics were carried out on the sample data, and univariate variance analysis and pairwise comparison were carried out on the multi-classification variables of age, nursing age, professional title, teaching years and the number of teachers per year. The verified data were exported to SPSS 26.0 for statistical analysis, variance analysis was used for multi-group comparison, and LSD test was used for pairwise comparison between groups.Results:①The corresponding mean norm was established by grouping the total score and the first-class index; the percentile norm was made with 5% spacing; P10, P30, P70 and P90 were selected as the grading demarcation points, and the demarcation norm was constructed. ②Factor analysis showed that there were statistical differences in personality characteristics among different ages, nursing ages and professional titles ( P<0.05), and also in professional attitudes among different nursing ages and professional titles ( P<0.05). Conclusion:The establishment of norm provides references for individuals or units to evaluate teachers' competence.

A survey of nursing teachers' awareness of discrimination and inequity in telephone nursing care.

BACKGROUND: Nursing care should be respectful of and unrestricted by patients' age, ethnicity, gender, dis/abilities or social status, and such values should be taught to nursing students. Nursing teachers are crucial as role models, and their values are essential. In telephone nursing, only age, sex and ethnicity are known to the registered nurses, which can be challenging. The aim of this study was to explore awareness of discrimination and inequity in telephone nursing among nursing teachers. METHODS: A study specific survey was filled in by 135 nursing teachers from three universities in Sweden. The survey included short descriptions of 12 fictive persons who differed in age, ethnicity and sex and with questions about their estimated life situation. The teachers' estimations of life situation were ranked from lowest probability to highest probability. A 'good life index' was constructed and calculated for each fictive person. It included quality of life, power over one's own life and experience of discrimination. RESULTS: The results indicate that the nursing teachers were aware of how power and age, ethnicity and sex are related; that is, they were aware of discrimination and inequity in healthcare. The persons assessed to be most likely to lead a good life were males of Swedish origin, followed by females of Swedish origin. Persons with non-European origin were estimated to have the highest probability of experiencing discrimination. CONCLUSIONS: The nursing teachers were aware of discrimination and inequity in healthcare. They were able to estimate a fictive person's life situation based on the limited knowledge of age, ethnicity and sex. This is important, as their values are pivotal in theoretical and practical nursing education.

Job stress and occupational burnout among clinical nursing teachers: A cross-sectional study.

BACKGROUND: Clinical nursing teachers face conflicts and challenges while instructing nursing students in the clinical setting. They may be under job stress, which can lead to occupational burnout. PURPOSE: This study investigated the current state and relationship between job stress and occupational burnout, as well as explore the significant predictors of occupational burnout among clinical nursing teachers. METHODS: A cross-sectional study design and convenience sampling was conducted. A total of 205 clinical nursing teachers from 43 nursing schools in Taiwan. Used the Chinese version of the job content questions and occupational burnout inventory to collect data. Multiple linear regression was used to determine the predictors of occupational burnout. RESULTS: The degree of perception of life stress by teachers was moderate, and occupational burnout was mild to moderate. Multiple regression analyses showed that perceived life stress and job stress were significant predictors of occupational burnout; perceived life stress was the strongest predictor of occupational burnout, explained 26.4% of the variance; and the workload explained 16.6% of the variance. CONCLUSION: Perceived life stress and job stress influence occupational burnout. This study results may help administrators recognize the vulnerability of clinical nursing teachers to different stressors and develop strategies to improve occupational burnout.

Perceived Stress and Life Satisfaction Among Chinese Clinical Nursing Teachers: A Moderated Mediation Model of Burnout and Emotion Regulation.

Our previous study indicated that clinical teaching nurses in China suffered high levels of perceived stress and burnout, mainly because they were taking double responsibilities of nursing and teaching at the same time. The study aimed to investigate the underlying mechanisms of how and when perceived stress increased the risk of burnout and decreased life satisfaction among clinical teaching nurses. Questionnaires about perceived stress, burnout, emotion regulation, and life satisfaction were self-administered to 1,372 teaching nurses from eight tertiary military hospitals in China. Correlation and hierarchical multiple regressions were employed for data analysis. The results revealed that perceived stress had direct and indirect impacts on life satisfaction, with the principal element of burnout-emotional exhaustion-acting as a mediator. Moreover, the association between perceived stress and emotional exhaustion was moderated by emotion suppression-a key emotion regulation strategy. The negative impact of perceived stress on burnout was stronger among teaching nurses with high emotion suppression than among those with low emotion suppression. The present study contributed to a deeper understanding of the relationship between perceived stress and life satisfaction and also suggested further research into emotion regulation interventions to alleviate or eliminate the impact of perceived stress on burnout and eventually improve the life satisfaction for Chinese clinical nursing teachers.

Vivências do trabalho remoto no contexto da covid-19: reflexões com docentes de enfermagem / Experiencias del trabajo remoto en el contexto del covid-19: reflexiones con docentes de enfermería / Remote work experiences in the covid-19 context: reflections with nursing teachers

RESUMO Objetivo refletir sobre como os docentes de graduação em Enfermagem vivenciam as atividades do seu processo de trabalho no contexto da pandemia de COVID-19 Método estudo qualitativo, reflexivo, do tipo pesquisa ação-participante, fundamentado nos pressupostos de Paulo Freire. Contou-se com a participação de 20 docentes de graduação em Enfermagem de universidades públicas e privadas do Sul do Brasil. O Itinerário de Pesquisa Freireano foi percorrido perpassando pela Investigação Temática, Codificação, Descodificação e Desvelamento Crítico, em um Círculo de Cultura Virtual realizado em agosto de 2020 Resultados os docentes de Enfermagem dialogaram sobre as repercussões do ensino não presencial na sua saúde. Refletiram acerca dos seus sentimentos no enfrentamento dessa modalidade de ensino e como o desenvolvem no contexto pandêmico Conclusão os resultados contribuem para a prática baseada em evidências de enfermeiros, fortalecendo a tomada de decisões quanto ao processo de trabalho docente no contexto da pandemia de COVID-19

RESUMEN Objetivo reflexionar sobre la manera en la que los docentes de la carrera de grado de Enfermería experimentan las actividades de su proceso de trabajo en el contexto de la pandemia de COVID-19 Método estudio cualitativo y reflexivo, del tipo investigación acción-participante, fundamentado en los supuestos de Paulo Freire. Se contó con la participación de 20 docentes de la carrera de grado de Enfermería de universidades públicas y privadas del sur de Brasil. Se recorrió el Itinerario de Investigación de Paulo Freire pasando por la Investigación Temática, la Codificación, la Decodificación y el Desvelamiento Crítico, en un Círculo de Cultura Virtual realizado en agosto de 2020 Resultados los docentes de Enfermería dialogaron sobre las repercusiones de la enseñanza no presencial sobre su propia salud. Reflexionaron acerca de sus sentimientos al enfrentar esta modalidad de enseñanza y cómo la desarrollan en el contexto de la pandemia Conclusión los resultados contribuyen a la práctica basada en evidencias de los enfermeros, fortaleciendo así el proceso de toma de decisiones en relación al proceso de trabajo docente en el contexto de la pandemia de COVID-19

ABSTRACT Objective to reflect on how undergraduate Nursing teachers experience the activities of their work process in the COVID-19 pandemic context Method a qualitative and reflection study of the action-participant research type, grounded on Paulo Freire's assumptions. The participants were 20 undergraduate Nursing teachers from public and private universities in southern Brazil. Paulo Freire's Research Itinerary was carried out through Thematic Research, Coding, Decoding, and Critical Unveiling, in a Virtual Culture Circle held in August 2020 Results the Nursing teachers discussed about the repercussions of remote teaching on their health. They reflected on their feelings in facing this teaching modality and on how they develop in the pandemic context Conclusion the results contribute to the nurses' evidence-based practice, strengthening decision-making regarding the teachers' work process in the COVID-19 pandemic context

Publicación científica de asesores de tesis de enfermería de tres universidades del departamento de Puno, Perú / Scientific publication of aides of thesis of infirmary of 3 universities of the department of Puno, Peru

Introducción: La investigación peruana en enfermería atraviesa serias dificultades en cuestión de producción científica. Cambiar esta realidad implica trabajar desde la universidad, donde se espera que quienes asesoran trabajos de investigación puedan aportar. Objetivo: Identificar la frecuencia de publicación científica de asesores de tesis de enfermería de tres universidades del departamento de Puno, Perú. Métodos: Estudio descriptivo, transversal y observacional. Con una población de 66 asesores de tesis de: Universidad Nacional del Altiplano, Universidad Peruana Unión y Universidad Privada San Carlos; realizada entre abril y julio de 2019. Se utilizó una ficha de registro para levantar datos sociodemográficos y la publicación científica fue analizada mediante el buscador de Google Académico y la base de datos de Scopus. Se realizó un análisis descriptivo recurriendo a frecuencias y porcentajes absolutos. Resultados: El 60,61 por ciento de asesores de tesis contaba con grado de magister, 63,64 por ciento trabajaban en la misma universidad, 56,06 por ciento fueron nombrados y 37,88 por ciento tiene hasta 5 años de experiencia en la docencia universitaria. En cuanto a la publicación científica, un 16,67 por ciento publicó alguna vez en su vida y solo 6,06 por ciento en los últimos 3 años; de este grupo, 4 alcanzaron difundir en Scielo y 1 en Scopus. De las publicaciones, 10 son originales y 1 es de revisión. Ningún asesor(a) se encuentra registrado como investigador en el Renacyt de Concytec-Perú. Conclusión: La frecuencia de publicación de asesores de tesis de enfermería en 3 universidades de Puno, Perú, es baja y preocupante(AU)

Introduction: Peruvian nursing research is going through serious difficulties in terms of scientific production. Changing this reality implies working from the university, where those who advise research work are expected to contribute. Objective: To identify the frequency of scientific publication of nursing thesis advisors from 3 universities in the department of Puno, Peru. Methods: Descriptive, cross-sectional and observational study. With a population of 66 thesis advisers from: Universidad Nacional del Altiplano, Universidad Peruana Unión and Universidad Privada San Carlos; carried out between april - july 2019. A registration form was used to collect sociodemographic data and the scientific publication was analyzed using the Google Scholar search engine and the Scopus database. A descriptive analysis was performed using absolute frequencies and percentages. Ethical considerations were taken into account. Results: 60.61 percent of thesis advisors have a master's degree, 63.64 percent work at the same university, 56.06 percent are appointed and 37.88 percent have up to 5 years of experience in university teaching. Regarding scientific publication, 16.67 percent published sometime in their life and only 6.06 percent in the last 3 years; Of this group, 4 managed to spread in Scielo and 1 in Scopus. Of the publications, 10 are original and 1 is for review. No consultant is registered as a researcher at the Renacyt de Concytec-Perú. Conclusion: the frequency of publication of nursing thesis advisors in 3 universities in Puno, Peru, is low and worrying(AU)

Planificación microcurrícular de asignaturas en la profesión de enfermería y su vinculación con los modelos conceptuales / Microcurricular planning of subjects in the nursing profession and its link with conceptual models / Planejamento microcurricular de disciplinas da profissão de enfermagem e sua vinculação com modelos conceituais

INTRODUCCIÓN: el estudio tuvo como objetivo determinar desde la academia la inclusión y utilización de los modelos conceptuales, ligadas al proceso de atención, en las asignaturas relacionadas al cuidado dentro del microcurrículo, para verificar su nivel de inserción en la planificación curricular y transferencia de conocimientos al estudiante. MÉTODO: se tipificó como descriptiva, de campo, transversal. La muestra estuvo constituida por 29 docentes del área profesionalizantes. Se diseñaron 2 instrumentos de recolección de datos: Ficha de registro de 12 sílabos para el análisis de los contenidos del cuidado con vinculación de teorizantes en y test a los docentes para confrontar su utilidad en las clases. RESULTADOS: la revisión de los sílabos evidenció el 21,43% incluyen teorizantes y el 78,57% no involucran en la planificación de las asignaturas, organización basada en patologías clínicas y no a diagnósticos enfermeros. La aplicación del test evidencia un dominio medio 63,06% en el conocimiento de los modelos conceptuales, un dominio medio 46,55% en el conocimiento y utilización de las teorizantes en el proceso de atención, 39,65% corresponde al involucramiento de las teorizantes en los contenidos de las asignaturas seguido de un 31,03% con utilización bajo. CONCLUSIONES: se evidencia la poca inclusión de las teorizantes de enfermería, en el Proceso de Atención de Enfermería en la mayoría de las asignaturas de la unidad profesional y en las guías prácticas, lo que dificulta la relación teoría-practica del hacer enfermero.

INTRODUCTION: the study aimed to determine from the academy the inclusion and use of conceptual models, linked to the care process, in subjects related to care within the microcurriculum, to verify their level of insertion in curricular planning and knowledge transfer to the student. METHOD: it was classified as descriptive, field, cross-sectional. The sample consisted of 29 professors from the professional area. Two data collection instruments were designed: Record sheet of 12 syllables for the analysis of the contents of care with linking of theorists in and test the teachers to confront their usefulness in the classes. RESULTS: the review of the syllables showed that 21.43% include theorizers and 78.57% do not involve organization based on clinical pathologies and not on nursing diagnoses in the planning of the subjects. The application of the test shows a 63.06% average domain in the knowledge of the conceptual models, a 46.55% average domain in the knowledge and use of theorizers in the care process, 39.65% corresponds to the involvement of the theorizing in the contents of the subjects followed by 31.03% with low use. CONCLUSIONS: the little inclusion of nursing theorists is evident, in the Nursing Care Process in most of the subjects of the professional unit and in the practical guides, which hinders the theory-practice relationship of becoming a nurse

INTRODUÇÃO: o estudo objetivou determinar a partir da academia a inclusão e utilização de modelos conceituais, vinculados ao processo de cuidar, em disciplinas relacionadas ao cuidado no microcurricular, para verificar seu nível de inserção no planejamento curricular e transferência de conhecimento. para o aluno. MÉTODO: foi classificado como descritivo, de campo, transversal. A amostra foi composta por 29 docentes da área profissional. Foram elaborados dois instrumentos de coleta de dados: ficha de registro de 12 sílabas para a análise dos conteúdos do cuidado com vinculação dos teóricos e provas aos professores para confrontar sua utilidade nas aulas. RESULTADOS: a revisão das sílabas mostrou que 21,43% incluem teorizadores e 78,57% não envolvem organização baseada em patologias clínicas e não em diagnósticos de enfermagem no planejamento das disciplinas. A aplicação do teste mostra um domínio médio de 63,06% no conhecimento dos modelos conceituais, um domínio médio de 46,55% no conhecimento e uso de teorizadores no processo de cuidar, 39,65% corresponde ao envolvimento dos teorizar nos conteúdos das disciplinas seguido de 31,03% com baixo uso. CONCLUSÕES: fica evidente a pouca inserção de teóricos de enfermagem, no Processo de Cuidado de Enfermagem na maioria das disciplinas da unidade profissional e nos guias práticos, o que dificulta a relação teoria-prática para se tornar enfermeiro.

Impronta de la obra de Florence Nightingale en la formación de recursos humanos de Enfermería / Imprint of Florence Nightingale´s work in nursing training

Introducción: Florence Nightingale contribuyó a la mejora y desarrollo de la salud. Hoy en día, todavía representa una fuente de inspiración y un tema de investigación para académicos. Objetivo: Analizar la obra de Florence Nightingale en la formación de recursos humanos de Enfermería. Resultados: Se insistió en algunos tópicos dentro del tema, como los enfoques del modelo educativo de Florence Nigthingale y sus características. Su sistema fue la base para la creación de muchas de las primeras escuelas de formación de Enfermería en el mundo y abogó por la independencia de la escuela de los hospitales para que los estudiantes no se consideraran trabajadores del mismo durante su formación. Conclusiones: Florence Nightingale vio en la formación una herramienta esencial para mejorar y evolucionar, creando para ello una escuela con la que formó personas en torno a un modelo firmemente establecido(AU)

Introduction: Florence Nightingale contributed to the improvement and development of health services. Today, she still represents a source of inspiration, and is a common research topic for academics. Objective: To analyze the Florence Nightingale´s method used in the apprenticeship preparation of nurses. Results: Related topics were the most reviewed; referring, for instance, to Florence Nightingale´s teaching model and its characteristics. Her teaching system was the foundation of most of the early nursing schools, and she also defended the idea of separating school from hospitals, so that students would not be considered as workers in hospitals during their training. Conclusions: Florence Nightingale saw in teaching an essential tool to improve and make progress, creating school standards in which she trained people under strict established model(AU)

Impronta de la obra de Florence Nightingale en la formación de recursos humanos de Enfermería / Imprint of Florence Nightingale´s work in nursing training

RESUMEN Introducción: Florence Nightingale contribuyó a la mejora y desarrollo de la salud. Hoy en día, todavía representa una fuente de inspiración y un tema de investigación para académicos. Objetivo: Analizar la obra de Florence Nightingale en la formación de recursos humanos de Enfermería. Resultados: Se insistió en algunos tópicos dentro del tema, como los enfoques del modelo educativo de Florence Nigthingale y sus características. Su sistema fue la base para la creación de muchas de las primeras escuelas de formación de Enfermería en el mundo y abogó por la independencia de la escuela de los hospitales para que los estudiantes no se consideraran trabajadores del mismo durante su formación. Conclusiones: Florence Nightingale vio en la formación una herramienta esencial para mejorar y evolucionar, creando para ello una escuela con la que formó personas en torno a un modelo firmemente establecido.

ABSTRACT Introduction: Florence Nightingale contributed to the improvement and development of health services. Today, she still represents a source of inspiration, and is a common research topic for academics. Objective: To analyze the Florence Nightingale´s method used in the apprenticeship preparation of nurses. Results: Related topics were the most reviewed; referring, for instance, to Florence Nightingale´s teaching model and its characteristics. Her teaching system was the foundation of most of the early nursing schools, and she also defended the idea of separating school from hospitals, so that students would not be considered as workers in hospitals during their training. Conclusions: Florence Nightingale saw in teaching an essential tool to improve and make progress, creating school standards in which she trained people under strict established model.