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Nurse Educ ; 45(1): 51-55, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30801422


BACKGROUND: The nursing faculty shortage is expected to persist throughout the next decade. Understanding what influences transition from clinician to educator and retention can improve approaches used in nursing programs for those aspiring to careers in nursing education. PURPOSE: This qualitative study elicited the experiences of participants who completed a structured program to prepare clinicians to become clinical faculty for prelicensure students. METHODS: Focus groups uncovered participant perspectives on "learning how to teach." RESULTS: Using interpretive phenomenological analysis, the themes (1) I'm not sure I can do this, (2) changing perspectives-learning to teach, and (3) instilling confidence emerged. CONCLUSIONS: Novice educators reported benefitting most from exposure to multiple teaching methods, simulated teaching encounters, and group debriefing as they learned to become educators.

Atitude do Pessoal de Saúde , Docentes de Enfermagem/educação , Enfermeiras Clínicas/psicologia , Bacharelado em Enfermagem , Grupos Focais , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa Qualitativa , Ensino
Nurse Educ ; 45(1): 56-60, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30950918


BACKGROUND: The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education. PROBLEM: Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. APPROACH: The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert. OUTCOMES: The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences. CONCLUSIONS: The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.

Educação em Enfermagem/organização & administração , Docentes de Enfermagem/educação , Treinamento por Simulação , Currículo , Humanos , Maryland , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
Glob Health Action ; 12(1): 1652022, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31411128


Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.

Fortalecimento Institucional/métodos , Instrução por Computador/métodos , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/educação , Internet/estatística & dados numéricos , Tocologia/educação , Smartphone/estatística & dados numéricos , Adulto , Bangladesh , Feminino , Grupos Focais , Humanos , Pessoa de Meia-Idade , Gravidez
Int J Evid Based Healthc ; 17 Suppl 1: S62-S64, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31283585


BACKGROUND: The field of study Teaching of Vocational Subjects for Nursing Schools, the completion of which contributes to obtaining a teaching qualification at the master's level, is amongst the most prestigious fields at the Faculty of Education, Palacký University Olomouc. In the academic year of 2018/2019, the students of this field are involved in the pilot project introducing and teaching Evidence-Based Practice (EBP) methods. The concept is based on the experience of The Czech Republic (Central European) Centre for Evidence-Based Healthcare: A Joanna Briggs Institute Centre of Excellence team. OBJECTIVES: The aims of this short communication are, first, to provide information about the pilot project and the implementation of EBP methodology into selected subjects at the Faculty of Education, and second, to provide information regarding the establishment of a working group for the foundation of the Centre for Evidence-Based Education. METHODS: To implement the EBP method into the training of healthcare professionals, four syllabi of the currently taught subjects were updated and improved to include this methodology, and a brand new subject was created with the title 'Evidence-Based Education and Healthcare'. The faculty received approval from the National Accreditation Bureau for Higher Education and in September 2018, teaching of EBP topics was launched for a group of 95 full-time and part-time students. The academic year of 2019/2020 will see the introduction of the new subject 'Evidence-Based Education and Healthcare'. RESULTS: The outcomes of the project include an adjusted content of the subjects 'Scientific Components in the Health Education Curriculum' and the 'Diploma Thesis Seminar', the new subject titled 'Evidence-Based Education and Healthcare', and the strategic plan for the Conception and establishment of the Joanna Briggs Institute affiliate Evidence-Based Education Centre. CONCLUSION: It is appropriate to implement comprehensive EBP modules, with several subjects within the study curriculum. Current activities are the preparatory, motivational phase of potential development.

Prática Clínica Baseada em Evidências/educação , Docentes de Enfermagem/educação , Currículo , República Tcheca , Humanos , Projetos Piloto , Revisões Sistemáticas como Assunto
Rev. pesqui. cuid. fundam. (Online) ; 11(4): 1081-1087, jul.-set. 2019.
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1005567


Objetivo: Conhecer, na percepção dos docentes, quais as atitudes discentes que contribuem para a formação em enfermagem. Método: O estudo caracteriza-se como descritivo, exploratório, tipo qualitativo. Os resultados da pesquisa advêm de entrevistas com 46 docentes inseridos em dois cursos de universidades públicas, um curso de uma faculdade e de um centro de ensino, ambos privados. Resultados: Os dados evidenciam que os docentes consideram como atitudes discentes proativas o comprometimento com a formação; a formação crítica e reflexiva; a construção do conhecimento; e o comprometimento com a ética e a responsabilidade social. Conclusão: O estudo evidencia que o comprometimento e a participação efetiva dos acadêmicos, na visão docente, constituem-se em importantes estratégias de qualificação do processo de ensino aprendizado e na formação em enfermagem

Objective: To recognize, under the perception of teachers, which students' attitudes contribute to the formation in Nursing. Method: The study is characterized as descriptive, exploratory, qualitative type. The search results come from interviews with 46 teachers inserted in two public universities, a college course and a teaching Center, both private. Results: The data show that teachers consider students attitudes, commitment to proactive training; critical and reflective training; the construction of knowledge and the commitment to ethics and social responsibility. Conclusion: This study shows that the guarantee and the effective participation of academics, teaching, and vision are important strategies for qualification of the teaching learning process and Nursing training.

Objetivo: Conocer, en la percepción de los profesores, que las actitudes de los estudiantes contribuyen a la formación en Enfermería. Método: Este estudio se caracteriza por ser de tipo descriptivo, exploratorio y cualitativo. Los resultados de búsqueda provienen de entrevistas con los 46 profesores de dos universidades públicas, un curso de colegio y un centro de enseñanza, tantos privados. Resultados: Los datos muestran que profesores consideran las actitudes de los estudiantes apuestan por la formación proactiva; formación crítica y reflexiva; la construcción del conocimiento y el compromiso con la ética y responsabilidad social. Conclusión: El estudio muestra que el compromiso y la participación efectiva de los académicos, la enseñanza y la visión son estrategias importantes para la calificación del proceso de enseñanza y aprendizaje y la formación en Enfermería

Humanos , Masculino , Feminino , Estudantes de Enfermagem/psicologia , Educação em Enfermagem/tendências , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/educação
J Nurs Educ ; 58(6): 347-353, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31157903


BACKGROUND: The numbers of post-9/11 service members transitioning out of the military are escalating. Our diverse nursing student population will increasingly include Veterans or those engaged in military service. METHOD: This article describes an educational session directed at nurse faculty about the needs of these students. The event focused on the array of experiences and issues experienced by active military students or Veterans as they are deployed, transition back into civilian life, or return to college. RESULTS: This educational forum was well attended and praised by nurse faculty who reported increased levels of awareness, knowledge, and resources pertinent to this student population. CONCLUSION: Student-centeredness is valued in nursing education. Compliance with pertinent policies, engagement with community resources, and conveying personal interest in our students is especially valuable for students engaged in military service. Other nursing programs are encouraged to adopt a similarly designed event. [J Nurs Educ. 2019;58(6):347-353.].

Educação em Enfermagem , Docentes de Enfermagem/educação , Militares , Estudantes de Enfermagem , Veteranos , Recursos em Saúde , Necessidades e Demandas de Serviços de Saúde , Humanos , Autorrelato
Nurse Educ Pract ; 38: 52-58, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31176909


The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students.

Barreiras de Comunicação , Docentes de Enfermagem/educação , Desenvolvimento de Pessoal/métodos , Diversidade Cultural , Bacharelado em Enfermagem/métodos , Humanos , New South Wales , Estudantes de Enfermagem/estatística & dados numéricos
J. Health NPEPS ; 4(1): 144-152, jan.-jun. 2019.
Artigo em Português | LILACS | ID: biblio-999661


Objetivo: identificar como os docentes se preparam para ensinar a sistematização da assistência de enfermagem. Método: trata-se de um estudo exploratório, descritivo e com abordagem qualitativa, realizado em 2017, em uma instituição pública de ensino superior. Os dados foram coletados utilizando-se de entrevista semiestruturada e analisados pela análise do conteúdo. Resultados: o ensino da a sistematização da assistência de enfermagem provém desde a formação do professor até sua aplicabilidade em sala de aula. Os participantes do estudo consideram um desafio para esse ensino, em virtude do envolvimento de instituições de saúde para aplicabilidade desse aprendizado e muitas vezes, essas instituições inviabilizam a realização. Além disso, muitos discentes percebem esse conteúdo apenas como atividade extra, sem importância. O contato de muitos professores com esse conteúdo ocorre somente durante a graduação, o que dificulta posteriormente o ensino. Esses fatores prejudicam a implementação da sistematização da assistência de enfermagem tanto no contexto acadêmico como futuramente, no trabalho do enfermeiro. Considerações finais: conclui-se que durante a graduação as competências que regem este conteúdo são ensinadas em aulas teóricas e colocadas em práticas durante o estágio, porém há fragilidades no caminho que impossibilitam a consolidação do significado da a sistematização da assistência de enfermagem para o profissional.(AU)

Objective: to identify how teachers prepare to teach the systematization of nursing care. Method: this is an exploratory, descriptive study with a qualitative approach, carried out in 2017, in a public institution of higher education. Data were collected using a semistructured interview and analyzed by content analysis. Results: the teaching of the systematization of nursing care comes from the training of the teacher to its applicability in the classroom. The study participants consider this teaching a challenge, due to the involvement of health institutions in the applicability of this learning, and these institutions often make it unfeasible. In addition, many students perceive this content only as an extra and unimportant activity. The contact of many teachers with this content occurs only during graduation, which subsequently hampers teaching. These factors undermine the implementation of the systematization of nursing care both in the academic context and in the future, in the nurse's work. Conclusion: it is concluded that during graduation the competences that govern this content are taught in theoretical classes and placed in practices during the internship, but there are weaknesses in the path that make it impossible to consolidate the meaning of the systematization of nursing care for the professional.(AU)

Objetivo: identificar cómo los docentes se preparan para enseñar la sistematización de la asistencia de enfermería. Método: se trata de un estudio exploratorio, descriptivo y con abordaje cualitativo, realizado en 2017, en una institución pública de enseñanza superior. Los datos fueron recolectados utilizando entrevistas semiestructuradas y analizadas por el análisis del contenido. Resultados: la enseñanza de la sistematización de la asistencia de enfermería proviene desde la formación del profesor hasta su aplicabilidad en el aula. Los participantes del estudio consideran un desafío para esa enseñanza, en virtud de la participación de instituciones de salud para la aplicabilidad de ese aprendizaje y muchas veces, esas instituciones inviabilizan la realización. Además, muchos estudiantes perciben ese contenido sólo como actividad extra, sin importancia. El contacto de muchos profesores con ese contenido ocurre solamente durante la graduación, lo que dificulta posteriormente la enseñanza. Estos factores perjudican la implementación de la sistematización de la asistencia de enfermería tanto en el contexto académico, como en el futuro, en el trabajo del enfermero. Conclusión: se concluye que durante la graduación las competencias que rigen este contenido son enseñadas en clases teóricas y colocadas en prácticas durante la etapa, pero hay fragilidades en el camino que imposibilitan la consolidación del significado de la sistematización de la asistencia de enfermería para el profesional.(AU)

Humanos , Diagnóstico de Enfermagem/tendências , Educação em Enfermagem/tendências , Docentes de Enfermagem/educação , Estudos de Avaliação como Assunto , Epidemiologia Descritiva
Rev Bras Enferm ; 72(2): 375-382, 2019.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31017199


OBJECTIVE: To identify the pedagogical strategies and the elements that determine the construction of the educational workshop in healthcare at the teaching-service integration process. METHOD: Collective case study with qualitative approach. The cases consisted of two undergraduate courses in nursing. Thirty-one interviews were conducted with healthcare professionals, professors and students, in addition to participant observation in seven basic health units (UBS) that received the students interviewed. RESULTS: The following analytical categories emerged: teaching-service integration: articulating idealized situations with real situations; pedagogical workshop in health: development of collective pedagogical actions; reflection on the experiences in the pedagogical workshop in health: articulating the knowledge of the work world with the teaching world. FINAL CONSIDERATION: Despite the integration difficulties between teaching and service, we can conclude that their encounter generates a fertile field for the development of the educational workshop in healthcare. To this end, the agreement of the strategies presented in the constitution of the workshop is necessary.

Bacharelado em Enfermagem/métodos , Educação/organização & administração , Educação/tendências , Pessoal de Saúde/educação , Comportamento Cooperativo , Bacharelado em Enfermagem/tendências , Docentes de Enfermagem/educação , Docentes de Enfermagem/organização & administração , Pessoal de Saúde/organização & administração , Política de Saúde , Humanos , Pesquisa Qualitativa , Ensino/organização & administração
Comput Inform Nurs ; 37(7): 349-356, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30883384


Online courses and programs in higher education, including nursing education, continue to multiply exponentially in the United States. In order to meet accreditation standards and build internal standards of quality in online course delivery, nursing administrators and faculty must keep abreast of evidence and best practice in online course design. Awareness and adoption of online standards of excellence may be a departure from standard operating procedure with faculty adept at creating face-to-face courses and mavericks self-taught in online course development. The Plan-Do-Study-Act process for improvement is a viable and scalable method to achieve national certification of online course quality, improving ability to compete in a dynamic online education environment. Considerations of infrastructure and multiple stakeholder groups are critical to successful implementation. The case of one nursing program that used faculty development, team building, and continuous quality improvement to successfully reach national online quality benchmarks is presented.

Currículo/normas , Educação a Distância , Docentes de Enfermagem/educação , Melhoria de Qualidade , Ensino , Educação em Enfermagem , Tecnologia Educacional , Humanos , Desenvolvimento de Pessoal , Estados Unidos
J Contin Educ Nurs ; 50(3): 134-140, 2019 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-30835324


This article describes the perceptions of a small group of nursing education faculty members participating in the continuing professional development module, Pedagogy in Higher Education, regarding the use of active learning strategies. Data were collected using field notes and participants' presentations and articles about their experiences when using innovative teaching strategies. The findings point out the benefits for knowledge mobilization, the development of synergies based on collaboration, and other gains in terms of students' experiences. Challenges involve the use of these active strategies on a regular basis as part of a sustained and aligned approach to enhance teaching and learning. [J Contin Educ Nurs. 2019;50(3):134-140.].

Atitude Frente aos Computadores , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/educação , Docentes de Enfermagem/psicologia , Inovação Organizacional , Ensino/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
J Health Care Poor Underserved ; 30(1): 404-416, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30827991


Using an educate-the-educator model, this partnership responds to an international imperative to build human resource capacity among Haitian nurses. We created a graduate program of study for nursing faculty in leadership and education at the State University of Haiti. This paper describes a process and impact evaluation of the Regis College Haiti Project (RCHP). Semi-structured interviews explored key-informant perceptions. A purposeful sample of faculty, deans, and community leaders was used. A researcher interviewed stakeholders in French (the preferred language of the Ministry of Health) on professional responsibilities, leadership skills and teaching practices. Salient findings include: 1) increasing use of leadership skills; 2) enhanced respect from allied professionals, community members, peers, and managers; 3) improved competence developing teaching materials; and 4) increasing classroom engagement. Understanding perceived impact informs next steps in promoting professional development. Further, it advances ownership and self-efficacy among faculty and stakeholders within health care and higher education.

Educação de Pós-Graduação em Enfermagem , Docentes de Enfermagem/educação , Docentes de Enfermagem/organização & administração , Desenvolvimento de Pessoal , Adulto , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Haiti , Humanos , Pessoa de Meia-Idade , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Qualitativa
Rev Gaucha Enferm ; 40: e20180171, 2019 Feb 18.
Artigo em Português, Inglês | MEDLINE | ID: mdl-30785551


OBJECTIVE: To acknowledge the importance given to continuous training in the development of professor skills. METHOD: A qualitative, descriptive and exploratory study involving fifteen (15) career professors, selected intentionally, from the scientific nursing area of two public higher education institutions in Portugal. Data were collected using the discussion groups technique and analyzed using the content analysis technique. This process was submitted to the evaluation of two experts, resulting in agreement coefficients, which offer guarantees regarding the inferences and the categorization process. RESULTS: The professional development of the professor arose (category), involving two indicators: learning and the professional knowledge and skills development. CONCLUSIONS: The data obtained shows that continuous training is determinant in the professional development of these professors, through learning and professional knowledge and in the development of skills.

Educação Continuada em Enfermagem , Docentes de Enfermagem/educação , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Portugal
J Nurs Scholarsh ; 51(3): 262-270, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-30725507


PURPOSE: The aim of this article was to focus on interventions that were part of an attempt to engage, in nursing education, with the challenges of working in a society afflicted with violent political tensions. DESIGN: This article is an initial reflective report on two interventions (with students and with the nursing faculty) that were part of ongoing action research at a nursing school in Israel. METHODOLOGY: The methodology used for this article is first-person action research based on the author's reflective accounts. FINDINGS: Three themes in relation to the intervention with students are (a) acknowledging different identities; (b) making conflict discussable; and (c) the dynamics of silencing and self-censorship. Four vignettes that were at the center of the faculty's workshop are presented, as are the main contributions and shortcomings of the workshop. The main key to success for both interventions was that they were designed to answer specific needs and concerns of the participants. CONCLUSIONS: There is a need for a wider effort to find ways to better address deep political, ethnic, social, religious, and racial conflicts as an integral part of nursing education. Interventions need to be tailor made for nursing and for the context. CLINICAL RELEVANCE: Preparing future nurses to care in a context of complex political realities is essential for effective caregiving in societies fraught with conflict. Sharing attempts to implement interventions with students and faculty is a prerequisite for a wider global effort of addressing conflict in nursing education.

Competência Cultural/educação , Diversidade Cultural , Educação em Enfermagem , Docentes de Enfermagem/educação , Ativismo Político , Competência Profissional , Feminino , Humanos , Israel , Masculino
J Contin Educ Nurs ; 50(1): 12-14, 2019 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-30645653


Nurses are lifelong learners who are always seeking ways to improve and perfect their skills. Test item writing is a skill that must be practiced and perfected over time. Often, nurses in a clinical role are promoted to the role of nurse educator without receiving training on how to write good test questions. This article presents nine tips for item writing to help nurse educators and clinical educators to create better test questions [J Contin Educ Nurs. 2019;50(1):12-14.].

Avaliação Educacional/normas , Docentes de Enfermagem/educação , Guias como Assunto , Redação/normas , Adulto , Currículo , Educação Continuada em Enfermagem , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
Nurs Forum ; 54(2): 232-237, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30566239


Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post-Baccalaureate to DNP (BSN-DNP) programs are fulfilling the Institute of Medicine's mandate for seamless academic progression, several factors need to be considered for students' successful program completion. These factors include: (1) the students' stage of cognitive development for strategic thinking (metacognition); (2) students' tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project. The purpose of this paper is to describe learner-centered approaches to enhance analytic preparation of BSN-DNP students.

Educação de Pós-Graduação em Enfermagem/normas , Docentes de Enfermagem/educação , Estudantes de Enfermagem , Competência Clínica , Currículo , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Pesquisa em Educação de Enfermagem , Papel Profissional
Rev. gaúch. enferm ; 40: e20180171, 2019. tab
Artigo em Português | LILACS | ID: biblio-985603


Resumo OBJETIVO Conhecer a importância atribuída à formação contínua no desenvolvimento de competências do professor. MÉTODO Estudo qualitativo, descritivo e exploratório, envolvendo quinze (15) professores de carreira, da área científica de enfermagem, de duas instituições públicas de ensino superior em Portugal, selecionados intencionalmente. Os dados foram recolhidos utilizando a técnica dos grupos de discussão e foram analisados através da técnica de análise de conteúdo. Este processo foi submetido à avaliação de dois peritos, resultando coeficientes de concordância, que oferecem garantias em relação às inferências e processo de categorização. RESULTADOS Emergiu o desenvolvimento profissional do professor (categoria), envolvendo dois indicadores: a aprendizagem e conhecimento profissional e o desenvolvimento de competências. CONCLUSÕES Os dados obtidos permitem colocar em evidência que a formação contínua é determinante no desenvolvimento profissional destes professores, pela aprendizagem e conhecimento profissional e no desenvolvimento de competências.

Resumen OBJETIVO Conocer la importancia atribuida a la formación continua, en el desarrollo de la competencia formativa del docente. METODOLOGÍA Estudio cualitativo, descriptivo y exploratorio, con una muestra de quince (15) profesores de carrera en el área de enfermería, de dos instituciones públicas de enseñanza superior en Portugal, escogidos intencionalmente. Se recolectaron los datos a través de la técnica de grupos de discusión y se analizaron mediante la técnica de análisis de contenido. Este proceso se sometió a una validación de dos expertos, obteniéndose coeficientes de concordancia que proporcionan garantías sobre las inferencias y sobre el proceso de categorización. RESULTADOS Se hizo patente que el desarrollo profesional del profesor (categoría), comprende dos indicadores: el aprendizaje y conocimiento profesional, y el desarrollo de competencias. CONCLUSIONES Los datos obtenidos indican que la formación continua es determinante en el desarrollo profesional de estos profesores, por el aprendizaje y conocimiento profesional y por el desarrollo de competencias.

Abstract OBJECTIVE To acknowledge the importance given to continuous training in the development of professor skills. METHOD A qualitative, descriptive and exploratory study involving fifteen (15) career professors, selected intentionally, from the scientific nursing area of two public higher education institutions in Portugal. Data were collected using the discussion groups technique and analyzed using the content analysis technique. This process was submitted to the evaluation of two experts, resulting in agreement coefficients, which offer guarantees regarding the inferences and the categorization process. RESULTS The professional development of the professor arose (category), involving two indicators: learning and the professional knowledge and skills development. CONCLUSIONS The data obtained shows that continuous training is determinant in the professional development of these professors, through learning and professional knowledge and in the development of skills.

Humanos , Masculino , Feminino , Educação Continuada em Enfermagem , Docentes de Enfermagem/educação , Portugal , Pessoa de Meia-Idade
Revista Digital de Postgrado ; 8(3): e183, 2019. ilus
Artigo em Espanhol | LILACS, LIVECS | ID: biblio-1094895


El cuidado constituye una herramienta fundamental en la praxis de enfermería, el cual debe estar centrado en una práctica pedagógica para consolidar una formación universitaria que garantice el desarrollo de un perfil de estudiantes comprometidos con la construcción de una sociedad en la que prive el humanismo y la justicia social. La coexistencia de la educación y la pedagogía para el cuidado de la salud son de trascendental importancia a partir de la efectividad de los procesos de la enseñanza, el aprendizaje, el método y el quehacer docente, en donde se advierte que el contexto sociopolítico y cultural influyen decididamente en las formas de educación y la reflexión de sus procesos. Luego de una revisión bibliográfica sobre el tema, se concluye que los fundamentos pedagógicos son cruciales en el cuidado que provee el profesional de enfermería, en cualquier situación de salud. El cuidado de enfermería, se cristaliza en una esencia trascendente, que implica una acción holísticamente humana. El currículo de pregrado del sector salud y particularmente de enfermería debe ser coherente con las nuevas tendencias de la pedagogía moderna para garantizar el mejor cuidado humano(AU)

Care is a fundamental tool in nursing practice, which should be focused on a pedagogical practice to consolidate a university education that guarantees the development of a profile of students committed to the construction of a society in which humanism and social justice education are deprived. The coexistence of education and pedagogy for health care are of transcendental importance based on the effectiveness of the teaching, learning, method and teaching processes, where it is noted that the sociopolitical and cultural context strongly influence the forms of education and the reflection of their processes. After a bibliographic review on the subject, it is concluded that the pedagogical foundations are crucial in the care provided by the nursing professional, in any health situation. Nursing care is crystallized in a transcendent essence, which implies a holistically human action. The undergraduate curriculum of the health and particularly nursing sector must be consistent with the new trends of modern pedagogy to ensure the best human care(AU)

Humanos , Masculino , Feminino , Docentes de Enfermagem/educação , Cuidados de Enfermagem , Recursos Humanos de Enfermagem/educação , Ensino/educação , Educação em Enfermagem , Capacitação Profissional