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.

Autopercepción en competencias docentes en tutores/as de formación sanitaria especializada: estudio transversal / Self-perception in teaching competences in specialized health training mentors: a cross-sectional study

Introducción: La figura del tutor/a en la formación de residentes es relevante y tiene un importante impacto en la formación del profesional. Es objetivo de este estudio conocer las competencias docentes percibidas por los/las tutores/as de formación sanitaria especializada. Material y métodos: Estudio con diseño cuantitativo, descriptivo, transversal y exploratorio, realizado en la Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Costa Ponent. Se emplearon las escalas de competencia de las/los tutores/as (Mentors Competence Instrument) y de competencia cultural de los/las tutores/las (Mentors Cultural Competence Instrument) y 12 preguntas sobre antecedentes. La fiabilidad de las escalas se estimó mediante el coeficiente Alfa de Cronbach, considerándose como puntuación mínima aceptable 0.70. Resultados: Participó el 100% de la población diana (34 personas). El 50% (n=17) no había participado en formaciones de tutorización previamente. El 44,1% (n=15) hacía menos de una semana que había tutorizado estudiantes. El 35.3% (n=12) planificaba 30 minutos/día para la acción tutorial. El 76.5% (n=26) no tenía experiencia en tutorizar estudiantes con diversidad lingüística y cultural. La mayoría (91.2%; n=31) de las/los tutoras/es se perciben como competentes en: la “reflexión durante la tutorización”, las “características de la tutora o el tutor” y la “motivación del tutor/a”. Conclusión: Las/los participantes perciben poseer un elevado nivel competencial en la tutorización del estudiantado. Sin embargo, autoevalúan como medio-bajo su nivel en competencia cultural como tutor/a. Se requiere una formación en tutorización acreditada y continuada en la competencia docente y que potencie la competencia cultural de la tutorización. (AU)

Introduction: The role of the mentor in the training of speciality nursing students is relevant and has a relevant impact on the training of the professional. The objective of this study is to know the teaching competencies perceived by the mentors of specialized health training. Material and methods: A quantitative, descriptive, cross-sectional, and exploratory design study, carried out in the Multiprofessional Teaching Unit for Family and Community Care Costa Ponent. The Mentors Competence Instrument and the Mentors Cultural Competence Instrument were used to assess the participants’ self-perceived level of competency. Additionally, different sociodemographic characteristics of the population were also gathered through a 12-item questionnaire. The reliability of the scales was estimated using Cronbach’s alpha coefficient, considering 0.70 as a minimum acceptable score. Results: 100% of the target population (34) participated in the study: 50% of the sample (n = 17) had not previously participated in mentoring training; 44.1% (n = 15) had mentored students for less than a week; 35.3% (n = 12) planned 30 minutes / day for the mentoring action; 76.5% (n = 26) had no experience in mentoring students with linguistic and cultural diversity. The majority (91.2%; n = 31) perceived themselves as competent in: “reflection during the mentoring process”, the “characteristics of the mentor” and the “motivation of the mentor”. Conclusions: The participants perceive that they have a high level of competence in the students mentoring. However, they self-assess their level of cultural competence as a mentor as medium-low. Accredited and continuous training in mentoring is required in teaching competence and enhancing the mentors’ cultural competence. (AU)

A school-based health centre partnership: Faculty practice, nursing student learning and wellness in youth, families and community.

AIMS AND OBJECTIVES: This paper describes the development of a SBHC with an innovative model of care that grew out of a partnership between a public-school district and a university nursing programme in the midwestern region of the United States. BACKGROUND AND PURPOSE: Persistent barriers to health and health care experienced by youth are well documented. School-based health centres (SBHCs) can improve educational and health outcomes, positively impacting health equity. Academic systems are positioned to address health care needs of the school-aged population, yet educators face challenges of accessing quality learning placements for students and faculty practice sites. METHODS: A community-based collaborative methodology guided the planning phases that were driven by priority needs identified by families and stakeholders. With the mission of "partnering with students, families, and communities in the promotion of health and wellness through engagement in practice, education, and research," an ongoing dialogue over a two-year period led to articulating a vision, designing a plan and implementing a nurse-managed SBHC. The Standards for Reporting Qualitative Research (SRQR) checklist was considered in the preparation of this paper. RESULTS: In three years, this SBHC has addressed and identified priority needs and served individual youth and families. The SBHC provides opportunities for the faculty to fulfil a practice requirement for certification and accreditation. Nursing students engage with youth and families in health education and health promotion while strengthening their technical and relational skills. Family nurse practitioner students gain valuable clinical experience. Faculty with expertise in family nursing guide family assessments, support family resiliency and direct therapeutic conversations with family units. CONCLUSION: SBHCs serve youth, families, and community. This academic-practice partnership has the added benefit of providing faculty practice opportunities and nursing student experiential learning. RELEVANCE TO CLINICAL PRACTICE: SHBCs provide practice opportunities that address needs in individuals, families, and communities. Partnerships should be considered at academic nursing programmes to support their needs and fulfil commitments to address health equity gaps.

Academic Nursing and Faculty Practice.

BACKGROUND: Many challenges are inherent in academic nursing, and additional unique challenges exist for faculty and nursing programs that simultaneously engage in or offer faculty practice. To date, little has been published on faculty practice and academic nursing outside of the mission of education. PURPOSE: To describe faculty practice within the context of academic nursing as it pertains to scholarship and research, annual evaluations, promotion, support of faculty practice, and additional benefits and challenges. METHODS: A convenience sample of faculty and administrators was surveyed from 6 different universities in the United States. RESULTS: A total of 25 faculty members and 11 administrators participated. Results indicate faculty practice offers both benefits and challenges to the noneducational aspects of academic nursing. CONCLUSION: The benefits and challenges should be carefully considered within the context of the future of academic nursing and faculty practice.

Design thinking: inovação na formação docente em enfermagem / Design thinking: innovación en formación de profesores de enfermeira / Design thinking: innovation in nursing teacher training

Objetivos: descrever uma oficina pedagógica fundamentada no Design Thinking no contexto da formação docente em enfermagem. Método: relato de experiência sobre uma oficina pedagógica que utilizou o Design Thinking como metodologia ativa. Participaram 15 pós-graduandos, mestrandos e doutorandos, de uma instituição pública de ensino superior brasileira. As fases do Design Thinking descoberta, interpretação, ideação e prototipação, foram organizadas em três etapas e sete atividades. Resultados: para a aplicação do Design Thinking foi proposto um desafio estratégico o que possibilitou aos participantes desenvolver a interação, colaboração e a empatia. A solução ao desafio resultou em três protótipos. A oficina foi avaliada de forma positiva, e os docentes em formação identificaram o Design Thinking como uma metodologia ativa passível de ser aplicada no contexto da graduação em enfermagem. Conclusão: Ideias criativas e disruptivas foram criadas por docentes de enfermagem em formação a partir do uso do Design Thinking como metodologia ativa.

Objectives: to describe a pedagogical workshop based on Design Thinking in the context of teacher education in nursing. Method: experience report on a pedagogical workshop that used Design Thinking as an active methodology. Fifteen graduate, master and doctoral students from a public Brazilian higher education institution participated. The stages of Design Thinking discovery, interpretation, ideation and prototyping were organized into three stages and seven activities. Results: for the application of Design Thinking, a strategic challenge was proposed, which allowed participants to develop interaction, collaboration and empathy. The solution to the challenge resulted in three prototypes. The workshop was positively evaluated and the teachers in training identified Design Thinking as an active methodology that can be applied in the context of undergraduate nursing. Conclusion: creative and disruptive ideas were created by nursing professors in training using Design Thinking as an active methodology.

Objetivos: describir un taller pedagógico basado en Design Thinking en el contexto de la formación de profesores de enfermería. Método: Informe de experiencia de un taller pedagógico que utilizó Design Thinking como metodología activa. Participaron quince estudiantes de posgrado, maestría y doctorado de una institución pública de educación superior brasileña. Las etapas de descubrimiento, interpretación, ideación y prototipado del Design Thinking se organizaron en tres etapas y siete actividades. Resultados: para la aplicación del Design Thinking se planteó un desafío estratégico, que permitió a los participantes desarrollar interacción, colaboración y empatía. La solución al desafío resultó en tres prototipos. El taller fue evaluado positivamente, y los docentes en formación identificaron el Design Thinking como una metodología activa que puede ser aplicada en el contexto de la graduación en enfermería. Conclusión: las ideas creativas y disruptivas fueron creadas por profesores de enfermería en formación utilizando Design Thinking como metodología activa.

Percepción de estudiantes de Enfermería sobre la adquisición de habilidades clínicas en tiempos de COVID-19 / Perception by Nursing students about clinical skill acquisition in times of COVID-19

Objetivo: identificar la percepción que tienen los estudiantes de Enfermería sobre la adquisición de habilidades clínicas durante la pandemia por COVID-19 y analizar si está asociada con el semestre que están cursando y con haber realizado práctica clínica en escenarios reales. Método: se llevó a cabo un estudio descriptivo transversal con estudiantes de Enfermería de una universidad pública de Zacatecas, México (N= 1.033). Se administró vía electrónica el segundo apartado del cuestionario Clinical Competency Questionnaire traducido al español con un alfa de Cronbach= 0,969. Se analizó la asociación de las habilidades clínicas con el semestre cursado y la experiencia mediante la prueba de Chi cuadrado con una significancia estadística de p≤ 0,05. Resultados: respondieron un total de N= 82 estudiantes. La media de edad fue de 20,7 (DE:1,40), el 87,8% era mujer en su mayoría del séptimo semestre (40,2%). Un 50% se percibió con habilidades clínicas deficientes; un 34,1%, sin habilidades clínicas y un 15,9%, con habilidades clínicas competentes. Los estudiantes de quinto semestre se percibieron con menores habilidades clínicas (p= 0,006), al igual que aquellos que no habían cursado práctica clínica antes de la pandemia (p= 0,005). Conclusiones: a partir de la pandemia, las habilidades en la práctica clínica son percibidas como nulas o deficientes por los estudiantes de Enfermería, por lo que se requiere implementar cambios en la metodología de enseñanza-aprendizaje, transitar a un modelo híbrido e integrador con intervenciones educativas efectivas y que demuestren el desarrollo de los dominios en este tipo de habilidades para cumplir con el perfil de egreso planteado.(AU)

Objective: to understand the perception by Nursing students about the acquisition of clinical skills during the COVID-19 pandemic, and to analyse if this is associated with the semester they are currently taking and with conducting clinical practice in real settings. Method: a cross-sectional descriptive study was conducted with Nursing students from a public university in Zacatecas, Mexico (N= 1,033). The second section of the Clinical Competency Questionnaire in its Spanish translation was administered online, with Cronbach’s alpha= 0.969. The association between the clinical skills and the semester studied and experience was analysed through Chi-squared test withp≤ 0.05 as statistical significance. Results: in total, N= 82 students participated. Their mean age was 20.7 (SD:1.40), 87.8% were female, and the majority were in their seventh semester (40.2%). 50% of them perceived that their clinical skills were poor, 34.1% stated they had no clinical skills, and 15.9% perceived that their clinical skills were proficient. Students in their fifth semester perceived their clinical skills as lower (p= 0.006), as well as those who had not had any clinical practice before the pandemic (p= 0.005). Conclusions: after the pandemic, clinical practice skills are perceived as non-existent or poor by Nursing students; therefore, it is necessary to implement changes in the teaching-learning methodology, to move to a hybrid and inclusive model with effective educational interventions which demonstrate the development of domains in this type of skills, in order to meet the proposed profile of graduation.

Leveraging a Successful Faculty Practice Model to Recruit and Retain Early-Career Nurse Faculty.

BACKGROUND: The shortage of nursing faculty is well documented as are the challenges of attracting and retaining early-career faculty, in part, due to difficulties transitioning expert clinicians into faculty roles. PROBLEM: There is little guidance in the literature describing successful formal transition models. APPROACH: An urban College of Nursing Faculty Practice (CON FP) underwent an operational redesign beginning in 2014, resulting in an intentional success: a pipeline for attracting and developing early-career faculty. This article describes how the CON FP leverages faculty practice to develop early-career faculty. OUTCOMES: Across a 6-year time span, at least 20 early-career CON FP clinicians have transitioned to full-time faculty roles. In addition, CON FP clinicians provide more than 75 000 direct care nursing services and support more than 25 000 student clinical and project hours annually. CONCLUSIONS: We offer this early-career faculty practice pipeline model as a solution for attracting and growing a contemporary nursing faculty workforce.

Storytelling and Workplace Bullying as Deterrents to Evidence-Based Innovation in Teaching: Nurse Educators' Lived Experiences.

AIM: The aim of this study was to examine the impact of academic context characteristics, especially bullying, on innovation in nursing education. BACKGROUND: Rapid and extensive changes in health care have prompted recognition of a need for concomitant changes in nurse educators' teaching practices. Nurse educator successes in meeting the demands of change, however, are challenged by constraints characterizing their academic practice settings. METHOD: Narrative analysis structured the study. RESULTS: The findings suggested that nurse educators' shared stories directed pervasive and lasting beliefs that discouraged innovation, fostered uniformity of teaching practice, and urged acts of bullying. CONCLUSION: Reflective teaching practice, open communication, and teaching innovation may be constrained by workplace storytelling and the bullying behaviors it engenders. Recognizing the impact of stories told in nursing education settings might contribute to strengthening the uptake of pedagogical research, supporting leadership for and innovation in nurse educators' evidence-based teaching practices.

Colaboración IDhEA, una iniciativa para promover la innovación docente en la historia de la Enfermería / IDhEA Collaboration, an initiative to promote teaching innovation in the history of Nursing

Se presenta el proceso de trabajo realizado hasta constituir el grupo Colaboración IDhEA–Innovación Docente para una historia de la Enfermería Activa. Se presenta como una iniciativa en red promovida por un grupo de profesores y profesoras de distintas universidades comprometidos con pensamiento crítico y el aprendizaje cooperativo de la historia de la Enfermería, con interés en el desarrollo e implementación de metodologías docentes innovadoras. Se presentan objetivos y líneas de trabajo con el propósito de invitar a profesores/as interesados en formar parte y participar activamente en los proyectos que se generen (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.

Experiencia docente en la aplicación de metodologías activas de aprendizaje en la educación superior enfermera / Teaching experience in the application of active learning methodologies in nursing higher education

Objetivo: Determinar la experiencia de los docentes sobre la aplicación de metodologías activas de aprendizaje en la formación académica del futuro profesional. Metodología: investigación cualitativa de tipo fenomenológico, descriptiva. Participaron 20 docentes cuyo muestreo fue por conveniencia y saturación de categorías, se utilizó la entrevista semiestructurada y grupo focal para obtener los datos. Resultados: emergieron seis categorías: docentes aplican metodologías activas de aprendizaje, estrategias para la sostenibilidad de las metodologías activas que aplican los docentes, elementos que fortalecen el desarrollo de las metodologías activas de aprendizaje, elementos que limitan el desarrollo de las metodologías activas de aprendizaje, estrategias metodológicas que muestran el areté en la formación del profesional de enfermería y aplicando deficientemente las metodologías activas en la formación profesional. Conclusión: La aplicación de las metodologías activas contribuyen al desarrollo de competencias integrales, favoreciendo la autonomía, confianza y el aprendizaje significativo crítico para su formación profesional.(AU)

Objective: To determine the experience of teachers on the application of active learning methodologies in the academic training of future professionals. Methodology: It was qualitative research of phenomenological, descriptive type. Twenty teachers participated, with a non-probabilistic sampling by convenience and saturation of categories; a semi-structured interview and focus group were used to obtain the data. Results: six categories emerged: teachers apply active learning methodologies, strategies for the sustainability of active methodologies applied by teachers, elements that strengthen the development of active learning methodologies, elements that limit the development of active learning methodologies, methodological strategies that show the areté in the training of the nursing professional and deficient application of active methodologies in professional training. Conclusion: The application of active methodologies contributes to the development of integral competences; favoring autonomy, confidence and critical significant learning for their professional training.(AU)

Conocimiento Didáctico del Contenido: práctica de un docente en un programa de enfermería / Pedagogical Content Knowledge: a teacher's practice in a nursing program

Objetivo principal: comprender la relación entre acción y reflexión docente en la construcción del Conocimiento Didáctico del Contenido (CDC). Metodología: investigación cualitativa desde el interaccionismo simbólico; estudio de caso simple, a partir de entrevista biográfico-profesional semiestructurada, observación y grabación de una clase y entrevista think aloud. Resultados principales: el análisis inductivo de los datos generó las categorías acción y razonamiento docente. Conclusión principal: el docente relaciona el CDC con los mecanismos mediante los cuales puede interactuar con los estudiantes y hacer que la clase sea lo suficientemente lúdica y significativa para que la puedan interiorizar; es central en el CDC el contexto en el que se enseña -universidad, estudiantes, sistema educativo-; el CDC es una construcción particular de cada docente para mejorar y fortalecer su práctica pedagógica. (AU)

Objective: understand the relationship between teacher action and reflection in the construction of the Pedagogical Content Knowledge (PCK). Methods: qualitative research from symbolic interactionism; simple case study, based on: semi-structured biographical-professional interview, observation and recording of a class and think aloud interview. Results: the inductive analysis of the data generated the categories: action and teaching reasoning. Conclusions: the teacher relates PCK to the mechanisms through which he can interact with students and make the class sufficiently playful and meaningful for them to internalize it; central to PCK is the context in which it is taught -university, students, educational system-; PCK is a particular construction of each teacher to improve and strengthen his pedagogical practice. (AU)

Princípios orientadores da docência em enfermagem nos estágios da educação de nível médio / Guiding principles of nursing teaching in the stages of secondary education

A prática docente na formação do enfermeiro requer o desenvolvimento de competências específicas e pedagógicas, que se articula em atividades planejadas nos diversos ambientes de aprendizagem. Compreende-se que os princípios orientadores da prática docente são aqueles que sustentam o desenvolvimento das competências dos alunos, assim pressupõe-se que a falta de compreensão destes princípios pelo professor no planejamento e execução dos estágios e atividades teórico-práticas poderá significar a reprodução dos mesmos de forma desarticulada e mecanizada pelo aluno, comprometendo a formação profissional na enfermagem. Objetiva-se com esse estudo identificar e descrever os princípios orientadores da docência em enfermagem nos estágios da educação de nível médio a partir da ótica docente. Trata-se de um estudo descritivo-exploratório de caráter qualitativo. O estudo foi realizado em uma instituição de educação profissional técnica de nível médio localizada em um município de médio porte no interior do estado de São Paulo, com os docentes que orientavam estágios e ou atividades teórico práticas. Com o desenvolvimento do estudo, foram identificados como princípios que orientam a prática docente; organização dos estágios e atividades teórico práticas; planejamento das atividades; importância do plano de cuidado; prática de enfermagem pautada em respeito, ética e postura profissional; e estímulo ao desenvolvimento de saberes. Dessa forma, com a realização desse estudo, foi possível compreender quais princípios orientam o docente em sua prática, porém a discussão acerca dessa temática não está saturada e pode subsidiar estudos futuros

The teaching practice in the training of nurses requires the development of specific and pedagogical skills, which is articulated in activities planned in the different learning environments. It is understood that the guiding principles of teaching practice are those that support the development of students' skills, so it is assumed that the lack of understanding of these principles by the teacher in the planning and execution of internships and theoretical-practical activities may mean the reproduction of students. disarticulated and mechanized by the student, compromising professional training in nursing. The objective of this study is to identify and describe the guiding principles of teaching in nursing in the stages of high school education from the teaching perspective. This is a qualitative descriptive-exploratory study. The study was carried out in a medium-level technical professional education institution located in a medium-sized municipality in the interior of the state of São Paulo, with teachers who guided internships and or theoretical practical activities. With the development of the study, they were identified as principles that guide the teaching practice; organization of internships and practical theoretical activities; planning of activities; importance of the care plan; nursing practice based on respect, ethics and professional attitude; and encouraging the development of knowledge. Thus, with the completion of this study, it was possible to understand which principles guide the teacher in his practice, but the discussion on this topic is not saturated and can support future studies

Vacinação contra influenza no enfrentamento da COVID-19: integração ensino-serviço para formação em enfermagem e saúde / Vaccination against influenza in the face of COVID-19: teaching-service integration for training in nursing and health / Vacunación contra influenza en el enfrentamiento de la COVID-19: integración enseñanza-servicio para formación en enfermería y salud

Objetivo: descrever a experiência de integração ensino-serviço durante a primeira etapa da 22ª Campanha Nacional de Vacinação contra a Influenza na emergência da COVID-19. Método: relato de experiência sobre a parceria de um curso de enfermagem de uma das instituições de ensino superior de Ribeirão Preto-SP, Brasil, com serviços da Atenção Primária à Saúde na referida campanha, no período de março a abril de 2020. Resultados: essa parceria mobilizou diversos voluntários para implementar 35 postos volantes de vacinação, incluindo um drive-thru. Nessa primeira etapa, foram aplicadas 91.697 doses do imunobiológico em idosos, de um total de 98.189, que correspondeu a 83,3%, valor muito próximo da cobertura vacinal de 90% esperada para esse grupo populacional. Com a parceria, o número total de doses aplicadas em idosos ao final da 22a campanha, na cidade, superou em 42,6% a média dos últimos cinco anos. Conclusão e implicações para a prática: atribui-se esse percentual ao trabalho coletivo e multiprofissional e ao compromisso social das instituições envolvidas com a proteção da saúde, a preservação da vida e o fortalecimento do Sistema Único de Saúde.

Objective: to describe the experience of teaching-service integration during the first stage of the 22nd Brazilian National Influenza Vaccination Campaign in the emergence of COVID-19. Method: this is an experience report on the partnership of a nursing course from one of the higher education institutions in Ribeirão Preto-SP, Brazil, with Primary Health Care services in that campaign, from March to April 2020. Results: this partnership mobilized several volunteers to implement 35 vaccination stations, including a drive-thru. In this first stage, 91,697 doses of the immunobiological agent were applied to older adults, from a total of 98,189, which corresponded to 83.3%, a value very close to the 90% vaccination coverage expected for this population group. With the partnership, the total number of doses applied to older adults at the end of the 22nd campaign in the city exceeded the average of the last five years by 42.6%. Conclusion and implications for practice: this percentage is attributed to the collective and multiprofessional work and the social commitment of the institutions involved with protection of health, preservation of life and strengthening of the Unified Health System.

Objetivo: describir la experiencia de integración enseñanza-servicio durante la primera etapa de la 22ª Campaña Nacional de Vacunación contra el Influenza en la emergencia de la covid-19. Método: un relato de experiencia de la asociación de un curso de enfermería de una institución de enseñanza superior de Ribeirão Preto-SP, Brasil con servicios de la atención primaria a la salud en la referida campaña, en el período de marzo a abril de 2020. Resultados: esta asociación movilizó a varios voluntarios para implementar 35 estaciones de vacunación, incluyendo un drive-thru. En esa primera etapa, fueron aplicadas 91.697 dosis del inmunobiológico en ancianos, de un total de 98.189, que correspondió a 83,3%, valor muy próximo de la cobertura vacunal de 90% esperada para ese grupo poblacional. Con la asociación, el número total de dosis aplicadas en ancianos al final de la 22a campaña en la ciudad superó en 42,6% el promedio de los últimos cinco años. Conclusión e implicaciones para la práctica: este porcentaje se atribuye al trabajo colectivo e interprofesional y al compromiso social de las instituciones involucradas con la protección de la salud, la preservación de la vida y el fortalecimiento del Sistema Único de Salud.

Transformações impostas pelo ideário neoliberal no trabalho docente de enfermagem / Transformations imposed by the neoliberal ideal in nursing teaching work / Transformaciones impuestas por el ideario neoliberal en el trabajo docente de enfermería

Objetivos: Identificar a configuração da organização do trabalho docente de enfermagem antes e após a inserção do ideário neoliberal no contexto da saúde e da educação, e analisar os impactos dos preceitos neoliberais no processo de trabalho docente de enfermagem. Métodos: Pesquisa qualitativa e descritiva. Participaram 27 docentes de universidades federais, através de entrevista semiestruturada. Estudo aprovado pelo Comitê de Ética em pesquisa sob número 1.474.463. Resultado: Incluem-se como impactos do modelo neoliberal: alta demanda e elevado ritmo laboral; precarização; sucateamento de salários e perda de benefício e direitos; inserção de tecnologias. Considerações finais: As mudanças deixaram o trabalho docente mais complexo, exigindo polivalência e multifuncionalidade, sem o devido acompanhamento salarial e de benefícios laborais condizentes

Objectives: To identify the configuration of the organization of nursing teaching work before and after the insertion of the neoliberal ideology in the context of health and education, and to analyze the impacts of neoliberal precepts in the nursing teaching work process. Methods: Qualitative and descriptive research. Twenty-seven teachers from federal universities participated through a semi structured interview. Study approved by the Research Ethics Committee under number 1,474,463. Result: Include as impacts of the neoliberal model: high demand and high labor rhythm; precariousness; scrapping of wages and loss of benefit and rights; insertion of Technologies Final considerations: The changes made the teaching work more complex, requiring polyvalence and multifunctionality, without due salary monitoring and adequate work benefits

Objetivos: Identificar una configuración de la organización del trabajo documento docente de la enfermería antes y la inserción del texto neoliberal en el contexto de la educación y el análisis de los efectos de los procesos precolores y el proceso de trabajo. Métodos: Pesquisa cualitativa y descritiva. Participaram 27 docentes de universidades federais, através de entrevista semiestruturada. Se ha aprobado el pelo Comitê de Ética em pesquisa sob number 1.474.463. Resultado: Incluimos los efectos del modelo neoliberal: alta demanda y elevado ritmo laboral; precarização; sucateamento de salários e perda de benefício e direitos; inserción de tecnologías. Consideraciones finales: En cuanto a las características del trabajo o de la documentación, se requiere una polivalencia y una función multifuncional, se incluye un resumen de los salarios y beneficios de los pacientes

Estratégias e desafios do ensino remoto na Enfermagem / Strategies and challenges of remote teaching in nursing

Objetivo: apresentar as estratégias utilizadas por docentes dos cursos de graduação de Enfermagem do Rio Grande do Sul e de Santa Catarina e os desafios frente ao ensino remoto durante a pandemia. Método: trata-se de um relato de experiência desenvolvido por docentes do curso de Enfermagem de universidades públicas e privadas sobre as estratégias utilizadas para o ensino remoto em virtude da necessidade de distanciamento social frente à pandemia de coronavírus. Resultados: os docentes tiveram que se adaptar ao uso de novas tecnologias digitais, em um curto período de tempo, para proporcionar um ensino remoto que fosse significativo e contribuísse com a formação dos estudantes. Dentre os principais desafios para o ensino remoto está a dificuldade de acesso à internet pelos discentes, o que pode ocasionar na evasão e interferir na aprendizagem. Estratégias como o uso de tecnologias interativas mostraram-se como facilitadoras no ensino remoto. Conclusão: o desafio do docente no processo de ensino remoto está pautado na dificuldade do uso de novas tecnologias e no modo como deixar as aulas mais motivacionais, atrativas e significativas aos discentes. (AU)

Objective: Report strategies used by professors of undergraduate nursing courses in Rio Grande do Sul and Santa Catarina and the and the challenges facing remote education during the pandemic by the new coronavirus. Methods: Experience report developed by professors of undergraduate nursing courses on the strategies used for remote education in virtue of social distance from the new coronavirus pandemic. Results: In a short period it was necessary to adapt teaching through the use of new digital technologies, in order to provide meaningful moments that contribute to the training of students. Among the main challenges is the difficulty of students accessing the internet what can cause evasion and interfere with learning. Strategies such as the use of interactive technologies were shown to facilitate remote teaching. Conclusion: The challenge of the teacher in the remote teaching process is based on the difficulty of using new technologies and on how to make classes more motivational, attractive and meaningful. (AU)

Objetivo: Informar las estrategias utilizadas por los profesores de cursos de enfermería en Rio Grande do Sul y Santa Catarina, y los desafíos que enfrenta la educación remota durante la pandemia por el nuevo coronavirus. Métodos: Relato de experiencia desarrollado por profesores de cursos de enfermería de pregrado, sobre las estrategias utilizadas para la enseñanza a distancia, debido al distanciamiento social de la pandemia del nuevo coronavirus. Resultados: En un corto periodo de tiempo fue necesario adaptar la enseñanza mediante el uso de las nuevas tecnologías digitales, con el fin de proporcionar momentos significativos que contribuyeron a la formación de los estudiantes. Entre los principales desafíos está la dificultad de acceso a Internet por parte de los estudiantes, lo que puede conducir a la evasión e interferir con el aprendizaje. Estrategias como el uso de tecnologías interactivas han demostrado ser facilitadoras de la enseñanza a distancia. Conclusión: El desafío de los profesores en el proceso de enseñanza remota se basa en la dificultad de utilizar las nuevas tecnologías y cómo hacer que las clases sean más motivacionales, atractivas y significativas. (AU)