CHALLENGES AND LEARNING STRATEGIES ABOUT MANAGERIAL SKILLS FROM THE PERSPECTIVE OF NURSING PROFESSORS

• Autor(a) principal: Laura Andrian Leal
• Data de Publicação: 2023
• Outros Autores: Sílvia Helena Henriques, Denise Maria Osugui, Sonia Maria Kalckmann de Macedo, Luan Gagossian Savóia, Carolina Cassiano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.17.2023.e850
• topic: Competência Profissional; Educação Baseada em Competências; Estudantes de Enfermagem; Docentes de Enfermagem; Universidades; Professional Competence; Competency-Based Education; Students, Nursing; Faculty, Nursing; Universities

Introduction In modern society, there is an increasing need to train competent nurses and provide tools for building managerial skills. Therefore, teaching activities that encompass fruitful aspects of developing these skills are relevant, as well as educational institutions that provide opportunities that also prioritize them. Objectives: To identify the main challenges for nursing students to develop managerial skills and learning strategies from the perspective of nursing professors. Methods: Exploratory study with a qualitative approach, carried out with 12 professors linked to a Brazilian public Higher Education Institution. Data were collected in 2020 using the focus group technique and analyzed according to inductive thematic analysis. It is evident that the study was approved by the research ethics committee of the proposing institution. Results: The results showed that the most challenging skills are: communication, decision making, leadership, interpersonal relationships and conflict negotiation; such competences were justifiable due to the student's immaturity and inexperience. In addition, challenges related to the teacher's work were also highlighted, especially regarding the limitation of time and overload. As for the strategies, the professors highlighted: stimulation of the initiative, reasoning, empowerment and self-responsibility of the student, active teaching methodologies, including simulations and internship practice. Conclusions: The qualitative method made it possible to verify the theme in greater depth, revealing the perceptions of nursing professors. It is necessary that teaching institutions pay attention to these factors in order to mitigate gaps through innovative strategies and successful experiences in teaching managerial skills.