Professors' formation and practices in an undergraduate nursing course

Detalhes bibliográficos
Autor(a) principal: Araújo, Vanessa Ap. Ballista Tavares de
Data de Publicação: 2016
Outros Autores: Gebran, Raimunda Abou, Barros, Helena Faria de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/23180
Resumo: Current research analyzes the formation and practices of professors in an undergraduate Nursing Course. The research consists of a case study investigated from an exploratory and descriptive aspect based on a qualitative approach. Ten successful faculty members from the Nursing Course were selected after prior survey among students, professors and management personnel. Semi-structured interviews, non-participant observations and documental analysis were conducted after the initial contact. Data discussion focused on Bardin’s content analysis and the intepretation of the meaning of the answers given by the subjects, separated by categories, was employed. Analysis showed that successful professors entered the teaching career after professional practice in their respective fields; they seek pedagogical training, mainly through courses offered by the higher institution; they consider affection as a basic factor in the teaching-learning process; they aggregate procedures and techniques that allow greater participation and involvment of the students in the teaching and learning process. Current investigation will surely contribute towards the reshaping of qualitative formation of the professor-nurse. 
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spelling Professors' formation and practices in an undergraduate nursing courseFormación y prácticas de docentes de un curso de graduación en enfermeríaFormação e práticas de docentes de um curso de graduação em enfermagemteacher formationhigher educationteaching practices/nursingpráctica docenteenseñanza superiorformación del enfermero/profesorprática docenteensino superiorformação do enfermeiro/professorCurrent research analyzes the formation and practices of professors in an undergraduate Nursing Course. The research consists of a case study investigated from an exploratory and descriptive aspect based on a qualitative approach. Ten successful faculty members from the Nursing Course were selected after prior survey among students, professors and management personnel. Semi-structured interviews, non-participant observations and documental analysis were conducted after the initial contact. Data discussion focused on Bardin’s content analysis and the intepretation of the meaning of the answers given by the subjects, separated by categories, was employed. Analysis showed that successful professors entered the teaching career after professional practice in their respective fields; they seek pedagogical training, mainly through courses offered by the higher institution; they consider affection as a basic factor in the teaching-learning process; they aggregate procedures and techniques that allow greater participation and involvment of the students in the teaching and learning process. Current investigation will surely contribute towards the reshaping of qualitative formation of the professor-nurse. El artículo presenta resultados de una investigación que tuvo como objetivo analizar la formación y las prácticas de docentes de un curso de graduación en Enfermería. El trabajo se configuró como un estudio de caso, teniendo carácter exploratorio-descriptivo y se basó en el análisis cualitativo de los datos. Fueron seleccionados diez profesores del curso señalados como exitosos, después de una encuesta previa con alumnos, profesores y equipo de gestión. Los procedimientos metodológicos involucraron entrevistas semiestructuradas, observaciones no-participantes y análisis documental. La discusión de los datos se basó en el análisis de contenido de Bardin, siendo utilizada la interpretación del significado de las respuestas presentadas por los sujetos, estas fueron separadas en categorías. El estudio evidenció que los docentes considerados exitosos ingresaron en la carrera a partir de la práctica profesional en su área de actuación; buscan formación pedagógica, principalmente por medio de cursos ofrecidos en la institución; consideran la afectividad como elemento fundamental en el proceso de enseñanza y de aprendizaje; agregan procedimientos y técnicas que permiten mayor participación y envolvimiento de los alumnos. Esperamos que esta reflexión pueda contribuir para la redimensión de la formación de calidad del enfermero profesor. O artigo apresenta resultados de uma pesquisa que teve como objetivo analisar a formação e as práticas de docentes de um curso de graduação em Enfermagem. O trabalho configurou-se como um estudo de caso, tendo caráter exploratório-descritivo e centrou-se na análise qualitativa dos dados. Foram selecionados dez professores do curso indicados como bem-sucedidos, após um levantamento prévio com alunos, professores e equipe de gestão. Os procedimentos metodológicos envolveram entrevistas semi-estruturadas, observações não-participantes e análise documental. A discussão dos dados centrou-se na análise de conteúdo de Bardin, sendo utilizada a interpretação do significado das respostas apresentadas pelos sujeitos, as quais foram separadas em categorias. O estudo evidenciou que os docentes considerados bem-sucedidos ingressaram na carreira a partir da prática profissional em sua área de atuação; buscam formação pedagógica, principalmente por meio de cursos oferecidos na instituição; consideram a afetividade como elemento fundamental no processo de ensino e de aprendizagem; agregam procedimentos e técnicas que permitem maior participação e envolvimento dos alunos. Esperamos que essa reflexão possa contribuir para a redimensão da formação de qualidade do enfermeiro professor. Universidade Estadual de Maringá2016-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2318010.4025/actascieduc.v38i1.23180Acta Scientiarum. Education; Vol 38 No 1 (2016): Jan.-Mar.; 69-79Acta Scientiarum. Education; v. 38 n. 1 (2016): Jan.-Mar.; 69-792178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/23180/pdf_83Araújo, Vanessa Ap. Ballista Tavares deGebran, Raimunda AbouBarros, Helena Faria deinfo:eu-repo/semantics/openAccess2016-10-05T11:36:28Zoai:periodicos.uem.br/ojs:article/23180Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2016-10-05T11:36:28Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Professors' formation and practices in an undergraduate nursing course
Formación y prácticas de docentes de un curso de graduación en enfermería
Formação e práticas de docentes de um curso de graduação em enfermagem
title Professors' formation and practices in an undergraduate nursing course
spellingShingle Professors' formation and practices in an undergraduate nursing course
Araújo, Vanessa Ap. Ballista Tavares de
teacher formation
higher education
teaching practices/nursing
práctica docente
enseñanza superior
formación del enfermero/profesor
prática docente
ensino superior
formação do enfermeiro/professor
title_short Professors' formation and practices in an undergraduate nursing course
title_full Professors' formation and practices in an undergraduate nursing course
title_fullStr Professors' formation and practices in an undergraduate nursing course
title_full_unstemmed Professors' formation and practices in an undergraduate nursing course
title_sort Professors' formation and practices in an undergraduate nursing course
author Araújo, Vanessa Ap. Ballista Tavares de
author_facet Araújo, Vanessa Ap. Ballista Tavares de
Gebran, Raimunda Abou
Barros, Helena Faria de
author_role author
author2 Gebran, Raimunda Abou
Barros, Helena Faria de
author2_role author
author
dc.contributor.author.fl_str_mv Araújo, Vanessa Ap. Ballista Tavares de
Gebran, Raimunda Abou
Barros, Helena Faria de
dc.subject.por.fl_str_mv teacher formation
higher education
teaching practices/nursing
práctica docente
enseñanza superior
formación del enfermero/profesor
prática docente
ensino superior
formação do enfermeiro/professor
topic teacher formation
higher education
teaching practices/nursing
práctica docente
enseñanza superior
formación del enfermero/profesor
prática docente
ensino superior
formação do enfermeiro/professor
description Current research analyzes the formation and practices of professors in an undergraduate Nursing Course. The research consists of a case study investigated from an exploratory and descriptive aspect based on a qualitative approach. Ten successful faculty members from the Nursing Course were selected after prior survey among students, professors and management personnel. Semi-structured interviews, non-participant observations and documental analysis were conducted after the initial contact. Data discussion focused on Bardin’s content analysis and the intepretation of the meaning of the answers given by the subjects, separated by categories, was employed. Analysis showed that successful professors entered the teaching career after professional practice in their respective fields; they seek pedagogical training, mainly through courses offered by the higher institution; they consider affection as a basic factor in the teaching-learning process; they aggregate procedures and techniques that allow greater participation and involvment of the students in the teaching and learning process. Current investigation will surely contribute towards the reshaping of qualitative formation of the professor-nurse. 
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/23180
10.4025/actascieduc.v38i1.23180
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/23180
identifier_str_mv 10.4025/actascieduc.v38i1.23180
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/23180/pdf_83
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 38 No 1 (2016): Jan.-Mar.; 69-79
Acta Scientiarum. Education; v. 38 n. 1 (2016): Jan.-Mar.; 69-79
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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