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ORIGINAL ARTICLE
Training-professional profile of nurses teaching at the Technical Schools of the Unified Health System
- Juliana Costa Ribeiro-Barbosa
, - Gilberto Tadeu Reis da Silva ,
- Vânia Marli Schubert Backes ,
- Silvana Lima Vieira ,
- Manuel Carlos Rodrigues Fernandes Chaves , [ ... ],
- Juliana Maciel Machado Paiva
10-01-2022
Resumo
ORIGINAL ARTICLETraining-professional profile of nurses teaching at the Technical Schools of the Unified Health System
Revista Brasileira de Enfermagem. 2022;75(2):e20201142
10-01-2022DOI 10.1590/0034-7167-2020-1142
- Juliana Costa Ribeiro-Barbosa ,
- Gilberto Tadeu Reis da Silva ,
- Vânia Marli Schubert Backes ,
- Silvana Lima Vieira ,
- Manuel Carlos Rodrigues Fernandes Chaves ,
- Juliana Maciel Machado Paiva
Visualizações0Ver maisABSTRACT
Objective:
to describe the training-professional profile of nursing professors in the vocational course in nursing at the Technical Schools of the Unified Health System.
Methods:
a quantitative descriptive research, carried out with 61 nurses who are professors of technical courses in nursing at five technical schools in three Brazilian regions. Data were collected through an online questionnaire and submitted to descriptive analysis.
Results:
only 36% of teaching nurses were licensed and 80% had a specialization in nursing or health. Although 95.1% of participants considered training for teaching necessary, 44.2% did not have qualifications for this job. The average length of work in care was 8 years, focusing on the hospital network.
Conclusion:
the need for professor training and investment in it is evidenced, as the training of essential workers for nursing care and consolidation of the Unified Health System is on the agenda.
Visualizações0
Resumo
ORIGINAL ARTICLETraining-professional profile of nurses teaching at the Technical Schools of the Unified Health System
Revista Brasileira de Enfermagem. 2022;75(2):e20201142
10-01-2022DOI 10.1590/0034-7167-2020-1142
- Juliana Costa Ribeiro-Barbosa ,
- Gilberto Tadeu Reis da Silva ,
- Vânia Marli Schubert Backes ,
- Silvana Lima Vieira ,
- Manuel Carlos Rodrigues Fernandes Chaves ,
- Juliana Maciel Machado Paiva
Visualizações0Ver maisABSTRACT
Objective:
to describe the training-professional profile of nursing professors in the vocational course in nursing at the Technical Schools of the Unified Health System.
Methods:
a quantitative descriptive research, carried out with 61 nurses who are professors of technical courses in nursing at five technical schools in three Brazilian regions. Data were collected through an online questionnaire and submitted to descriptive analysis.
Results:
only 36% of teaching nurses were licensed and 80% had a specialization in nursing or health. Although 95.1% of participants considered training for teaching necessary, 44.2% did not have qualifications for this job. The average length of work in care was 8 years, focusing on the hospital network.
Conclusion:
the need for professor training and investment in it is evidenced, as the training of essential workers for nursing care and consolidation of the Unified Health System is on the agenda.
- Juliana Costa Ribeiro-Barbosa
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ARTIGO ORIGINAL
Sleep quality and work among nursing vocational students
Revista Brasileira de Enfermagem. 2021;74(6):e20201285
07-30-2021
Resumo
ARTIGO ORIGINALSleep quality and work among nursing vocational students
Revista Brasileira de Enfermagem. 2021;74(6):e20201285
07-30-2021DOI 10.1590/0034-7167-2020-1285
Visualizações0Ver maisABSTRACT
Objectives:
to analyze quality of sleep among students of technical courses in nursing according to the exercise of work activity.
Methods:
a cross-sectional and analytical research, with 213 students from Paraná. Characterization data and the Pittsburg Sleep Quality Index were collected between March and June 2020 and analyzed descriptively and inferentially.
Results:
quality of poor sleep was 76.5% among those who work and 75.3% among those who do not work. Difficulty in reconciling personal and academic life (p=0.016;adjOR:3.450) and indicating anxiety due to school activities (p=0.017;adjOR:3.236) increased the chances of poor sleep quality among working students. Satisfaction with health reduced the chances of poor sleep quality, regardless of exercising work activity (p=0.002;adjOR:0.210) or not (p=0.008;adjOR:0.215).
Conclusions:
students who performed work activities have worse sleep quality due to anxiety and the multiple activities to be reconciled with the study.
Visualizações0Resumo
ARTIGO ORIGINALSleep quality and work among nursing vocational students
Revista Brasileira de Enfermagem. 2021;74(6):e20201285
07-30-2021DOI 10.1590/0034-7167-2020-1285
Visualizações0Ver maisABSTRACT
Objectives:
to analyze quality of sleep among students of technical courses in nursing according to the exercise of work activity.
Methods:
a cross-sectional and analytical research, with 213 students from Paraná. Characterization data and the Pittsburg Sleep Quality Index were collected between March and June 2020 and analyzed descriptively and inferentially.
Results:
quality of poor sleep was 76.5% among those who work and 75.3% among those who do not work. Difficulty in reconciling personal and academic life (p=0.016;adjOR:3.450) and indicating anxiety due to school activities (p=0.017;adjOR:3.236) increased the chances of poor sleep quality among working students. Satisfaction with health reduced the chances of poor sleep quality, regardless of exercising work activity (p=0.002;adjOR:0.210) or not (p=0.008;adjOR:0.215).
Conclusions:
students who performed work activities have worse sleep quality due to anxiety and the multiple activities to be reconciled with the study.
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ORIGINAL ARTICLE
Pedagogical Content Knowledge of nursing freshman professors in medium-level technical education
- Daniela Maysa de Souza ,
- Vânia Marli Schubert Backes ,
- Daniele Delacanal Lazzari ,
- Lauriana Medeiros Costa Santos ,
- Jussara Gue Martini
07-06-2020
Resumo
ORIGINAL ARTICLEPedagogical Content Knowledge of nursing freshman professors in medium-level technical education
Revista Brasileira de Enfermagem. 2020;73(5):e20180976
07-06-2020DOI 10.1590/0034-7167-2018-0976
- Daniela Maysa de Souza ,
- Vânia Marli Schubert Backes ,
- Daniele Delacanal Lazzari ,
- Lauriana Medeiros Costa Santos ,
- Jussara Gue Martini
Visualizações0ABSTRACT
Objectives:
to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing.
Methods:
a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge.
Results:
predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection.
Final Considerations:
the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.
Palavras-chave: Education, Nursing, AssociateFaculty, NursingNursingNursing Education ResearchNursing Faculty PracticeVer maisVisualizações0Resumo
ORIGINAL ARTICLEPedagogical Content Knowledge of nursing freshman professors in medium-level technical education
Revista Brasileira de Enfermagem. 2020;73(5):e20180976
07-06-2020DOI 10.1590/0034-7167-2018-0976
- Daniela Maysa de Souza ,
- Vânia Marli Schubert Backes ,
- Daniele Delacanal Lazzari ,
- Lauriana Medeiros Costa Santos ,
- Jussara Gue Martini
Visualizações0ABSTRACT
Objectives:
to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing.
Methods:
a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge.
Results:
predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection.
Final Considerations:
the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.
Palavras-chave: Education, Nursing, AssociateFaculty, NursingNursingNursing Education ResearchNursing Faculty PracticeVer mais - Daniela Maysa de Souza
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