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ORIGINAL ARTICLE
Association between workaholism and quality of life in stricto sensu graduate professors in nursing
- Taísa Vedoato
, - Danielli Rafaeli Candido Pedro ,
- Maria José Quina Galdino ,
- Patrícia Aroni ,
- Cremilde Aparecida Trindade Radovanovic , [ ... ],
- Maria do Carmo Fernandez Lourenço Haddad
04-16-2021
Resumo
ORIGINAL ARTICLEAssociation between workaholism and quality of life in stricto sensu graduate professors in nursing
Revista Brasileira de Enfermagem. 2021;74(2):e20190901
04-16-2021DOI 10.1590/0034-7167-2019-0901
- Taísa Vedoato ,
- Danielli Rafaeli Candido Pedro ,
- Maria José Quina Galdino ,
- Patrícia Aroni ,
- Cremilde Aparecida Trindade Radovanovic ,
- Júlia Trevisan Martins ,
- Maria do Carmo Fernandez Lourenço Haddad
Visualizações0Ver maisABSTRACT
Objectives:
to investigate the association between workaholism and quality of life in stricto sensu graduate professors in Nursing.
Methods:
a cross-sectional study developed with a total of 333 professors working in the Graduate Programs of Brazilian public universities. Data collection took place in the second semester of 2018, using an electronic form containing a characterization questionnaire, the Dutch Work Addiction Scale and the World Health Organization Quality of Life Instrument-BREF. The data were analyzed by univariate and multiple logistic regression.
Results:
it was observed that 82.3% of the professors reported low general quality of life and 19.5%, high level of excessive work and 20.1% of compulsive work. Professors who worked compulsively and excessively were less likely to have a high quality of life in the overall, physical, psychological, social relations and environment domains (p<0.05).
Conclusions:
the high work demands that are characteristic of the stricto sensu professors’ work process are directly associated with low quality of life.
Visualizações0
Resumo
ORIGINAL ARTICLEAssociation between workaholism and quality of life in stricto sensu graduate professors in nursing
Revista Brasileira de Enfermagem. 2021;74(2):e20190901
04-16-2021DOI 10.1590/0034-7167-2019-0901
- Taísa Vedoato ,
- Danielli Rafaeli Candido Pedro ,
- Maria José Quina Galdino ,
- Patrícia Aroni ,
- Cremilde Aparecida Trindade Radovanovic ,
- Júlia Trevisan Martins ,
- Maria do Carmo Fernandez Lourenço Haddad
Visualizações0Ver maisABSTRACT
Objectives:
to investigate the association between workaholism and quality of life in stricto sensu graduate professors in Nursing.
Methods:
a cross-sectional study developed with a total of 333 professors working in the Graduate Programs of Brazilian public universities. Data collection took place in the second semester of 2018, using an electronic form containing a characterization questionnaire, the Dutch Work Addiction Scale and the World Health Organization Quality of Life Instrument-BREF. The data were analyzed by univariate and multiple logistic regression.
Results:
it was observed that 82.3% of the professors reported low general quality of life and 19.5%, high level of excessive work and 20.1% of compulsive work. Professors who worked compulsively and excessively were less likely to have a high quality of life in the overall, physical, psychological, social relations and environment domains (p<0.05).
Conclusions:
the high work demands that are characteristic of the stricto sensu professors’ work process are directly associated with low quality of life.
- Taísa Vedoato
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RESEARCH
Teaching strategies: promoting the development of moral competence in undergraduate students
Revista Brasileira de Enfermagem. 2018;71(suppl 4):1650-1656
01-01-2018
Resumo
RESEARCHTeaching strategies: promoting the development of moral competence in undergraduate students
Revista Brasileira de Enfermagem. 2018;71(suppl 4):1650-1656
01-01-2018DOI 10.1590/0034-7167-2017-0704
Visualizações0Ver maisABSTRACT
Objective:
To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students.
Method:
Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis.
Results:
Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills.
Final considerations:
The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students.
Visualizações0Resumo
RESEARCHTeaching strategies: promoting the development of moral competence in undergraduate students
Revista Brasileira de Enfermagem. 2018;71(suppl 4):1650-1656
01-01-2018DOI 10.1590/0034-7167-2017-0704
Visualizações0Ver maisABSTRACT
Objective:
To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students.
Method:
Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis.
Results:
Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills.
Final considerations:
The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students.
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PESQUISA
Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching
Revista Brasileira de Enfermagem. 2016;69(4):654-661
01-01-2016
Resumo
PESQUISADialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching
Revista Brasileira de Enfermagem. 2016;69(4):654-661
01-01-2016DOI 10.1590/0034-7167.2016690406i
Visualizações0Ver maisABSTRACT
Objective:
to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing.
Method:
qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage.
Results:
point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice.
Conclusion:
in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.
Visualizações0Resumo
PESQUISADialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching
Revista Brasileira de Enfermagem. 2016;69(4):654-661
01-01-2016DOI 10.1590/0034-7167.2016690406i
Visualizações0Ver maisABSTRACT
Objective:
to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing.
Method:
qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage.
Results:
point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice.
Conclusion:
in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.
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