Professional training and autonomy of nursing teachers in the qualification of higher education in nursing

Abstract

Objectives: to identify the aspects related to professional training and autonomy of undergraduate nursing teachers of a public institution in Brasília, Federal District, in order to contribute to the course management and qualification. Methods: mixed method study conducted with 77 teachers. A semi-structured questionnaire was applied, where quantitative items were evaluated through the Student’s T and ANOVA (p<0.05%) parametric tests. The qualitative part underwent content analysis with use of the IRAMUTEQ software and descending hierarchical classification. Results: the training of professionals was focused mostly (67.5%) on their initial area of expertise, and their mean values in autonomy-related factors were low and moderate. Two categories emerged in the qualitative analysis: “Identifying teacher autonomy” and “Applying teacher autonomy”. Conclusions: understanding the meaning and degree of autonomy perceived by teachers can foster the reflection on the praxis and enhance their performance.

An autonomy-supportive climate for facilitation of self-leadership in health sciences educators

“…Educators strongly agreed that the educational institution should provide support that promotes educators’ innovative and creative activities (item C71, 70.08%). Examples of innovation and creativity could be in the execution of a didactic activity, preparation of assessments, and implementation of teaching methodologies (Menezes & Novaes 2020 ). Although it cannot be guaranteed that innovative and creative ideas will accomplish the intended learning and teaching outcomes, the intrinsic joy, fascination and interest induced by the freedom of testing uncertainty, indistinctness and ambiguity could facilitate self-leadership in educators (Bin Saeed et al 2019 ).…”

Ser Crítico Na Escola Do Século Xxi: Significados Possíveis

“…Quantidades crescentes de textos digitalizados estão disponíveis para pesquisa (ANTONS et al, 2020;SALVIATI, 2017) MONDRAGÓN, 2020;MENDES et al, 2020;VUCICEVIC;SHUMAKOVA, 2020); em enfermagem (MAGALHÃES et al, 2021;NOVAES, 2020;ROCHA et al, 2021;SANTOS et al, 2021a;SOARES et al, 2020), e sustentabilidade e meio ambiente (SANTOS et al, 2021b;SANTOS;NASCIMENTO;REGIS, 2019). No IRaMuTeQ é possível escolher entre lematizar ou não os dados.…”