Teaching in higher education in nursing: an integrative literature review

Abstract

It was found that there are numerous gaps in understanding the teaching activity in nursing. The concerns identified may offer help for understanding the teaching world and conceptions about being a teacher in nursing.

Nursing higher education in MERCOSUR: a bibliometric study

“…However, to be a teacher requires more than to be a good professional. To be a teacher, is necessary to have specific competences that are beyond the skills required to be a good nurse (24)(25) . Postgraduate education stricto sensu develops qualified teachers and fosters scientific researches, aiming to qualify professional teachers for teaching and assistance professionals directed for the job market (26) .…”

Docência no ensino superior em enfermagem e constituição identitária: ingresso, trajetória e permanência

“…(Fernanda) Another significant influence on the participants when they entered the teaching profession was living with experienced teachers in the context of work, which represented a professional training strategy for them through the exchanges and intergenerational sharing (3,5,17) . The relationship between teachers who are contemporaneous exist and therefore share the work at the same time but with different experiments since they are at different stages of the teacher professional life cycle (11) , as seen below: These considerations show how learning how to teach was influenced by previous experiences and while teaching, however, the complexity of the teaching activity requires investments in the enhancement of professionalism, especially in the aspects of pedagogical training (7,11,17) .…”

“…Some studies (2)(3)(4)(5)(6) on the training of teachers and identity construction of nursing teachers in higher education, revealed that teachers seek changes related to their educational training mainly to fit the legal guidelines that propose the use of a more dialogical and integrated perspective, as opposed to the appreciation of technical and scientific education in this area of expertise. Although there is a trend to carry out pedagogical training focused on these faculty members, experiences and inspiration from those teachers considered remarkable are still used as the main source of teaching knowledge (2,4,7) .…”

“…Encouraging teacher training has also been used as retention mechanism in the academia, favoring the formation of partnerships between beginners and experienced teachers as well as conducting research on the development of teaching and its practice, considering that teaching in higher education has been carried out in contexts where individualism is still prevalent, work is precarious and there is a belief that to be a university professor all you need is to be a good professional with initial training, undervaluing pedagogical training (7)(8) .…”

Challenges of nursing teaching-learning to care for human dying - professors' perceptions

“…23 In order to teach, the teaching nurse bases her teachings on her own experiences and the knowledge she seeks in the course of her experiences. 24 It is necessary to rethink the formation of both the student and the educator in such a way as to include the theme of death and mourning in the teaching of both. 25 From this point of view, it is evident that the discussions about this topic when they arise are presented in a fragmented, punctual and superficial way, which makes it difficult to expand understanding about death and dying, 26 pointing to an insufficient academic formation to collaborate with the development of care capacities at the end of the person's life.…”