Abstract:Study analyzing the challenges of training developed by teachers working in nursing courses in the Northern Region of Brazil, from the interprofessional education perspective. A descriptive, exploratory, qualitative research conducted in public universities in which twelve professors participated in a semi-structured interview. Content analysis was used, and five categories were selected: 1) Commitment to teaching and working with comprehensive care; 2) Improvement of teaching, research, and community extensio… Show more
Introduction
Interprofessional education (IPE) at universities, universities of applied sciences and technical colleges has been offered increasingly for some time. The focus often lies on the students. However, it is rarely questioned whether the teachers have interprofessional skills. Yet they are the ones who (should) impart these skills to the students. This requires certain framework conditions that must be met in order to be able to offer good interprofessional teaching.
Research question
The study focuses on the question of what is important to teachers in IPE teaching, what competences are associated with it and whether they see themselves as a role model for cooperation between different professions.
Methodology
Interprofessional courses in Germany were identified with regard to the three professions: physicians, nursing and physiotherapy. By means of 76 completely filled out quantitative surveys, the respondents’ views on interprofessional teaching, competences as well as qualification courses were determined.
Results
IPE is currently seen as important and necessary, whereas the structured acquisition of competences in this regard is not.
Discussion
In order to offer good teaching, several factors are necessary: interest in the subject and being a role model. In order to promote exchange between students, learning tasks should be formulated precisely. IPE teachers should be motivated to undergo regular and targeted further training in order to be and remain open to good cooperation with other professions.
Conclusion & Outlook
IPE teachers should make use of opportunities for further training in pedagogy and didactics as long as no comprehensive interprofessional qualification concepts are available.
Introduction
Interprofessional education (IPE) at universities, universities of applied sciences and technical colleges has been offered increasingly for some time. The focus often lies on the students. However, it is rarely questioned whether the teachers have interprofessional skills. Yet they are the ones who (should) impart these skills to the students. This requires certain framework conditions that must be met in order to be able to offer good interprofessional teaching.
Research question
The study focuses on the question of what is important to teachers in IPE teaching, what competences are associated with it and whether they see themselves as a role model for cooperation between different professions.
Methodology
Interprofessional courses in Germany were identified with regard to the three professions: physicians, nursing and physiotherapy. By means of 76 completely filled out quantitative surveys, the respondents’ views on interprofessional teaching, competences as well as qualification courses were determined.
Results
IPE is currently seen as important and necessary, whereas the structured acquisition of competences in this regard is not.
Discussion
In order to offer good teaching, several factors are necessary: interest in the subject and being a role model. In order to promote exchange between students, learning tasks should be formulated precisely. IPE teachers should be motivated to undergo regular and targeted further training in order to be and remain open to good cooperation with other professions.
Conclusion & Outlook
IPE teachers should make use of opportunities for further training in pedagogy and didactics as long as no comprehensive interprofessional qualification concepts are available.
Identificar e relatar os desafios que o profissional enfermeiro tem em ser docente, e transmitir seus conhecimentos ao futuro técnico de enfermagem. Trata-se de uma revisão integrativa que melhor se encaixa para alcançar o objetivo esperado e combinando ideias com trabalhos que foram publicados anteriormente ao presente estudo, referente aos desafios enfrentados pelo profissional enfermeiro na docência do ensino técnico de enfermagem. Foi possível perceber, a partir dos artigos e materiais pesquisados e analisados que a prática da docência em enfermagem, no ensino técnico de enfermagem a partir de sua regulamentação, que houve a ampliação de diversos cursos de saúde, entretanto, ainda há um grande desafio para essa prática da docência. Notou-se que há necessidade de um olhar voltado a capacitação desses profissionais ainda durante a graduação que atuarão como docentes, para que assim possam garantir um ensino competente e de qualidade aos futuros profissionais.
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