Configurações do mundo do trabalho e o processo saúde-doença dos trabalhadores docentes de enfermagem [Working world's configurations and the health-disease process of nursing teachers] [Configuraciones del mundo laboral y el proceso de salud-enfermedad de los trabajadores docentes de enfermería]

Abstract

Objetivo: analisar as repercussões do trabalho docente na saúde nos professores de enfermagem. Método: estudo qualitativo e descritivo realizado com 27 docentes de duas universidades públicas federais do Rio de Janeiro. A coleta de dados ocorreu por meio de entrevista semiestruturada e a técnica utilizada para o tratamento dos dados foi a análise temática de conteúdo. Resultados: devido às novas configurações do trabalho docente, que pressiona por alta demanda laboral e, por sua vez, oferece inadequadas condições de trabalho, esta atividade favorece ao adoecimento desses profissionais, que em contrapartida, relegam a segundo plano o cuidado com a própria saúde. Conclusão: compromissos exigidos no dia a dia e a falta de qualidade no trabalho tornam a vida do docente cada vez mais afastada do seu autocuidado e com elevado potencial para o adoecimento.ABSTRACTObjective: to analyze the repercussions of teaching work on the health of nursing professors. Method: qualitative and descriptive study with 27 teachers from two federal public universities in Rio de Janeiro. The data collection took place through a semi-structured interview and the technique used for the data treatment was the thematic content analysis. Results: due to the new configurations of the teaching work, which presses for high labor demand and, in turn, offers inadequate working conditions, this profession favors the teaching sickness, which, on the other hand, relegate health care to the background. Conclusion: commitments required on a daily basis and lack of quality in the work make the life of the teacher increasingly removed from their self-care and with high potential for illness.RESUMENObjetivo: analizar las repercusiones del trabajo docente en la salud de los profesores de enfermería. Método: estudio cualitativo y descriptivo realizado con 27 maestros de dos universidades públicas federales de Río de Janeiro. La recolección de datos ocurrió por medio de entrevista semiestructurada y la técnica utilizada para el tratamiento de los datos fue el análisis temático de contenido. Resultados: debido a las nuevas configuraciones del trabajo docente, que presiona por alta demanda laboral y, a su vez, ofrece inadecuadas condiciones de trabajo, esta profesión favorece al enfermo docente, que en contrapartida, relegan a segundo plano el cuidado con la propia salud. Conclusión: compromisos exigidos en el día a día y la falta de calidad en el trabajo hacen la vida del docente cada vez más alejada de su autocuidado y con elevado potencial para la enfermedad.

Healthy work environments in the perception of nursing professors and students

“…There is still a lack of materials and equipment in the classroom, laboratories and health institutions. [5,17] The issues related to physical and technological infrastructure, acquisition and the maintenance of materials and equipment are relevant in the perception of Healthy Work Environments in the teaching-learning process, allied to active pedagogical practices. The study highlighted this impact of active learning teaching methods, especially problem-based learning and simulation, on the physical environment.…”

“…The literature points out that the adequate infrastructure of simulation laboratories, diverse spaces in teaching and access to technologies promote the development of faculty and student learning. [5,18] In addition to academic results, the satisfaction of students and professors is also positively impacted by high fidelity simulation practices. [19] At the same time, the complexity of the topic of technological literacy in nursing education is highlighted, which requires pedagogical models and clarity of the key role of nurses in the introduction, implementation and use of technology in clinical practice in a critical way.…”

“…[17,25] Teaching work at universities is associated with a series of characteristics that affect the health and physical and mental well-being of nursing professors: -work overload, with demands that continue to invade private lives without moments of detachment and effective neglect; -competitive relationships and productivist demands that capture subjectivities, generating emotional pressure. [5,17,25,26] In addition, it is important to consider the great responsibility that nurse educators have regarding the challenge of the world shortage of professionals, which highlights the new capacities of the educator as a critical factor for a more effective teaching and for a greater impact of the profession on global health. [27] Despite the difficulties imposed by the production modes in the teaching career, in intersubjective meetings relations of solidarity and empathy that promote satisfaction at work and coping with moral suffering emerge.…”

“…This fact, added to the structural and organizational conditions of work environments, increases stress and moral distress among workers, harms relationships which is reflected in their health. [4][5][6] Similar to nursing professors, students experience the worlds of education and work. The training environments, the overload of academic activities, internships and experiencing the pain and suffering found in the health area are cited by nursing students as stress triggers.…”

Implications of the pandemic for the construction of nurses’ identity based on the journalistic media

“…The work environment in which nursing is inserted during the pandemic can bring with it many risk factors, either because of the number of complex procedures or because of the environment itself, which often resembles a confinement very similar to that experienced on oil platforms ( 21 ) .…”