Continuing education in the development of competences in nurses

Abstract

This study aimed at characterizing the potential of continuing education to develop technical, relational/communicational, and ethical/political competences in nurses. This is a qualitative study undertaken with 12 nurses. Data collection was performed through documental analysis, interviews, and observation. Data were analysed on the basis of pre-determined categories: technical, communicational/relational, and ethical/political competences. Our results show that continuing education significantly contributes to the development of professional competences and indicate a predominance of the technical dimension as a way of ensuring security and professional recognition. However, relational/communicational and ethical/political competences are consolidating. They contribute to the interpersonal relationships and to the way of organizing work. Continuing educational processes, which include multiple dimensions of competences, potentiate the process, favoring integration among professionals in a changing world.

Leadership in nursing: from teaching to practice in a hospital environment

“…This type of education seeks to contribute to the world of work by transforming it and at the same time transforming the worker. However, even with the creation of National Policy for Permanent Education, more than ten years ago, there are still difficulties to implement it in health services; 19 it can be verified that its greatest legacy is not in operating or implementing strategies for permanent education (inside different health scenarios in the complex and diversified Brazilian territory) but in the reflections on theoretical structures that incentives the formation of Brazilian health professionals.…”

Development of nursing management competencies: guidelines for continuous education services

“…Some participants pointed out the difficulty of nurses in their organizations to understand that in addition to being able to learn how to learn, they have the duty and commitment to educating the professionals under their responsibility. Above all, provide relevant training to their team so that its members learn new concepts, attitudes, solutions, and ideas, thereby modifying habits and behaviors and becoming more effective in what they do (16)(17) . However, it is known that due to the complexity of healthcare organizations, the nurse having only the intention to develop their team is not enough.…”

“…Their statements corroborate the reality of most hospital organizations in relation to the processes of quality certification. These go against the necessity of using indicators and/or instruments, that in addition to evaluating the continuous education service, will also provide effective measures of the continuous education impact on nursing work processes and the nursing staff (16,19) . The participants positioned themselves towards the importance of coordinating, evaluating, documenting training and development programs, and therefore assuming and making their strategic placement in organizations visible through the adoption of participatory management.…”

The Student-Nurse Pedagogical Relationship: A Hermeneutic-Phenomenological Study

“…20 It's a relationship without an attitude that puts the student in a step below, with a look that infantilizes or that doesn't recognize the student with their skills and knowledge as a person. [.…”