Development of nursing management competencies: guidelines for continuous education services

Abstract

OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.

Mapping Competencies: Identifying Gaps in Managerial Nursing Training

“…It is intrinsic that nurses assume the role of being a leader as soon as they graduate. 7,[14][15] On the other hand, information systems comprise the routine work of nurses, presently considered as indispensable for their activity since they are aimed at gaining time in accessing information, which facilitates thinking; in operational support, which facilitates doing; in managing people, which assists in the decision-making process and motivates communication among the teams. 6,16 Regarding the human, physical and material resources competence, this should be used as a plan that foresees short, medium and long term organizational demands with the purpose of obtaining quality, efficacy and efficiency in the health work process.…”

“…Therefore, establishing the competencies to be developed during nurses' training is still a challenge. 3,7 The discrepancy between the required skills and those existing in an organization stand out. Institutional demands in health require professionals with increasingly complex training.…”

“…However, even though the debate is scarce, it is known that there are gaps between the teaching-learning process and the work environment regarding the acquired skills for future nursing professionals. 2,7 Mapping competencies is a managerial tool that allows for diagnosing discrepancies between the competencies necessary to fulfill organizational requirements and the existing internal competencies. 8 In the case of this study of innovative application in the educational scenario, these discrepancies are represented by revealing gaps in developing the skills required in training nurses, with the purpose of supporting the planning and evaluation of pedagogical projects in undergraduate nursing courses.…”

Núcleo De Enfermeiros De Educação Permanente Do Paraná: Trajetória E Contribuições

“…O percurso histórico-social do NEEP/PR parte de uma nova lógica da gestão de pessoas para a educação e o desenvolvimento profissional, impulsionada pelo Sistema Único de Saúde, pela instituição da Política Nacional de Educação Permanente, elevação da escolaridade, pelas Diretrizes Curriculares Nacionais, inovações tecnológicas, e pelos processos de certificação de qualidade nas organizações de saúde, que desvelaram a necessidade de ressignificar os processos educativos no contexto laboral das organizações hospitalares (9)(10) . Esse evento ocorreu em julho do referido ano e foi nominado primeiro Fórum de Educação Continuada em Enfermagem de Curitiba sob o tema "Apresentação dos serviços de educação continuada de Curitiba", com o apoio de um hospital filantrópico da cidade, onde houve mobilização para formação de um núcleo de enfermeiros de educação continuada.…”

“…Estes questionamentos acarretaram séria renovação nos enfoques e estratégias da capacitação do pessoal da saúde, atualmente relacionados à Educação Permanente, fruto da visão de que o conhecimento não se "transmite", mas se constrói a partir das dúvidas e do questionamento das práticas vigentes à luz dos problemas contextuais (9)(10) .…”