Professional training and autonomy of nursing teachers in the qualification of higher education in nursing

Abstract

Objectives: to identify the aspects related to professional training and autonomy of undergraduate nursing teachers of a public institution in Brasília, Federal District, in order to contribute to the course management and qualification. Methods: mixed method study conducted with 77 teachers. A semi-structured questionnaire was applied, where quantitative items were evaluated through the Student’s T and ANOVA (p<0.05%) parametric tests. The qualitative part underwent content analysis with use of the IRAMUTEQ software and descending hierarchical classification. Results: the training of professionals was focused mostly (67.5%) on their initial area of expertise, and their mean values in autonomy-related factors were low and moderate. Two categories emerged in the qualitative analysis: “Identifying teacher autonomy” and “Applying teacher autonomy”. Conclusions: understanding the meaning and degree of autonomy perceived by teachers can foster the reflection on the praxis and enhance their performance.

Ser Crítico Na Escola Do Século Xxi: Significados Possíveis

“…Quantidades crescentes de textos digitalizados estão disponíveis para pesquisa (ANTONS et al, 2020;SALVIATI, 2017) MONDRAGÓN, 2020;MENDES et al, 2020;VUCICEVIC;SHUMAKOVA, 2020); em enfermagem (MAGALHÃES et al, 2021;NOVAES, 2020;ROCHA et al, 2021;SANTOS et al, 2021a;SOARES et al, 2020), e sustentabilidade e meio ambiente (SANTOS et al, 2021b;SANTOS;NASCIMENTO;REGIS, 2019). No IRaMuTeQ é possível escolher entre lematizar ou não os dados.…”