Risks of illness of nursing professors working in in post-graduation courses

Abstract

Objective To identify the risk of illness related to the work context of nurse professors of stricto sensu nursing post-graduation programs of public institutions. Method Mixed study (convergent and parallel) carried out in federal universities in Rio Grande do Sul, with nurse professors, from November 2015 to October 2016. As data collection techniques, the Work Context Assessment Scale and a semi-structured interview were used. The data were analyzed using descriptive statistics and thematic analysis. Results For the quantitative data, it was identified that all factors on the scale were assessed as critical for the risk of illness. The reports complement the quantitative data, and point to work overload, competitiveness, and inadequate infrastructure. Conclusion This study offers subsidies for the implementation of actions aimed at the health of nursing professors and helps in the understanding of the work context, which presents risks for illness.

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.…”

“…[23,24] On the other hand, despite the stability in public institutions, professors feel under pressure regarding academic productivity in the areas of teaching, research and extension. [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.…”

“…[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.…”

Theoretical model for management of nursing research groups

“…Similar to what was shown in this research, the infrastructure was pointed out by teaching nurses of the stricto sensu nursing postgraduate programs at public institutions as directly related to the quality of teaching work. Since the lack of structure and also of supplies and equipment does not favor concentration in the workplace and allows professors to improvise the necessary resources in an attempt to try to supply them, which can affect the worker's own health, being one of the predictors of illness at work (9) .…”

Healthy work environments and nursing teaching-learning process: a scoping review

“…The academic environment is also the target of conflicts from processes that correlate work and subjectivity, and labor and organizational and policies. 74,75 Up to this point, negative aspects of the environments involved in the teaching-learning process were mentioned, including as elements opposed to the Healthy Work Environments that are desirable, that is, that promote health. Nonetheless, this revision aimed to overcome these barriers despite recognizing them, in order to gather, from the studies, strategies aimed to leave behind the factors that promote disease.…”