Ensino superior: percepção do docente de enfermagem quanto à formação pedagógica / Higher Education: perception of nursing faculty regarding pedagogical training

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

30/09/2011

RESUMO

This descriptive and qualitative research aimed to identify the perception of Nursing Higher Education faculty members at a private university in the interior of the state of São Paulo regarding pedagogical training. Participation was spontaneous, after knowledge of the study proposal and consent by signing the Free and Informed Consent form. Data collection was carried out in February and March 2011 and the population consisted of 17 faculty members, nine of whom were nurses and seven were faculty from other professions. Data were collected using focus groups, the researcher led the discussions using a guiding question at the end of the group meeting and the subjects answered a semistructured questionnaire that aimed to characterize the sociodemographic profile, identify the professional and pedagogical training and the degree of up to date instruction. Meetings were filmed and recorded with the authorization of the subjects and were later transcribed and analyzed. This data consisted of the study\ s analysis material. Thematic content analysis was selected for data analysis, allowing for the organization of the following thematic categories: start of teaching in higher education after professional experience in care, in management and in technical education; pedagogical training in undergraduate program; being a faculty/professor in nursing higher education; nursing higher education; faculty at private institution; student at private institution; pedagogical training for faculty and graduate studies and teaching. The discussion of the thematic categories evidenced that the inclusion of most faculty in teaching in higher education carried the experience of professional practice as a framework. Reflection over the pedagogical training received in undergraduate studies pointed out that it prepares subjects for professional training and not for teaching; causing professionals to look for stricto sensu graduate studies that provide means for the appropriation of pedagogical knowledge necessary for teaching. This training is aimed at founding the welcoming of students from a private institution and supporting the academic training, despite its limitations and potentialities. In conclusion, pedagogical training for teaching should be continuous and private institutions need to invest in order to provide the training of critical-reflective nurses, able to work in health care seeking social transformation.

ASSUNTO(S)

education enfermagem formação pedagógica higher nursing pedagogical training ensino superior

ACESSO AO ARTIGO

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