O enfermeiro professor universitário: ações didáticas e desenvolvimento profissional

Abstract

The work of university nurse teachers is permeated with complexities, which arise from their initial training and are challenges to be faced or even overcome. The general aim of this research is to investigate the conceptions and perspectives of university nurse teachers regarding their Professional Teaching Development and their didactic and pedagogical actions in the classroom. The problem that guides this research is: "What are the conceptions and perspectives of university nurse teachers related to their professional development and which are included in their didactic and pedagogical actions during the classes they teach?". The specific objectives of this research are: a) to define the profile of the University Nurse Teacher; b) to discuss the training curriculum of this professional; and c) to present Professional Teaching Development as continuous training experienced by University Nurse Teachers and d) to characterise the didactic and pedagogical actions developed by University Nurse Teachers in the classroom. Thus, the reflections proposed in this research are aimed at the training and challenges experienced by University Nurse Teachers in their academic and professional development process, which have repercussions on their professional skills, as well as on the teaching and learning processes that make up teaching. This proposal is part of the field of Education and is based on a study anchored in Historical-Critical Pedagogy, with a qualitative, descriptive exploratory approach. The methodological approach was based on a Systematic Literature Review (SLR) and Field Research, using document analysis procedures and six semi-structured interviews with University Nurse Teachers linked to the Nursing course at the State University of Montes Claros (Unimontes). The results of this study show that University Nurse Teachers invest in continuous training as a way of overcoming pedagogical gaps; the institutions in which they work support the Professional Teaching Development of these professionals, guaranteeing them autonomy; and University Nurse Teachers realise their teaching identity and believe that their pedagogical practices have an impact on the training of nursing professionals. Constant professional development allows for an understanding of educational theories and in-depth study of different teaching approaches. As the elements of critical thinking and pedagogical practice are connected in a dynamic knowledge system, it is possible to envisage a continuous process of improvement. The didactic and pedagogical actions developed by university nurse teachers in the classroom are socially relevant and contribute to their professional development.