Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Abstract

Resumo O objetivo foi avaliar o nível de desempenho do enfermeiro docente nas competências essenciais para a educação de adultos, na perspectiva andragógica. Estudo descritivo, comparativo, transversal, quantitativo, foi desenvolvido com 226 docentes enfermeiros que atuavam em vinte cursos de graduação em enfermagem. Utilizou-se estatística descritiva, testes não paramétricos e software Minitab® 16. A população tinha predominantemente entre 46-55 anos, era majoritariamente do gênero feminino, formou-se em escola pública e cursou especialização, mestrado e menos da metade também doutorado. Os professores se consideraram aquém do nível que deveriam ter para a educação de adultos, encontravam-se distantes do ideal para as competências que almejavam alcançar e declararam domínio maior para facilitar a aprendizagem do que para desenvolver e administrar programas de educação de adultos. Concluiu-se que o nível de desempenho dos docentes foi homogêneo, não havendo diferenças significativas na comparação dos resultados com as características da população. Palavras-chave educação superior; docentes de enfermagem; modelos educacionais. AbstractThe aim was to evaluate the level of performance of the teaching nurse in core competencies in adult education from the andragogical perspective. This descriptive, comparative, cross-sectional, quantitative study was carried out with 226 teacher nurses working at twenty undergraduate nursing courses. Descriptive statistics, nonparametric tests and the Minitab® 16 software were used. The population's age ranged, predominantly, from 46 to 55 years, they were mostly female, had graduated from public schools and attended specialization and master's degree courses; fewer than half held doctorates. The professors considered themselves below the level they should be at for adult education, distant from the ideal for the skills they sought to achieve, and stated they had more control to facilitate learning than to develop and manage adult education programs. It was concluded that the professors' performance levels were homogeneous, with no significant differences when comparing the results with the population's characteristics.

Avaliação das competências andragógicas dos docentes do nível técnico de enfermagem

“…A study, carried out with nursing undergraduate teachers, had compared with the sample of this study the majority of female participants who worked both in theoretical and practical classes and worked in a workload of 30 to 40 hours per week, but with regard to the training of teachers who work at the higher level, it was observed a higher percentage of specialists, masters and doctors. 7,10,11 Thus, it is evident that the teachers in the area of nursing, especially those who participated in this study who act in the medium level, has a profile of experience in teaching being mostly specialists, acting in theoretical and practical classes and with experience and knowledge of practice. This professional profile is generally recommended to act in a medium level course, mainly in what concerns the experience in the practice, because it is relevant that the teacher has knowledge of the practice to teach the students of a technical nursing course.…”

“…In general, the focus on the teaching and learning process and the use of methodological resources are not usual in the practice of teachers who have learned to value theoretical content 7 Thus, for teachers who work at the secondary level it becomes even more challenging to develop skills to work with adults considering the professional education in which it is relevant to have the knowledge of the practice and, therefore, one should know how to do and teach. 14 Compared to the results of the study with the nursing undergraduate teachers, 7,10,11 after the analysis of the four domains present in the competence "Facilitator of learning", it was identified that the teachers of the technical level were more qualified in all the items that compose the four domains, as well as the teachers of the superior level demonstrated greater desire for development in 24 of the 29 items present.…”

“…9 To evaluate the teacher's skills in adult education, in 1981 Malcolm Knowles published the instrument "Self-diagnostic Classification Scale of Competencies for the Educator of Adults Role" based on three categories of skills that the teacher/educator should develop to work with adults: learning facilitator, developer and administrator of educational programs for adults. 7,10,11 A study conducted with 226 undergraduate teachers in the city of São Paulo used the Self-diagnostic Classification Scale of Competencies for the Educator of Adults Role. In this study, it was concluded that the majority of the nursing teachers were far from the maximum level of competence desired, in addition, it was identified the need to previously measure the "current" level of competence of teachers, before proposing the implementation of andragogy as a foundation for teacher training.…”

“…14 Thus, it is emphasized that the present study has as characteristic the innovation, since there is not in the literature any study that deals with the andragogical competences of the nursing teachers of the technical level. Studies related to this theme were developed only with teachers of nursing degree courses, 7,10,11 among other health courses, a study was identified with medical course teachers that aimed to evaluate pedagogical skills from the perspective of the student. 15 An integrative review published in 2017 identified only six studies published between 2001 and 2013 that address the skills needed by teachers in nursing undergraduate programs.…”

Problematization methodology in primary healthcare teaching

“…This analysis permitted the PM to be construed as a tool in the development of the teaching/learning process during the training of nurses oriented to PHC teaching. It is noteworthy that in Brazil undergraduate nursing courses are still ruled by the traditional paradigm, in which innovative strategies are infrequent (24)(25)(26)(27)(28)(29) .…”