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Profissionalismo e competências dos professores de enfermagem
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Resumo(s)
As mudanças ocorridas no ensino de enfermagem em Portugal, face à sua inserção no espaço europeu do ensino superior e as que decorrem da reorganização das escolas de enfermagem e das suas relações com os contextos profissionais configuram a utilidade do estudo do profissionalismo dos professores de enfermagem. Pretende-se compreender e caracterizar as concepções dos professores de enfermagem sobre o seu profissionalismo, papéis, competências e construção das suas identidades. Centramo-nos pois, no estudo do profissionalismo como um ideal integrador das componentes de uma profissão considerada uma prática social legitimamente reconhecida. O profissionalismo docente pressupõe um ideal de serviço público, coerência ética, pessoal, profissional e valores orientadores da profissionalidade, entendida como um conjunto de saberes, atitudes e competências necessárias ao correcto exercício profissional. A investigação colocou em relação três eixos teóricos estabelecidos num quadro conceptual que norteou o trabalho: profissão e profissionalismo, modelos de formação em enfermagem e mudança de paradigma no ensino superior de enfermagem. Trata-se de um estudo inspirado por um paradigma interpretativo que requer a compreensão do fenómeno em estudo, em que o plano metodológico se mantém aberto e flexível, procurando articular o quadro conceptual e os dados empíricos para chegar a novas conceptualizações. Optou-se por isso, por uma metodologia essencialmente de natureza qualitativa. A recolha de dados realizou-se através de entrevistas semi-estruturadas a vinte professores (coordenadores e adjuntos) de quatro escolas superiores de enfermagem públicas e de observação a um sub-grupo de quatro professores adjuntos. Os professores foram seleccionados por uma amostra de conveniência. A análise dos dados baseou-se no modelo interactivo de Huberman & Miles (1991). Os três eixos de análise articularam-se num processo dialógico entre indução e dedução: identidades e profissionalismo, modelos de formação em uso no ensino de enfermagem e ensino superior e mudança. Os resultados do estudo permitiram-nos uma visão integradora dos dados constituindo uma proposta de um modelo de profissionalismo dos professores de enfermagem e uma proposta de um referencial de competências.
The changes that occur in nursing education in Portugal, due to its inclusion in the European area of higher education and those resulting from the reorganization of nursing schools and their relationships with professional contexts, justify studying the professionalism of nursing teachers. The objective is to characterise the nursing teacher’s concepts on their professionalism, roles, competences and their identities construction. The study focuses on professionalism as an integrator ideal of a profession see as a social practice, legitimately recognized. The teachers' professionalism presupposes an ideal of public service, ethical, personal, professional awareness, guiding values for the professionality, understood as a set of competences comprising knowledge, attitudes and skills required for the professional performance. The investigation is based in three theoretical axes establishing a conceptual framework that guided the research: profession and professionalism, training models for nurse education, and a paradigm change in nursing higher education. This research is inspired by an interpretative paradigm that requires the understanding of the studied phenomenon, in which the methodological level is open and flexible, trying to articulate the conceptual framework and empirical data, to reach new conceptualizations. We have opted essentially for a qualitative methodology. Data collection was taken by semi-structured interviews to coordinator and assistant teachers, and by the observation of four assistant teachers. Teachers were selected by a convenience sample. Data analysis was based on Miles & Huberman (1991) interactive model. The three analysis axes are articulated between induction and deduction: identities and professionalism, training models used in nursing teaching, and higher education and change. The results allowed an integrating view on the data, leading to the proposal of a model for nursing teacher’s professionalism and a proposal for competences benchamarking.
The changes that occur in nursing education in Portugal, due to its inclusion in the European area of higher education and those resulting from the reorganization of nursing schools and their relationships with professional contexts, justify studying the professionalism of nursing teachers. The objective is to characterise the nursing teacher’s concepts on their professionalism, roles, competences and their identities construction. The study focuses on professionalism as an integrator ideal of a profession see as a social practice, legitimately recognized. The teachers' professionalism presupposes an ideal of public service, ethical, personal, professional awareness, guiding values for the professionality, understood as a set of competences comprising knowledge, attitudes and skills required for the professional performance. The investigation is based in three theoretical axes establishing a conceptual framework that guided the research: profession and professionalism, training models for nurse education, and a paradigm change in nursing higher education. This research is inspired by an interpretative paradigm that requires the understanding of the studied phenomenon, in which the methodological level is open and flexible, trying to articulate the conceptual framework and empirical data, to reach new conceptualizations. We have opted essentially for a qualitative methodology. Data collection was taken by semi-structured interviews to coordinator and assistant teachers, and by the observation of four assistant teachers. Teachers were selected by a convenience sample. Data analysis was based on Miles & Huberman (1991) interactive model. The three analysis axes are articulated between induction and deduction: identities and professionalism, training models used in nursing teaching, and higher education and change. The results allowed an integrating view on the data, leading to the proposal of a model for nursing teacher’s professionalism and a proposal for competences benchamarking.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2011
Palavras-chave
Ensino da enfermagem Docentes universitários Formação de professores - Portugal Teses de doutoramento - 2011