Abstract
ABSTRACT Objective: to identify the opinions of professors about the relationship between theory and practice in nursing. Method: descriptive analytical, qualitative study. Eighteen professors from two universities (one federal and one private) from the southern region of the country participated. Data collection took place between July and September 2014, through semi-structured interviews. Open and axial coding as proposed by Strauss and Corbin, with the help of Atlas ti® 7 software was used for data collection. Results: the following categories emerged: The centrality of the practice for teaching and The specialist x generalist dichotomy: contrasting discourses. Conclusion: the opinions of professors about theory and practice in nursing are widely conflicting. In areas considered of greater complexity, mastery of content is prefered and considered advantageous. The relationships that nurses and nursing professors maintain with knowledge influence the disconnection between theory and practice.
Highlights
Professional identity includes the professors opinion of his activities, of himself, of the group he belongs to, and the important characteristics of his profession.[1,2]. These perceptions link identities and can be mobilized through three groups: those about the professional role, the instructional processes of teaching, learning and assessment and about the feelings triggered by teaching.[3]
Participant selection occurred by sending an invitation to all the professors in the institutions: 23 nursing professors in the private institution and 17 in the public institution
The representations about the professional functions, the instructional processes of teaching, learning and evaluation and the feelings triggered by the teaching are closely related to the conceptions that the professor has about teaching and the way of teaching.[3]
Summary
The way professors understand and perform their work activities is related to the training received, or lack thereof, and the types of experiences. For graduates who began teaching with the absence of specific training, thinking of these processes implies understanding the assumptions that guide their opinions as professors. The knowledge for each of these activities differs structurally, considering that there is specific knowledge to be a professor and that this composes its identity process. In this context, because professors generally teach as they were taught, there is a perpetuation of practices and knowledge, which often means favoring technique and instrumental teaching, drawing on their experiences as students.[4]
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