Abstract
ABSTRACT Objective: to know the paths taken by the nurse-teachers of the Nursing technical course in search of their training for the teaching career. Method: a qualitative and cross-sectional research study, carried out with nurses who teach at the Nursing technical course of a Technical School of the Unified Health System in Ceará. The data were collected through a focus group in October 2019, and analyzed according to Bardin's thematic content analysis, with the aid of the Qualitative Data Analysis Software. Results: the paths for nurses' teacher training permeate their motivation to enter the teaching career, whose reasons are related to the difficulty finding a job in the assistance area, invitation to teach, job opportunity or existence of some need; initial performance in teaching, which emphasizes mid-level; and by training itself, which had its need confirmed and, from the participants' perspective, met through participation in institutional qualifications and personal search for specialization courses. Conclusion: the paths taken by nurse-teachers in search of their training for the teaching career are related to the reasons why they enter teaching, with their initial performance in teaching and with teacher training itself, regarding verification of their need and ways accessed for such qualification. The nurse's prior training for the teaching practice ultimately points to professional excellence and appreciation and commitment to the Unified Health System. Thus, it becomes imperative to (re)formulate policies that consider the complexity and professionality of teaching, with a view to expert teaching training and performance.
Highlights
Concerns and debates about teacher training have been constant, since they are one of the protagonists of the teaching-learning process; their training path and professional performance exert a significant repercussion on educational quality[1,2]
This study aims at understanding the paths taken by nurse-teachers of the Nursing technical course searching their training for the teaching career
All the participants are graduates, with 33.3% (4) having specialized in the area of instruction and/or teaching. 66.6% (8) reported having more than 6 years of teaching experience and, for half of them, entrance to the teaching career occurred within one year after graduation
Summary
Concerns and debates about teacher training have been constant, since they are one of the protagonists of the teaching-learning process; their training path and professional performance exert a significant repercussion on educational quality[1,2]. The duties and actions of Nursing technicians assume a prominent place at all health care levels, as they quantitatively represent the largest workforce in Nursing, corresponding to 57% of all its workers, and acting on the front line of care[3,4] Their professional training and performance are significantly important for quality of care in Nursing/Health and, for the Unified Health System (Sistema Único de Saúde, SUS). It is to be noted that the SUS Technical Schools (Escolas Técnicas do SUS, ETSUS) occupy a relevant space in this training context, due to the commitment assumed to ground their training processes on the guidelines of this system[5,6] In this context, there is the nurse-teacher, whose teaching practice involves the responsibility of training Nursing technicians to work in the labor world with a critical attitude, humanization and ethics, meeting the population’s health demands and respecting the SUS principles. The training quality of the nurse-teacher is related to the quality of education, with the quality of the Nursing technician’s training and, with quality of care and effectiveness in the practice of the current health policy itself
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