Abstract
This study aimed to identify teacher training and professional performance of teachers in mid-level nursing training schools. A quantitative study performed in 2012 through questionnaires with 41 teachers from eleven mid-level nursing training schools in the states of Rio Grande do Norte and Santa Catarina. General characteristics of the teacher, initial and continued education and work characteristics are presented. It is concluded that it is necessary to point out guidelines for the training/graduation of mid-level professionals and educators, and it is also necessary to globally value teachers, not only those acting in the federal network.
Highlights
According to Law No 7498 of 1986, mid-level nursing corresponds to the auxiliary and technical categories[1], and from the Decree no2208 of 1997, it is only a recommended technical graduation
Still referring to curriculum proposal of mid-level nursing professional training, it is considered important to take into account the context of change promoted by Law No 8080 of 1990 establishing the Unified Public Health System, which directs changes in health management, assistance and training, as well as the recent expansion of professional nursing education in the context of private Technical Schools Network associated with market expansion driven by the increase in jobs and demand for mid-level nursing professionals, especially in the Family Healthcare Program
Given the magnitude and importance of this workforce, the development of this research is relevant, questioning: what is the profile of mid-level nursing teachers with respect to teacher training and professional performance?
Summary
According to Law No 7498 of 1986, mid-level nursing corresponds to the auxiliary and technical categories[1], and from the Decree no2208 of 1997, it is only a recommended technical graduation. Trained/taught by nurses, mid-level professionals have the curricular organization under the guidance of the Advisory Board/Commission of National Education/Basic Education Chamber N.16 of 1999 in transition with Resolution N.06 of 2012, which provides curriculum guidelines for vocational education; their formation/training takes under consideration the National Curriculum Guidelines for Health Technical Education. These guidelines consider instruction for development of functions and sub-functions, designed for: diagnosis support, health orientation, protection and prevention, recovery/rehabilitation and health management[3]. Given the magnitude and importance of this workforce, the development of this research is relevant, questioning: what is the profile of mid-level nursing teachers with respect to teacher training and professional performance?
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