Abstract
to emphasize university educational management actions and their articulation to develop clinical practice in nursing training, designed by its faculty. a single-case study with qualitative approach. The sources were composed of documentary research, focused interview with key informant and direct non-participant observation. Data were organized with the help of NVivo®10. Analysis followed the explanation construction technique from the perspective of complex thinking. three categories emerged: Characterization of university educational management actions; Articulation of university educational management with clinical practice and its repercussion; and Spaces to develop university educational management and clinical practice. Final considerations: university educational management actions are associated with the work of professors, supporting teaching, research, and extension in order to improve clinical knowledge in the general nursing training.
Highlights
Federal public universities are organized into sectors such as Dean’s Office, Vice-Dean’s Office, secretariats, teaching centers, departments and course coordination, and deliberative bodies
Considering the context presented: university educational management is an intellectual work and teaching, research and extension articulation actions developed by professors involves different political-pedagogical organizational structures; university educational management guarantees resources to plan, organize, control and lead the work and behavior of university staff and groups for training; university educational management actions must ensure the training of nurses with clinical and technical skills to meet the needs of society
From the triangulation of the data collected through documentary research, focused interview with key informant and direct non-participant observation, three categories emerged: Characterization of university educational management actions; Articulation of university educational management with clinical practice and its repercussion; and Spaces to develop university educational management and clinical practice
Summary
Federal public universities are organized into sectors such as Dean’s Office, Vice-Dean’s Office, secretariats, teaching centers, departments and course coordination, and deliberative bodies. As nurses’ professional performance becomes increasingly comprehensive, complex and recognized (a large numerical contingent being present in most health institutions, these professionals take on responsibilities for actions related to patient care, education and training of health professionals, and in the administrative-managerial scope, strongly impacting service quality), training education needs to be provided at an advanced level to meet the population’s health/disease needs[6,7] In this context, it is understood that the multiplicity of actions developed by professors is aligned with complex thinking, since it breaks with the linear idea of cause/effect or product/producer[8], when university educational management makes use of all resources and articulations to enhance undergraduate students’technical and critical training, in this case, nurses. Considering the context presented: university educational management is an intellectual work and teaching, research and extension articulation actions developed by professors involves different political-pedagogical organizational structures; university educational management guarantees resources to plan, organize, control and lead the work and behavior of university staff and groups for training; university educational management actions must ensure the training of nurses with clinical and technical skills to meet the needs of society
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