@article{ajnr2015323,
author={{Andrade, Luciane S¨¢ de and Gon?alves, Marlene Fagundes Carvalho},
title={Permanencies and Ruptures in the Training and Professional Performance of Professors in Nursing: Research with Students and Alumni},
journal={American Journal of Nursing Research},
volume={3},
number={2},
pages={41--47},
year={2015},
url={http://pubs.sciepub.com/ajnr/3/2/3},
issn={2378-5586},
abstract={This study has the objective of analyzing the faculty training provided by the Nursing Degree with a Teaching Diploma through the perspective of students and alumni. The participants of the research were students and graduates of the Bachelor¡¯s Degree with a Teaching Diploma in Nursing Course of the Ribeir?o Preto campus of the University of S?o Paulo ¨C EERP/USP. Data obtained through portfolios, reports and interviews ¨C with a theoretical basis ¨C allowed the construction of the following thematic units: Opting for a Teaching Diploma, Reframing of faculty training, Construction of teaching knowledge, Balancing health care and education, Derivations of faculty training, Faculty professional practice, Clashes in faculty practice. The meaning attributed to the course by the students and the professional practice of a professor nurse suffers constant confrontation with the proposals the Course offers for the training of these students. The web presented in the reports allows for a student training in two areas: nurse training and faculty training, in a more articulated manner, since the very beginning of the course. The course brings about the training and the possibility of new performance as faculty. However, this is not automatic. The two aspects of healthcare and of education are present during the Course in question. The participants point out the importance of a faculty training that goes beyond activities related to the act of teaching, such as, for example, social relations, establishment of bonds or, in the case of these graduates, the way they will lead the nursing team. People interviewed in this study pointed out the limitations of the jobs in technical schools, which use methodologies that are not always compatible with those they learned in their courses. There are difficulties in being professors, due to fatigue, the feeling that classes are not generating results, and frustrations regarding expectations related to being a faculty.},
doi={10.12691/ajnr-3-2-3}
publisher={Science and Education Publishing}
}