Professional training and autonomy of nursing teachers in the qualification of higher education in nursing - Revista Brasileira de Enfermagem

ABSTRACT

Objectives:

to identify the aspects related to professional training and autonomy of undergraduate nursing teachers of a public institution in Brasília, Federal District, in order to contribute to the course management and qualification.

Methods:

mixed method study conducted with 77 teachers. A semi-structured questionnaire was applied, where quantitative items were evaluated through the Student’s T and ANOVA (p<0.05%) parametric tests. The qualitative part underwent content analysis with use of the IRAMUTEQ software and descending hierarchical classification.

Results:

the training of professionals was focused mostly (67.5%) on their initial area of expertise, and their mean values in autonomy-related factors were low and moderate. Two categories emerged in the qualitative analysis: “Identifying teacher autonomy” and “Applying teacher autonomy”.

Conclusions:

understanding the meaning and degree of autonomy perceived by teachers can foster the reflection on the praxis and enhance their performance.