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Objective. Get to know the nursing undergraduates perception, from a public university in southern Brazil, on the inclusion of the theme violence against women in the curriculum and about that thematic approach during graduation. Methodology. Descriptive exploratory qualitative research, made with 18 students of Nursing Graduation in Federal de Santa Maria University. Semi-structured interview was made and its data was submitted to thematic analysis. Results. From the undergraduates understanding, the theme integrates the curricular content in a punctual way and a reduced workload. There were found difficulties in the violence' identification and the actions to be developed. The participants suggest that the theme should be worked since the graduation' beginning, permeating the learning in collective health. Conclusion. The study shows the need to include violence as a transversal theme in curriculums in graduation courses of Nursing and Health.

Objective: To identify the characteristics of an expert nurse. Methodology: A group of 49 nurses starting their Master’s degree was asked to answer the following question: ''Which characteristics and skills distinguish a novice from an expert nurse?'' The answers were analyzed and classified based on Bardin’s content analysis. Results: Through a three-stage classification process, the competences and skills assigned to expert nurses were divided into 17 categories. These nurses showed wide-ranging skills and acquired meta-competencies. Expert nurses are characterized by their leadership, supervision and ability to manage change, as well as their communication and relational skills. They have the ability to act reflectively, plan, systematize and consistently assess; they also show more dexterity. They have more adaptive skills, confidence and achieve a broader view. They are competent while managing conflicts and stress, as well as articulating theory and practice; they create knowledge, make use of research, respond to complex situations and are capable of making decisions. Conclusion: Expert nurses have anticipation skills, insight, use detailed observation, take immediate action and are able to define priorities; they keep context in mind and have a tendency for specialization.

Objective. This work sought to analyze the use of Information and Communication Technologies (ICTs) and social networks among the university nursing faculty staff in Spain. Methodology. This was a descriptive, cross-sectional study using a questionnaire on ICT skills designed to comply with the research objective, which was evaluated by experts and which was subjected to exploratory analysis of principal components; the reliability of this instrument measured with Cronbach's alpha was 0.85. The information technology tool used to publish the questionnaire on line was Limesurvey. The sample comprised 165 professors from 25 Nursing Faculties and Schools from universities in Spain. Results. Seventy one percent of the total surveyed used internet services to look for information, 63% used the internet as a means for formation and learning, and 72% used it as a communication platform (e-mail and virtual platforms like Sakai and Moodle). Although 51% of the teaching staff surveyed had more than 120 students registered in their courses, hypothesis testing revealed that the number of students in class is not a determining factor for the teaching staff to have greater interest to update its knowledge in ICTs. Younger professors use new technologies more profusely and the most-valued advantage of using ICTs was quick access to information. Professors perceive that after the Bologna Declaration, which requires modifying their teaching-learning processes through the new teaching methodologies, a drop has been produced in their performance and that of their peers in their area of knowledge. Conclusion. The nursing teaching staff is making strong efforts to confront the new challenges posed by ICTs to train the professionals of the 21st century. It is fundamental to pay special attention to improving the university teaching staff's skills in managing ICTs, promoting the implementation of the knowledge acquired.

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the "Clinical Practice Assessment Manual'' (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter "Nursing Care in Healthcare Processes ", from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.

Objective. Identifying the knowledge about breastfeeding of the nurses of the Family Health Program, and possible associations between the knowledge and personal, professional and self evaluation aspects. Methodology. Observational and cross-sectional study conducted in family health units of a city in Minas Gerais, Brazil, with 85 nursing professionals. Data were collected through a questionnaire. We used the Student t-test for differences between means and Pearson correlation analysis. Results. The mean score of the professionals on the knowledge test was 6.6 and was higher in the group that attended courses on breastfeeding. Conclusion. There is a need for continuing education, providing reflective and critical mobilization, the questioning of reality and identification of users needs.

Objective. This work seeks to describe the experiences endured by third- and fourth-year nursing students upon their first care encounter with a terminally ill patient. Methodology. This was a descriptive qualitative study with methodology of analysis of contents of written testimonies at the end of the care experience. The study had the participation of 65 students from a private university in Santiago, Chile. Results. Emerging themes were classified into seven categories: life learning is accomplished, feelings regarding the encounter, loving care, interdisciplinary work with comprehensive care, sense to nursing, incorporation of the family in caring, and development of communication skills. Conclusion. The experiences of the nursing students show they have difficulties in facing the care of an individual in process of death. Educational strategies should be posed to improve undergraduate formation on end-of-life care.

Objective. To investigate the impact of education on the quality of life of parent of children with leukemia referred to the oncology clinic at Kerman's Afzali-Poor hospital (Iran). Methodology. This was an interventional study with 80 parents of children with leukemia; all of the caregivers were mothers and were included in the research. They were chosen using the convenience sampling method and categorized randomly into two groups (intervention and control, each with 40 participants). Research tools included demographic information and Quality of Life (QoL) scale (a specific form for first-degree family caregivers of patients with leukemia). Questionnaires were applied at the beginning of the research and after three months; this second evaluation coincided in the study group with the end of the intervention. The intervention lasted four sessions of 45- to 65-minute classes, with lectures and question and answer sessions, educational booklets, and posters in groups with 4 - 6 members. Results. In the first evaluation, mean QoL scores in the study and control groups were 224.9 and 225.7, which, after three months changed to 338.2 and 226.7, respectively. T-test verified these increases (p

Objective. To identify the perception of both students and professors from a graduate nursing program in the South of Brazil concerning the historical process of nursing education in the country. Methodology. Qualitative, exploratory-descriptive study. Data were collected from professors using semi-structured interviews and focus groups with 12 students, analyzed using Minayo's operational proposal. The following categories emerged: 'from where we departed'; 'transition process'; and 'to where we are going'. Results. The participants showed knowledge concerning the process that permeates the education of Brazilian nurses from the establishment of the first school and determination of national curricular guidelines, highlighting challenges and future prospects. Conclusion. There is advancement toward the reorientation of educating more critical, creative nurses aligned with the demands of the Brazilian Unified Health System.

Objective. To describe and analyze the participation of students in the development of the pedagogical project (PP) in a Nursing program. Methodology. Exploratory-descriptive study with a qualitative approach, undertaken in the nursing program of a public higher education institution located in Piaui (Brazil). Interviews were carried out with twenty-two students from the 4th academic period onwards. Data collection took place in December 2009. The analysis of textual data was performed using the software Alceste 4.7, which was discussed based on the concepts of commitment, awareness, culture, dialogue and Paulo Freire's problematization pedagogy. Results. The analysis revealed three classes: Student's knowledge about the PP, collective participation in the development of the PP and progress of student's participation in the development of the PP. Conclusion. The results show that students are participants in the development of the PP.

Objective. This article sought to explore the adoption of wireless devices in university nursing teaching and address their repercussion on future professionals. Methodology. This is a bibliographical study conducted in 2011, which analyzed international publications on the use, review, application, opinion, and experimentation of wireless devices in university nursing teaching of wireless technology in nursing teaching. The following databases were used: Medline and Science@Direct. Results. A total of 503 articles were extracted and 77 were selected, of which 40 investigated the Personal Digital Assistant (PDA), 13 the clicker (Student Response Wireless System), and six the smart phone. The use of mobile devices has experienced strong growth during the last five years, especially PDAs. Conclusion. Use of mobile devices in university nursing teaching has grown in recent years, especially PDAs

Objective. To describe teaching on humanization in the subjects included in nursing curricula in São Paulo city (Brazil). Method. Descriptive and cross-sectional study of subjects included in the curricula of all Higher Education Institutions (HEI) accredited by the Ministry of Education (Brazil) in São Paulo City. Humanization in nursing was defined as the encounter of subjectivities in and through the care act. Results. Thirteen curricula were studied, totaling 588 subjects. Although 59% contained some term related to humanization, when assessing compatibility with the definition used in the study, findings showed: 3% full compatibility, 28% partial, 62% no compatibility and, in 7% of the subjects, comparison was impossible. Conclusion. The undergraduate nursing subjects analyzed showed ambiguous intentionality as, although the majority contained some term related to humanization, only a minority was in accordance with the concept.

Objective. The study sought to identify the relevance and level of application of the main management competencies in nursing. Methodology. Study contains qualitative and quantitative components with a descriptive approach. We took as categories of the study the relevance and application of management competencies and curricular strategies for their formation. A survey was applied to a convenience sampling of 140 individuals from the nursing faculties involved and from different levels of healthcare in the city of Medellín and its Metropolitan Area; lastly, a semi-structured interview was made of six experts from the university educational sector in Medellín. Results. The most relevant generic competencies were: leadership (81.4%), team work (75.0%), effective communication (55.7%); while the specific competencies highlighted quality management of personnel and care. Innovation and creativity competencies (19.3%), strategic thought (17.1%), and adaptability or flexibility (10.0%) obtained lower frequencies. The level of application of specific competencies, according to components of strategic management, programs and projects, quality, human talent, and caretaking of individuals was above 90%. Conclusion. The management competencies identified were relevant and of high applicability for the people consulted. The complexity paradigm as central axis may contribute to their formation.

Objective. To describe the use of the term andragogy in the contents of nursing publications. Methodology. Bibliographic study. A search was undertaken in the databases MEDLINE, LILACS, BDENF, EMBASE and ERIC, for articles published between 1999 and 2011 which included the term 'andragogy' or derived terms in the English language. Results. 51 publications were found. The study's main categories were: ideological and theoretical bases (71%), historical antecedents (37%), andragogy's operationalization (43%) and application in Nursing (86%). The most-frequently treated issue was continuing education (45%). Most articles were published in the United States (41%). In Brazil, the use of andragogy is more recent than in other countries. The studies indicate that andragogy has a positive influence in the students' work lives. Conclusion. Although the use of andragogy in nursing education is less frequent, its use in nurse training shows it to be important for future professional performance.

Objective. To evaluate the improvement in self-care behaviors after a nursing educational intervention in patients with heart failure. Methodology. The study had the participation of 29 patients over 30 years of age, who attended in 2010 the cardiovascular healthcare program of a hospital institution in Medellín (Colombia) and who signed the informed consent and received for nine months a nursing educational intervention consisting of group educational meetings, telenursing sessions, home visits, and support leaflet. The study applied Artinian's Self-care scale validated in the field, composed of 28 items distributed in four dimensions (request for help, adaptation to disease, and adherence to pharmacological and non-pharmacological treatments). To evaluate changes in these behaviors, the scale was applied at the beginning and end of the study. Results. Bearing in mind that the maximum possible score in the scale is 84, the patients had initial and final median scores of 40 and 53 (p < 0.05). The dimensions in which the most positive changes were observed were: request for help, adaptation to the disease, and adherence to the pharmacological treatment; regarding adherence to the non-pharmacological treatment, two behaviors did not obtain favorable changes (reduction in salt intake and measurement of the amount of urine eliminated). Conclusion. The nursing educational intervention conducted in our study had beneficial effects on most of the self-care behaviors assessed in individuals with HF.Objetivo. Evaluar el mejoramiento en los comportamientos de autocuidado después de una intervención educativa de enfermería en pacientes con Falla Cardiaca (FC). Metodología. Participaron 29 pacientes de 30 y más años quienes asistieron en 2010 al programa de salud cardiovascular de una institución hospitalaria de Medellín (Colombia). A su vez, firmaron el consentimiento informado y recibieron durante nueve meses una intervención educativa de enfermería consistente en encuentros educativos grupales, sesiones de teleenfermería, visitas domiciliarias y cartilla de apoyo. Se aplicó la Escala de autocuidado de Artinian validada en el medio, compuesta por 28 ítems distribuidos en cuatro dimensiones (solicitud de ayuda, adaptación a la enfermedad y adherencia a los tratamientos farmacológico y no farmacológico). Para la evaluación de los cambios en estos comportamientos, se aplicó al inicio y terminación del estudio. Resultados. Teniendo en cuenta que el puntaje máximo posible de obtener en la escala es de 84, los pacientes tuvieron una mediana en los puntajes inicial y final de 40 y 53 (p < 0.05). Las dimensiones en que más cambios positivos se observaron fueron: solicitud de ayuda, adaptación a la enfermedad y adherencia al tratamiento farmacológico; en cuanto a la adherencia al tratamiento no farmacológico hay dos comportamientos que no tuvieron cambios favorables: reducción en el consumo de sal y medir la cantidad de orina eliminada. Conclusión. La intervención educativa de enfermería realizada en nuestro estudio tuvo un efecto beneficioso en la mayoría de los comportamientos de autocuidado evaluados en las personas con FC.Objetivo. Avaliar o melhoramento nos comportamentos de autocuidado depois de uma intervenção educativa de enfermagem em pacientes com Falha Cardíaca (FC). Metodologia. Participaram 29 pacientes de 30 e mais anos que assistiram em 2010 ao programa de saúde cardiovascular de uma instituição hospitalar de Medellín (Colômbia) que assinaram o consentimento informado e receberam durante 9 meses uma intervenção educativa de enfermagem consistente em encontros educativos grupais, sessões de tele-enfermagem, visitas domiciliárias e cartilha de apoio. Aplicou-se a Escala de autocuidado de Artinian validada no meio, composta por 28 itens distribuídos em quatro dimensões (solicitação de ajuda, adaptação à doença e aderência aos tratamentos farmacológicos e não farmacol��gicos). Para a avaliação das mudanças nestes comportamentos se aplicou ao início e terminação do estudo. Resultados. Tendo em conta que a pontuação máximo possível de obter na escala é de 84, os pacientes tiveram uma média nas pontuações iniciais e finais de 40 e 53 (p < 0.05). As dimensões em que mais mudanças positivas se observaram foram os de solicitação de ajuda, adaptação à doença e aderência ao tratamento farmacológico; quanto à aderência ao tratamento não farmacológico há dois comportamentos que não tiveram mudanças favoráveis (redução no consumo de sal e medir a quantidade de urina eliminada). Conclusão. A intervenção educativa de enfermagem realizada em nosso estudo teve um efeito benéfico na maioria dos comportamentos de autocuidado avaliados nas pessoas com FC.

The aim of this paper is to enhance reflections on the impact of the Brazilian National Curricular Guidelines in undergraduate Nursing education, in the subject Nursing Administration. Another aim is to cooperate with the elaboration of strategies to be developed for the construction of professional competences, in accordance with the education and professional qualification standards demanded in the job world. The guidelines prioritize the preparation of a generalist, critical and reflexive nurse, with competences and skills to act in distinct realities, mainly in the Unified Health System. The importance of teachers' active, encouraging and problematizing participation is emphasized, helping students to gain ''knowledge'' and ''know-how'' in their academic education, permitting competency development for nursing education.Este artículo tiene como objetivo promover la reflexión sobre el impacto de las Directrices Curriculares Nacionales para el pregrado de Enfermería, en la asignatura de Administración. También se pretende colaborar en la elaboración y desarrollo de estrategias para la construcción de competencias profesionales, de acuerdo con los estándares de formación y cualificación profesional exigidos en el mundo laboral. Las directrices priorizan la formación de un enfermero generalista, crítico y reflexivo con competencias y habilidades para actuar en distintas realidades, principalmente en un Sistema Único de Salud. Se destaca la importancia de la participación activa de los profesores, incentivadora y problematizadora, que ayude al alumno a ''saber'' y a ''saber hacer'' durante la formación académica, permitiendo el desarrollo de las competencias para la formación de enfermeros.Este artigo tem como objetivo promover a reflexão sobre o impacto das Diretrizes Curriculares Nacionais para o pré-graduação de Enfermagem, na matéria de Administração. Também se pretende colaborar na elaboração de estratégias a ser desenvolvidas para a construção de concorrências profissionais, de acordo aos padrões de formação e qualificação profissional exigidos pelo mundo trabalhista. As diretrizes priorizam a formação de um enfermeiro generalista, crítico e reflexivo com concorrências e habilidades para atuar em diferentes realidades, principalmente num Sistema Único de Saúde. Destaca-se a importância da participação ativa dos professores, incentivadora e problematizadora, que ajude ao aluno a ''saber'' e a ''saber fazer'' durante a formação acadêmica, permitindo o desenvolvimento das concorrências para a formação de enfermeiros.

This paper presents the Altadir Method of Popular Planning (MAPP), which is considered an effective tool for nursing management teaching and learning. When using traditional knowledge-transfer centered methods, the teaching on this subject does not arouse the same interest as technical education. The MAPP is a powerful planning tool for students who are finishing their education process, as it provides theoretical and practical experiences similar to what students will be confronted with later as professionals.Este artículo presenta el Método Altadir de Planificación Popular (MAPP), considerado una herramienta eficaz para la enseñanza y el aprendizaje de la gestión de enfermería. La enseñanza de esta asignatura por métodos tradicionales centrados en la transferencia e conocimientos, no despierta los mismos intereses que la formación técnica de la carrera. Sin embargo el MAPP es una potente herramienta de planificación para aquellos estudiantes que están terminando su proceso de formación, pues promueve experiencias teóricas y prácticas a las que más tarde estarán enfrentados como profesionales.Este artigo apresenta o Método Altadir de Planejamento Popular (MAPP), considerado uma ferramenta eficaz para o ensino e a aprendizagem da gestão de enfermaria. O ensino desta matéria por métodos tradicionais centrados na transferência de conhecimentos, não acorda os mesmos interesses que a formação técnica da carreira. No entanto o MAPP é uma potente ferramenta de planejamento para aqueles estudantes que estão terminando seu processo de formação, pois promove experiências teóricas e práticas às que mais tarde estarão enfrentados como profissionais.

Objetivo. Identificar nos formados de uma universidade pública brasileira os conhecimentos, habilidades e atitudes aprendidos durante a formação para a gestão em enfermagem. Metodologia. Investigação de tipo transversal realizada em 2010 na que participaram 37 formados do programa de enfermagem. Utilizouse um questionário para a tomada de informação que incluiu variáveis socioeconômicas e de conhecimentos, habilidades e atitudes relacionadas com as matérias de gestão recebidas durante a formação de pré-graduação; estas últimas variáveis foram medidas com perguntas com opções de resposta tipo Likert. Os dados foram processados e analisados em Excel. Resultados. os recém formados manifestam ter suficientes conhecimentos, consideram-se hábeis e com atitudes favoráveis no área de gestão; em mudança os formados com maior experiência trabalhista, ainda que consideram que têm suficiente conhecimento, sua habilidade é média e reportam uma atitude desfavorável para a gestão. Conclusão. Os conhecimentos, atitudes e habilidades do recém formado para a gestão são diferentes ao de maior experiência profissional. A prática profissional poderia fazer mudar a percepção dos enfermeiros frente à gestão.Objetivo. Identificar en los egresados de una universidad pública brasileña, los conocimientos, habilidades y actitudes aprendidos durante la formación para la gestión en enfermería. Métodología. Investigación de tipo transversal realizada en 2010 en la que participaron 37 egresados del programa de enfermería. Se utilizó un cuestionario para la toma de información que incluyó variables socioeconómicas y de conocimientos, habilidades y actitudes relacionadas con las asignaturas de gestión recibidas durante la formación de pregrado. Estas últimas variables fueron medidas con preguntas con opciones de respuesta tipo Likert. Los datos fueron procesados y analizados en Excel. Resultados. Los recién egresados manifiestan tener suficientes conocimientos, se consideran hábiles y con actitudes favorables en el área de gestión; por el contrario, los egresados con mayor experiencia laboral, aunque consideran que tienen suficiente conocimiento, su habilidad es media y reportan una actitud desfavorable hacia la gestión. Conclusión. Los conocimientos, actitudes y habilidades del recién egresado hacia la gestión son diferentes de quien tiene mayor experiencia profesional. La práctica profesional podría hacer cambiar la percepción de los enfermeros frente a la gestión.Objective. To identify knowledge, skills and attitudes in nursing management, learned during education, in graduates of a Brazilian public university. Methodology. Cross sectional study carried out in 2010. 37 graduates of the nursing program participated. A questionnaire was used to get the information, which included socio-economical and knowledge variables, skills and attitudes linked to management subjects studied during undergraduate education. The latter variables were measured with questions Likert like answers. Data were processed and analyzed in Excel. Results. Recent graduates manifested having enough knowledge, they consider themselves skillful and with favorable attitudes in the management field. Graduates with higher job experience, even though they consider they have enough knowledge, their skills are half and they report an unfavorable attitude towards management. Conclusion. Knowledge, attitudes, and abilities of recent graduates towards management are different to the ones with higher professional experience. Professional practice could change the perception nurses have towards management.

Objetivo. Compreender o significado da atividade de socialização e como esta contribui na aprendizagem dos acadêmicos de enfermagem. Metodologia. Investigação qualitativa com a participação de 10 estudantes da Universidade Federal de Santa Catarina (Brasil), em 2006. AOS dados se lhes fez de análises de conteúdo. Resultados. Neste estudo surgiram estas categorias de análises: momentos de aprendizagem, momentos de integração, a reafirmação dos valores e fortalecimento do vínculo entre a teoria e a prática. A socialização é uma atividade importante para os estudantes, pois lhes permite compartilhar os conhecimentos e experiências de outros, o qual ajuda ao crescimento pessoal e profissional, passando a ser os erros ou os acertos um meio para a aprendizagem. Conclusão. Para os estudantes a atividade de socialização permite a integração, interação e inter-subjetividade no processo de formação crítica e comprometida com a realidade.Objetivo. Comprender el significado de la actividad de socialización y cómo esta contribuye en el aprendizaje de los académicos de enfermería. Metodología. Investigación cualitativa con la participación de 10 estudiantes de la Universidade Federal de Santa Catarina (Brasil), en 2006. A los datos se les hizo el análisis de contenido. Resultados. En este estudio surgieron estas categorías de análisis: momentos de aprendizaje, momentos de integración, la reafirmación de los valores y fortalecimiento del vínculo entre la teoría y la práctica. La socialización es una actividad importante para los estudiantes, pues les permite compartir los conocimientos y experiencias de otros, lo cual ayuda al crecimiento personal y profesional, pasando a ser los errores o los aciertos un medio para el aprendizaje. Conclusión.b Para los estudiantes la actividad de socialización permite la integración, interacción e intersubjetividad en el proceso de formación crítica y comprometida con la realidad.Objective. To understand the meaning of socializing activities and how they contribute to the learning process of nursing students. Methodology. Qualitative study, in which 10 students from the Federal University of Santa Catarina (Brazil) participated during the year of 2006. Data were analyzed using content analysis. Results. The following analysis categories emerged from the study: Learning moments, integration moments, value reassurance and strengthening of theory and practice links. Socializing is an important activity for the students because it allows them to share their knowledge, experiences, and others, which contribute to professional and personal growth being mistakes and accuracies a good way of learning. Conclusion. For the students, socializing activities allow integration, interaction, and intersubjectivity in the critic training process committed to reality.

Objective. To determine the effect of education on the incidence rate of occupational exposure resulted from sharp bodies and mucocutaneous contamination with blood and body fluids of patients among nursing personnel of Valiasr Hospital- Fassa, 2008. Methodology. Interventional study. Samples consisted of 120 nurses (60 as study group and 60 as control group) selected by systemic randomized allocation. The study group was trained in occupational exposure for a period of ten hours. The data collecting tool was an occupational exposure questionnaire that was completed for both groups, before and two months after education. A knowledge test was also applied to both groups before and after education. Data analysis was done by descriptive statistics, frequency, mean and standard deviation, inferential statistics, x², T-test and paired t, and a level of significance pObjetivo. Determinar el efecto de la educación en la tasa de incidencia de exposición ocupacional por objetos cortopunzantes y por contaminación mucocutánea con sangre y fluidos corporales en enfermeros del Hospital de Valiasr en Fassa (Irán) en 2008. Metodología. Estudio de intervención. Se tomó una muestra de 120 enfermeros (60 en el grupo de estudio y 60 en el grupo control) asignados por aleatoriazación sistemática. El grupo de estudio recibió 10 horas de capacitación en prevención de exposición ocupacional. Para la recolección de datos se utilizó un cuestionario, el cual fue completado por ambos grupos antes y dos meses después de la capacitación, igualmente se aplicó un examen de conocimientos a ambos grupos antes y después de la capacitación. Resultados. Los resultados del estudio indicaron aumento del nivel de conocimiento y disminución de la tasa de incidencia de exposición ocupacional en el grupo de estudio de tal manera que el puntaje de la media del nivel de conocimiento de este grupo alcanzó un puntaje de 8.1 antes de la capacitación a 14.1 después de la capacitación, (pObjetivo. Determinar o efeito da educação na taxa de incidência de exposição ocupacional por objetos perfurantes e por contaminação mucocutânea com sangue e fluidos corporais em enfermeiros do Hospital de Valiasr em Fassa (Irã) em 2008. Metodologia. Estudo de intervenção. Tomou-se uma mostra de 120 enfermeiros (60 no grupo de estudo e 60 no grupo controle) atribuídos por escolha aleatória sistemática. O grupo de estudo recebeu 10 horas de capacitação em prevenção de exposição ocupacional. Para a recolha de dados se utilizou um questionário, o qual foi completado por ambos os grupos antes e dois meses depois da capacitação igualmente se aplicou um exame de conhecimentos a ambos os grupos antes e depois da capacitação. Resultados. Os resultados do estudo indicaram aumento do nível de conhecimento e diminuição da taxa incidência de exposição ocupacional no grupo de estudo de tal maneira que a pontuação da média do nível de conhecimento deste grupo atingiu uma pontuação de 8.1 antes da capacitação a 14.1 depois da capacitação, (p

Objetivo. Investigar a associação entre as características de competência social para interagir no meio acadêmico e o uso das ferramentas de comunicação do ambiente virtual. Metodologia. Estudo quantitativo, participarem 32 estudantes de graduação de enfermagem, alunos do Curso On-line de Transtornos de Humor e de Personalidade, parte da disciplina Enfermagem Psiquiátrica. O ambiente virtual de aprendizagem utilizado para o Curso On-line foi o TELEDUC. Registro de acessos a ferramentas de comunicação; Questionário de Característica Social para interagir com colegas no âmbito acadêmico (QCS). Foram realizados testes de correlação de Pearson entre os escores obtidos das características de competência social e a frequência de uso das ferramentas de comunicação do ambiente virtual. Resultados. Observou-se correlação positiva moderada entre o fator sociabilidade e acessos a ferramentas "Chat" (r=0.61) e "Fórum" (r=0.50); correlação negativa moderada entre os níveis de agressividade e a ferramenta "Correio" (r=-0.37); correlação positiva entre níveis de liderança e o "Correio" (r=0,53); correlação negativa moderada entre os níveis de inibição e as ferramentas "Chat" (r=-0.65) e "Fórum" (r=-0.63). Conclusão. A competência social contribui para a participação do estudante em processos educativos à distância, portanto deve ser levada em consideração no processo ensinoaprendizagem realizada em ambientes virtuais.Objetivo. Investigar la asociación entre las características de las habilidades sociales para interactuar académicamente y el uso de herramientas de comunicación de plataforma virtual de aprendizaje. Estudio cuantitativo, realizado en Ribeirão Preto, São Paulo, Brasil, en 2006. Participaron 32 estudiantes de enfermería del curso en línea sobre Transtornos del Humor y Personalidad, parte del curso de Enfermería Psiquiátrica. La plataforma de aprendizaje virtual utilizada para el curso en línea fue el TELEDUC. Metodología. Instrumentos: registro de acceso a los instrumentos de comunicación; Cuestionario de Características Sociales para interactuar con sus colegas en el ámbito académico. Se realizaron pruebas de correlación entre las puntuaciones de las características de la competencia social y la frecuencia de uso de herramientas de comunicación del entorno virtual (correlación de Pearson). Resultados. Se encontró una correlación positiva moderada entre el factor de sociabilidad y el acceso a las herramientas de "Chat" (r=0.61) y "Forum" (r=0.50); correlación moderada negativa entre los niveles de agresión y la herramienta "Correo" (r=-0.37); la correlación positiva entre los niveles de liderazgo y "Correo" (r=0.53); correlación moderada negativa entre los niveles de inhibición y las herramientas de "Chat" (r=-0.65) y "Foro" (r =-0.63). Conclusión. La competencia social contribuye para la participación de los estudiantes en los procesos educativos a distancia, por lo que debe tenerse en cuenta en la enseñanza-aprendizaje en entornos virtuales.Objective. To investigate the association between social abilities characteristics needed to interact academically and the use of communication tools of a virtual learning platform. Methodology. Quantitative study, performed in Ribeirão Preto, São Paulo, Brazil, in 2006. 32 nursing students from the on line class about humor and personality disorders and some from the psychiatric nursing class participated. The virtual learning platform used for the on line class was TELEDUC. Instruments: communication tool access registration, social characteristics to interact with their colleagues in the academic environment questionnaire. Correlation tests were performed between the scores of the social abilities characteristics, and the frequency the virtual environment communication tools were used (Pearson correlation). Results. A moderate positive correlation was found between the sociability factor and access to the "Chat" (r=0.61) and "Forum" (r=0.50) tools; Moderate negative correlation between the levels of aggression and the "mail" tool " (r=-0.37); Positive correlation between the levels of leadership and "mail" (r=0.53); moderate negative correlation between inhibition levels and the "Chat" (r=-0.65) and "Forum" (r =-0.63) tools. Conclusion. Social abilities contribute to the participation of the students in long distance educational processes, so it needs to be taken into account in the teaching- learning virtual environments.

Palabras pronunciadas por la Magíster María Consuelo Castrillón el 17 de agosto de 2010, fecha histórica en la que la Facultad de Enfermería de la Universidad de Antioquia inicia las actividades académicas de su primer doctorado. Desde la visión de esta profesora, que ha estado vinculada desde el comienzo al proyecto de Doctorado en Enfermería convertido hoy en realidad, recordamos el camino recorrido y sus fundamentos y nos cuenta de las esperanzas para este programa de formación doctoral.Palavras pronunciadas pela Magíster María Consuelo Castrillón o 17 de agosto de 2010, data historica na que a Faculdade de Enfermagem da Universidade de Antioquia inicia as atividades acadêmicas de seu primeiro doutorado. Desde a visão desta professora, que tem estado vinculada desde o começo ao projeto de Doutorado em Enfermagem convertido hoje em realidade, recordamos o caminho percorrido e seus fundamentos e nos conta das esperanças para este programa de formação doutoralWords pronounced by the Magíster María Consuelo Castrillón in August 17th of 2010. Historical date in which the Nursing Faculty of the University of Antioquia started the academic activities of its first doctorate program. From the perspective of this teacher who has been involved in the Nursing Doctorate project since the beginning, become a reality today, we remember the path and its basis, and she tells us the hopes for this doctoral training program.

Objetivo. Construir el estado del arte de las investigaciones realizadas en educación en enfermería en Colombia. Metodología. Investigación documental en la que se realizó revisión cuidadosa y sistemática de la producción científica (estudios, artículos e informes de investigación) realizada durante el periodo 1995 a 2005. La información se obtuvo con la ayuda de instrumentos que permitieron caracterizar las instituciones de educación superior en enfermería y sus investigadores, las fuentes documentales relacionadas con el tema, con el fin de contextualizar en relación a los avances en la educación superior en enfermería y por último, la consulta a bases de datos de bibliotecas de instituciones con postgrados en educación. Los productos investigativos obtenidos se analizaron en forma individual y grupal previa clasificación por categorías de análisis. Resultados. El examen de la conceptualización, el contexto de la producción investigativa y el estudio de los roductos permitió identificar mayor producción investigativa en universidades públicas de la región Andina Centro, área donde hay instituciones con más de 50 años de trayectoria, programas de pregrado y postgrado incluyendo doctorados, profesores que tienen como una de sus funciones la investigación y, además se incentiva la formación permanente. El mayor número de proyectos están en la categoría de pedagogía, evaluación y estudiantes. Se evidencia una gran dispersión de temáticas investigativas y prevalece en los proyectos, el nivel de identificar, describir y determinar. Conclusión. La producción investigativa en educación en enfermería en Colombia se encuentra en niveles descriptivos; existe gran dispersión de las temáticas de investigación, siendo el mayor desarrollo investigativo el proceso educativo.Objetivo. Construir o estado da arte das investigaçães realizadas em educação na enfermagem na Colômbia. Metodologia. Investigação documentário na que se realizou revisão cuidadosa e sistemática da produção científica (estudos, artigos e relatórios de investigação) realizada durante o período 1995 a 2005. A informação se obteve com a ajuda de instrumentos que permitiram caracterizar as instituiçães de educação superior em enfermagem e seus pesquisadores, as fontes documentárias relacionadas com o tema, com o fim de contextualizar em relação aos avanços na educação superior em enfermagem e por último, a consulta a bases de dados de bibliotecas de instituiçães com pós-graduaçães em educação. Os produtos investigativos obtidos se analisaram em forma individual e grupal prévia classificação por categorias de análises. Resultados. e; instituiçães com mais de 50 anos de trajetória, programas de pré-grado e pós-graduação incluindo doutorados, professores que têm como uma de suas funçães a investigação e, ademais se incentiva a formação permanente. O maior número de projetos estão na categoria de pedagogia, avaliação e estudantes. Se evidência uma grande dispersão de temáticas investigativas e prevalece nos projetos, o nível de identificar, descrever e determinar. Conclusão. A produção investigativa em educação em enfermagem na Colômbia se encontra em níveis descritivos; existe grande dispersão das temáticas de investigação, sendo o maior desenvolvimento investigativo o processo educativo.Objective. To build the state of the art in nursing education research in Colombia. Methodology. Documentary research in which scientific output (surveys, articles, research reports) conducted between 1995 and 2005 was carefully and systematically reviewed. Information was obtained using instruments which allowed the characterization of nursing higher education institutions and its researchers, documentary sources related to the subject to contextualize in relation to the advances in nursing higher education, and finally libraries’ data bases from institutions with graduate degrees in education were consulted. Research outputs were analyzed individually and in groups after classifying them by analysis categories. Results. Examination of the conceptualization, context of the research output and the study of the products allowed the identification of a higher research output in public universities of the central andean region where there are institutions with more than 50 years of experience, undergraduate and graduate programs including doctorates, teachers who have as one of their tasks researching, and also continuous learning is encouraged. The largest number of projects is in the pedagogy category, assessment and students. A high research thematic dispersion is shown and the level of identification, describing and determining prevail in the projects. Conclusion. Research output in nursing education in Colombia is at a descriptive level, there is a great dispersion of research topics being the educational process the most developed one.

Objetivo. Describir las labores de prescripción de medicamentos que realizaron los profesionales de enfermería en la ciudad de Cali (Colombia) durante el año 2008. Metodología. Se realizó una encuesta a 135 enfermeras que laboran en diferentes tipos de servicios asistenciales o administrativos sobre hábitos de formulación, percepciones sobre su formación, capacidades y necesidades para ejercer la prescripción de medicamentos. Resultados. La prescripción de medicamentos es una práctica frecuente en la mayoría de la población encuestada, sin relación con el trabajo que desempeñan, la formación de postgrado o la experiencia laboral. Para ejercer esta labor, los encuestados consideran que necesitan formación en farmacología más que un respaldo legal; sin embargo, no reconocen esta actividad como parte de las funciones de su profesión. La prescripción de medicamentos por enfermeras se presenta en algunos casos como una función de la institución donde laboran. Conclusión. La prescripción de medicamentos es una práctica que se ejerce entre los enfermeros de la ciudad, y de acuerdo con los resultados presentados, requiere un debate académico, legal y gremial para ser considerada entre el quehacer de la profesión.Objetivo. Descrever os labores de prescrição de medicamentos que realizaram os profissionais de enfermgem na cidade de Cali (Colômbia) durante o ano 2008. Metodologia. Realizou-se uma enquete a 135 enfermeiras que laboram em diferentes tipos de serviços assistenciais ou administrativos sobre hábitos de formulação, percepções sobre sua formação, capacidades e necessidades para exercer a prescrição de medicamentos. Resultados. A prescrição de medicamentos é uma prática frequente na maioria da população interrogada, sem relação com o trabalho que desempenham, a formação de pós-graduação ou a experiência trabalhista. Para exercer este labor, os interrogados consideram que precisam formação em farmacologia mais do que um respaldo legal; no entanto, não reconhecem esta atividade como parte das funções de sua profissão. A prescrição de medicamentos por enfermeiras se apresenta em alguns casos como uma função da instituição onde laboram. Conclusão. a prescrição de medicamentos é uma prática que se exerce entre os enfermeiros da cidade, e de acordo com os resultados apresentados, requer um debate acadêmico, legal e do grêmio para ser considerada entre o afazer da profissão.Objective. To describe the drug prescription duties held by nursing professionals in the city of Cali (Colombia) during the year of 2008. Methodology. A survey was applied to 135 nurses who work in different kinds of healthcare or administrative services about prescription habits, perceptions about their education, abilities and necessities to prescribe drugs. Results. Drug prescription is a frequent practice in most of the surveyed population, unrelated to the work performed, the postgraduate degree or the job experience. The surveyed consider they need more than a legal support the pharmacological training to prescribe drugs; however they don't recognize this practice as part of their professional job. Nurses' drug prescription is sometimes presented as part of their occupation tasks into the institution. Conclusion. Drug prescription is a practice performed by the city nurses and according to the presented results they require an academic, legal, professional debate to be considered between their tasks.

La enseñanza formal de la Enfermería tiene poco más de un siglo en Chile, y desde sus inicios nace ligada al ámbito de la asistencia. Esto ha generado una relación docente asistencial de larga data e implícita para todos los actores, pero no siempre clara, por no contar con marcos regulatorios formales. La evolución de la política actual en los ámbitos educacional y sanitario, han generado aires de cambio, normando esta relación existente entre Instituciones de educación superior y de salud. El presente artículo describe la evolución de la enseñanza de enfermería, en su relación docente asistencial y, como los recientes marcos regulatorios en educación y salud podrán influir en la calidad de la educación y la relación docente-asistencial.O ensino formal da Enfermaria tem pouco mais de um século no Chile, e desde seus inícios nasce unida ao âmbito da assistência. Isto gerou uma relação docente assistencial de longa data e implícita para todos os atores, mas não sempre clara, por não contar com marcos regulatórios formais. A evolução da política atual nos âmbitos educacional e sanitário, geraram ares de mudança, normando esta relação existente entre Instituições de educação superior e de saúde. O presente artigo descreve a evolução do ensino de enfermaria, em sua relação docente assistencial e, como os recentes marcos regulatórios em educação e saúde poderão influir na qualidade da educação e a relação docente-assistencial.Nursing formal education has a little more than a century in Chile and from its beginnings it was born linked to a care setting. This has generated a long data relationship between healthcare and teaching activities, implicit for all its actors but not always clear due to the absence of formal regulatory frames. The evolution of the current educational and health field politics has generated change airs, ruling this existing relationship between higher education and health care institutions. This article describes the evolution of nursing teaching in its relationship between healthcare and teaching activities and how the current educational and health regulatory frames could influence in the education quality and the relationship between healthcare and teaching activities.

Objetivo. Evaluar las investigaciones educativas de Enfermería realizadas en Facultad de Enfermería y Obstetricia de la Universidad Autónoma del Estado de México durante los años 1995 a 2008. Metodología. Estudio exploratorio, documental y retrospectivo. Su abordaje es estructural funcionalista y su enfoque cuantitativo. Se analizaron las investigaciones del área educativa en enfermería, así como otras fuentes primarias que evidenciaron el trabajo de investigación, tales como libros, tesis, revistas y memorias. Resultados. Se encontraron 49 productos de investigación referidos a la educación de enfermería (22 tesis de licenciatura, 8 de maestría, un reporte de experiencia profesional, 12 artículos publicados en revistas y memorias y 6 libros). El 100% de investigaciones son de tipo descriptivo y de diagnóstico. No existen evidencias de que esos diagnósticos hubieran servido de base para investigaciones de intervención, evaluación y creación de nuevas propuestas para el área educativa. El 10% de lo investigado está relacionado con el mercado laboral de los profesionistas de enfermería y el 90% restante estudia los actores del proceso educativo. No hay un seguimiento de las investigaciones, tanto sobre su difusión y divulgación, como de la aplicación o instrumentación de los resultados obtenidos en cada estudio. Conclusión. Las investigaciones revisadas tuvieron limitaciones, especialmente la no vinculación a las políticas educativas a nivel federal.Objetivo. avaliar as investigações educativas de Enfermaria realizadas em Faculdade de Enfermaria e Obstetrícia da Universidade Autônoma do Estado de México durante os anos 1995 a 2008. Metodologia. Estudo exploratório, documentário e retrospectivo. Sua abordagem é estrutural funcionalista e seu enfoque quantitativo. Analisaram-se as investigações do área educativa em enfermaria, bem como outras fontes primárias que evidenciaram o trabalho de investigação, tais como livros, teses, revistas e memórias. Resultados. Encontraramse 49 produtos de investigação referidos à educação de enfermaria (22 teses de licenciatura, 8 de maestrias, um reporte de experiência profissional, 12 artigos publicados em revistas e memórias e 6 livros). O 100% de investigações são de tipo descritivo e de diagnóstico. Não existem evidências de que esses diagnósticos tivessem servido de base para investigações de intervenção, avaliação e criação de novas propostas para a área educativa. O 10% do pesquisado está relacionado com o mercado trabalhista dos profissionais de enfermaria e o 90% restante estuda os atores do processo educativo. Não há um seguimento das investigações, tanto sobre sua difusão e divulgação, como da aplicação ou instrumentação dos resultados obtidos em cada estudo. Conclusão. As investigações revisadas tiveram limitações, especialmente a não vinculação às políticas educativas a nível federal.Objective. To evaluate the nursing educational researches completed in the nursing and obstetrics faculties of the Autonoma university of Mexico State between the years 1995 and 2008. Methodology. Exploratory, documentary and retrospective study. it has a functional and structural approach with a quantitative focus. Nursing educational area researches as well as other primary sources that showed research work such as books, thesis, magazines and memories were evaluated. Results. 49 research products that referred to nursing education were found (22 degree thesis, 8 of masters, a professional experience report, 12 articles published in magazines and memories and 6 books). 100% of the researchers found are descriptive and diagnostic. There is no evidence that such diagnostics had been used as intervention research basis, evaluation and creation of new proposals for the educational area. 10% of the researched is related with the nursing professionals' labor market and the remaining 90% study the educational process actors. There is no followup on the researches' diffusion and disclosure neither on the application or implementation of the results obtained in each study. Conclusions. The reviewed researches had limitations, specially the non-attachment to the educational policies at the federal level.

Se presenta en este artículo un recorrido con los principales aportes que han tenido las directoras de Escuela de Enfermería y, posteriormente las decanas de la Facultad, en sesenta años de historia de formación profesional.Se apresenta neste artigo um recorrido com os principais aportes que hão tido as diretoras da Escola de Enfermagem e, posteriormente as décadas da Faculdade nos sessenta anos de história de formação profissional.A journey through the main contributions that the nursing school directors and then the Faculty deans have had in sixty years of professional training history is presented in this article.

El presente documento tiene el propósito de generar debate entre docentes de enfermería, investigadores, administradores y planificadores, tanto del sector salud como de la educación, y estimular el desarrollo de acciones encaminadas a fortalecer la educación en enfermería. Parte de la experiencia de la autora en investigación, docencia, consultoría y evaluación de programas de enfermería se apoya en revisión bibliográfica que ayuda a contextualizar el presente y el futuro de la salud en la región. Hace referencia a estudios sobre el panorama de la educación y de la fuerza de trabajo de enfermería en América Latina que indican la necesidad de transformaciones sustanciales en la formación de estos profesionales. Concluye que ningún esfuerzo por el mejoramiento y modernización de la educación en enfermería será suficiente, mientras los proyectos académicos e investigativos no se articulen con los servicios y con las necesidades de salud de la población para propiciar desarrollos armónicos y pertinentes a las realidades de salud, de la formación y de la práctica de enfermería.The objective of this paper is to generate discussion among nurses who teach, conduct research, or serve as administrators and planners both en the health and education, sectors and to encourage the development of actions to strengthen nursing education. The article is based on the author’s experiences in research, teaching, consulting and evaluation of nursing programs; and from a review of literature to help contextualize current and future health issues in the region. Findings form studies about nursing education and the nursing workforce in Latin America indicate the need for substantial changes in the training of these professionals. Conclusion: No single effort to improve and modernize nursing education will be sufficient, as long as academic projects and research do not articulate with the services and the health needs of the people to promote harmonious developments relevant to the realities of health and of nursing education and practice.

Objetivo: relatar una experiencia de promoción de un ambiente de aprendizaje positivo. Metodología: estudio descriptivo que adoptó como referencial teórico-metodológico el Manual de Referencia para Formación de Formadores del Johns Hopkins Program for International Education in Reproductive Health, de los Estados Unidos de América. Una estudiante de maestría desarrolló una clase expositiva con la orientación de profesoras de la asignatura Metodología de la Enseñanza de Enfermería, con la participación de 28 alumnos y de la profesora titular de la asignatura de Psicología Aplicada a la Salud, en noviembre de 2006. Resultados: los participantes expresaron aceptar el método e indicaron aspectos importantes de un ambiente de aprendizaje positivo, tales como: dominio y seguridad, dinamismo en la presentación oral, oportunidad para la participación, aplicación práctica y resumen de los puntos principales. Conclusión: los resultados enfocaron la importancia de revisar paradigmas educativos tradicionales desde la óptica de los principales interesados en el proceso, los educandos.Objetivo: Relatar experiência de promoção de um ambiente de aprendizagem positiva. Metodologia: Estudo descritivo que adotou como referencial teóricometodológico o Manual de Referência para Formação de Formadores da Johns Hopkins Program for International Education in Reproductive Health, sediada nos Estados Unidos da América. Aula expositiva foi desenvolvida por uma mestranda com a orientação das professoras da disciplina Metodologia do Ensino de Enfermagem e com a participação de 28 alunos e da professora titular da disciplina de Psicologia Aplicada à Saúde, vivenciada em novembro de 2006. Resultados: Os participantes expressaram aceitação ao método e apontaram aspectos importantes de um ambiente de aprendizagem positivo, tais como: domínio e segurança, dinamismo na apresentação oral, oportunidade para participação, aplicação prática e resumo dos pontos principais. Conclusão: Os resultados enfocaram a importância de rever paradigmas educacionais tradicionais na ótica dos protagonistas do processo, os educandos.Objective: to relate the promotion of a positive learning environment experience. Methodology: descriptive study with the theoretical and methodological approaches of the Reference Manual for Formation of Teachers Johns Hopkins Program for International Education in Reproductive Health, United States of America. An expositive class was developed by a master’s student (with the orientation of teachers of the "Methodology of Nursing" course) with the participation of 28 students and the incumbent teacher of the "Psychology applied to Health" course. The experience happened in November, 2006. Results: The participants expressed acceptance to the method and pointed out important aspects of a positive learning environment, such as dominance and confidence, dynamism in the oral presentation, opportunity for participation, practical application and summary of main points. Conclusion: the results focused the importance to review traditional educational paradigms considering the standpoint of the students, who are the protagonists of the process.

Las sociedades actuales se caracterizan por la globalización de las economías, y la potenciación de la " sociedad del conocimiento". La educación superior participa de estos fenómenos y, en Europa, experimenta una importante reforma que pretende homogeneizar el sistema universitario. Estos intentos se sustancian en el Espacio Europeo de Educación Superior, que supone un nuevo paradigma centrado en el "aprendizaje" y sustentado en un sistema de créditos común, la planificación de la docencia, las innovaciones metodológicas, las competencias profesionales y el manejo de la información y el conocimiento. En ese marco cobra relevancia la planificación de la docencia y la elaboración de Guías Docentes con la finalidad de que el alumno sepa cuáles son las ganancias que obtendrá al cursar cada asignatura, las actividades que va a desarrollar, orientaciones sobre la cronología o sobre la evaluación. En este trabajo desarrollamos algunas reflexiones respecto de cada uno de estos apartados, proponiendo un modelo de cómo hacer de la planificación y la guía docente instrumentos útiles para el alumno. Concluimos resaltando la importancia de la planificación de la docencia en la convergencia y señalando que los cambios que ésta supone, pese a las dificultades, son posibles.Present day societies are characterized by the globalization of their economies and, the fostering of a " knowledge-based society". Higher education plays a part in these phenomena, and, in Europe, is undergoing an important reform seeking to homogenize the system of university degrees. These attempts come together in the European Space of Higher Education which will mean a new paradigm centred on "learning" and upheld by a system of common credits, teaching staff planning, innovations in methodology, the professional competences and the handling of information in the constantly changing knowledge in today’s world. In this framework staff planning, and the production of Teaching Guides is of the utmost importance. The aim of which being an awareness on the part of the student of the benefits to be had when taking each course, what activities should be carried out, guidance on chronology, on assessment. Regarding the subject under discussion, we have evolved some reflections on the lines of each of these topics, putting forward a model illustrated with examples on how to make planning and teaching guides useful instruments for the student. We conclude stressing the importance of a teaching plan for convergence and noting that despite the difficulties, changes are possible.

Se relata la experiencia de las alumnas del curso de especialización en enfermería obstétrica, ofrecido por el Departamento de Asistencia en Enfermería de la Universidad Estatal de Montes Claros (UNIMONTES), conjuntamente con el Hospital Sofia Feldman de Belo Horizonte, Minas Gerais, Brasil. El presente estudio pretende conocer el significado del curso para las alumnas utilizando la técnica de análisis del discurso. A partir de los datos analizados encontramos tanto significados como crecimiento técnico-científico, tanto seguridad y ascensión funcional como inquietudes sobre el desempeño profesional. Se enfoca la importancia de dicha especialización en la vida de las estudiantes y en qué medida el aprendizaje contribuye al crecimiento personal y profesional para transformar la realidad social. Se concluye que la formación de las enfer-meras obstétricas es una estrategia para rescatar su competencia profesional, potenciando su contri-bución a la calidad de la atención a la salud de la mujer durante el embarazo, el puerperio y al recién nacido. Se recomienda ofrecer más cursos de capacitación de enfermeras obstétricas, otra forma de contribuir a la calidad de la atención que reciben la mujer y su hijo.This is an account of the experience of the students of the Specialization Course in Obstetrics Nursing of the Department of Nursing Care of the State University of Montes Claros (UNIMONTES), together with the Sofia Feldman Hospital in Belo Horizonte, State of Minas Gerais, Brazil. This study intends to get to know the meaning of the course for the students, using the discourse analysis technique. The data which was analyzed provide meanings such as technical and scientific growth, safety, career advancement and some difficulties of professional performance. It focuses on the importance of this specialization course in the life of the students, in so far as their learning contributes to personal and professional growth to transform social reality. We conclude that the qualification of the obstetrics nurses is a strategy to reclaim the competence of this professional, increasing their contribution to the quality of health care to women during pregnancy, puerperium and to the neonate. We recommend that more courses should be made available to train obstetric nurses and to contribute to the quality of care for women and children.

El estudio pretende dar un paso en el co¬nocimiento y la comprensión del saber de sentido común que tienen los estudiantes de la salud y la enfermedad, ampliar la visión y el conocimiento en relación con sus formas de pensar porque de alguna manera ellas van a influenciar sus futuros comportamientos, tanto dentro de las instituciones de salud como en su vida cotidiana. El objetivo principal es el de identificar y analizar las representaciones sociales de salud y enfermedad de un grupo de estudiantes de pregrado en enfermería, para reflexionar en torno a la práctica docente cotidiana y la influencia que esta tiene en el proceso de construcción de conocimiento de los estudiantes. Para la recolección de información se utilizaron la expresión gráfica de ideas y el grupo focal. Los resultados muestran que para adquirir o mejorar su saber, ellos parten de sus propias obser¬vaciones de la vida diaria, re-elaboran sus conceptos haciéndolos más accesibles a su entendimiento. En relación con la salud/en¬fermedad no podemos hablar de conceptos ciertos o errados, simplemente de formas de comprender y vivir la experiencia de estar sano o enfermo, dentro de un contexto social e ideológico determinado.The study tries to give to a passage in the knowledge and the understanding of the knowledge of sense common, that they have the students in relation to the health and the disease, to extend the vision and the knowledge in relation to its forms to think somehow, since, they are going to influence its future behaviors, as much within the institutions of health, like in its daily life. The primary target is the one to identify and to analyze the social representations of health and disease in a group of nursing predegree students, to reflect surroundings of the daily educational practice and the influence that this one has in the process of construction of knowledge of the students. For the information harvesting the graphical expression of ideas and the focal group were used. The results show that, to acquire or to improve their knowledge, they leave from their own observations of the daily life, re-elaborate their concepts doing them more accessible to their understanding. In relation to the health/disease we cannot speak of certain or missed concepts, simply of forms to include/understand and to live the experience to be healthy or ill, within determined a social and ideological context.