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Resumo Objetivo Identificar as competências e estratégias de ensino para abordagem das desigualdades utilizadas na formação em enfermagem, indicando convergências e divergências nas perspectivas de docentes e discentes de enfermagem. Métodos Pesquisa descritiva, dados obtidos de questionário online respondido por 183 discentes e 86 docentes/coordenadores(as) de cursos de graduação em Enfermagem das diferentes regiões do Brasil. As variáveis foram referentes à caracterização dos participantes, temáticas vinculadas às desigualdades, preparo para atuar nas desigualdades e estratégias para desenvolver competências. Foram criados escores para dimensionar o grau de abordagem das desigualdades e a concordância quanto ao preparo para lidar com públicos vulnerabilizados. Foi considerado nível de significância de 5%. Resultados Participaram do estudo majoritariamente mulheres, brancas, vinculadas a instituições de ensino público da região Sudeste do país. Houve alto grau de concordância quanto à abordagem das desigualdades na formação em enfermagem, exceto para a temática de Advocacia em Saúde. Identificou-se limites da formação para atuar junto às pessoas privadas de liberdade, indígenas e quilombolas. Temas relacionados à Desigualdade são ensinados especialmente por meio de ações de extensão, palestras/eventos, disciplinas obrigatórias e atividades práticas/estágios. Contraditoriamente, as aulas foram indicadas como a principal estratégia de ensino para o desenvolvimento das diversas competências frente às desigualdades, que devem ser apreendidas ao longo do curso. Conclusão Há alto grau de concordância nas perspectivas de docentes e discentes sobre a abordagem das desigualdades na formação em enfermagem, com exceção da abordagem de iniquidades em saúde. Indica-se a necessidade de expandir o olhar sobre grupos sociais historicamente negligenciados. Resumen Objetivo Identificar las competencias y estrategias de enseñanza para el abordaje de las desigualdades utilizadas en la formación en enfermería, indicando convergencias y divergencias en las perspectivas de docentes y de discentes de enfermería. Métodos Investigación descriptiva, datos obtenidos del cuestionario en línea respondido por 183 discentes y 86 docentes/coordinadores(as) de cursos universitarios de Enfermería de las distintas regiones de Brasil. Las variables se refirieron a la caracterización de los participantes, temáticas vinculadas a las desigualdades, preparación para actuar en las desigualdades y estrategias para desarrollar competencias. Se crearon puntuaciones para dimensionar el grado de abordaje de las desigualdades y del nivel de acuerdo y desacuerdo con relación a la preparación para manejarse con públicos en condiciones de vulnerabilidad. Se consideró un nivel de significación del 5 %. Resultados Participaron del estudio mayoritariamente mujeres, blancas, vinculadas a instituciones de enseñanza pública de la región Sureste del país. Se verificó un elevado de acuerdo con relación al abordaje de las desigualdades en la formación en enfermería, excepto para la temática de Abogacía en Salud. Se identificaron límites en la formación para actuar con las personas privadas de libertad, indígenas y comunidades cimarronas. Temas relacionados con la Desigualdad se enseñan especialmente por medio de acciones de extensión, conferencias/eventos, asignaturas obligatorias y actividades prácticas/pasantías. Contradictoriamente, las clases fueron indicadas como la principal estrategia de enseñanza para el desarrollo de las distintas competencias frente a las desigualdades, que se deben aprehender a lo largo del curso. Conclusión Hay un elevado grado de acuerdo en las perspectivas de docentes y de discentes sobre el abordaje de las desigualdades en la formación en enfermería, con excepción del abordaje de iniquidades en la salud. Se indica la necesidad de expandir la mirada sobre grupos sociales que históricamente padecieron negligencia. Abstract Objective To identify the competencies and teaching strategies to address the inequalities used in nursing education, indicating convergences and divergences in the perspectives of nursing professors and students. Methods This is a descriptive research, data obtained from an online questionnaire answered by 183 students and 86 professors/coordinators of undergraduate nursing courses from different regions of Brazil. The variables were related to the characterization of participants, themes linked to inequalities, preparation to act on inequalities and strategies to develop competencies. Scores were created to measure the degree of approach to inequalities and agreement on the preparedness to deal with vulnerable audiences. A significance level of 5% was considered. Results The study included mostly white women, linked to public education institutions in southeastern Brazil. There was a high degree of agreement regarding the approach to inequalities in nursing education, except for the theme of Health Advocacy. Training limits were identified to work with people deprived of liberty, indigenous and quilombola populations. Themes related to inequality are taught especially through outreach actions, lectures/events, compulsory subjects and practical activities/internships. Contradictorily, the classes were indicated as the main teaching strategy for developing the various competencies in the face of inequalities, which must be learned throughout the course. Conclusion There is a high degree of agreement in the perspectives of professors and students on the approach to inequalities in nursing education, with the exception of the approach to health inequities. The need to expand the view on historically neglected social groups is indicated.

to identify teaching strategies for developing skills to address social inequalities in nursing education.Following the Joanna Briggs Institute and PRISMA-ScR guidelines, a scoping review was performed to answer the following research question: "What are the teaching strategies employed to develop nurses' skills to address social inequalities?"Bibliographical search was conducted seven electronic databases until December 29, 2020, and updated on March 25, 2022. Papers published in Portuguese, English, and Spanish on competence and professional practice, social inequality, education/training, and nursing were included.Seven reviewers screened the articles by reading titles and abstracts. Studies on teaching strategies used to develop nurses' skills to address social inequalities were included. Of the 1137 articles found, 61 were selected by the first screening, and 23 were included in the final sample. Data were analyzed and summarized as a narrative.The included papers were published between 2000 and 2020, predominantly in the United States. Curricular and learning strategies, including service, experience, and interactive, were the most common, followed by university programs and civil society initiatives. Courses, classes, debates, and practical activities predominated as teaching activities. Teaching techniques focus on resources such as posters, videos, workshops, and seminars.This review identified teaching strategies used to develop nurses' skills to address social inequalities. Curricular initiatives, learning strategies, university programs and civil society initiatives can expand students' understanding of social inequalities and be used to develop skills.

Social inequalities are public health issues that require the development of professional competence in the training of nurses through highlighting actions based on equality. The present study aimed to assess the teaching strategies to approach social inequalities in nursing training. The publications in the past 10 years in Portuguese, English, and Spanish were reviewed and indexed in five databases. In total, 426 papers were found, and 16 were selected and grouped based on similarities or the adopted teaching strategies. The selected studies were mostly conducted in the United States at the undergraduate level, presenting predominantly low evidential levels. Punctual interventions were observed as the proposition of elective disciplines and adoption of counseling and innovative and structuring guidelines with the potential to reach the discussion of inequalities. In addition, service learning has been identified as a potent strategy to address social disparities by enabling the development of active reflection for experiential learning. Virtual and classroom simulations and theoretical classes have also been employed to provide training on the social inequalities associated with clinical education. Although the analyzed strategies have specificities, their combined use could further enhance the commitment of nursing education to surpass inequalities.

Resumo Enquadramento: As desigualdades sociais manifestam-se como um desafio contemporâneo e os profissionais de enfermagem possuem um papel importante no seu combate, na defesa da justiça social e na promoção de relações de poder mais democráticas. Objetivo: Analisar as dimensões das desigualdades sociais nos discursos de entidades representativas da enfermagem brasileira. Metodologia: Estudo qualitativo, do tipo documental, que utilizou 10 documentos de posicionamento público de 3 sociedades da enfermagem brasileira. Resultados: O discurso sobre desigualdades sociais é representado pelas dimensões Género, Raça/Etnia, Fator económico e Outras vulnerabilidades, evidenciando a naturalização do racismo e da discriminação como condição que afeta a sociedade e a enfermagem. Os interesses específicos da enfermagem são apresentados como interesses gerais da sociedade, sobretudo quanto às dimensões de desigualdades de género e raça/etnia. Denúncia, defesa de públicos vulnerabilizados e persuasão dos atores sociais são os principais modos de organização discursiva presentes no posicionamento das entidades. Conclusão: Há um alto comprometimento discursivo das entidades com as desigualdades de grupos sociais, nomeadamente no que concerne ao género, raça/etnia, fator económico e outras vulnerabilidades, num posicionamento político de justiça social.

The present study analyses the School Health Programme (PSE) in a city of the state of Minas Gerais, identifying its organization, the performance of the nursing professionals and their contribution to health promotion. It is a qualitative case study using dialectic framework. The researchers conducted interviews with managers, monitors and nurses working in the programme. Results indicate that the PSE is undergoing a consolidation process. The programme faces challenges such as the tendency to consider the school solely responsible for the formation of habits, behaviours and values, for the construction of citizenship and for health care promotion. The integration between health and education services is a challenge to be overcome. The study revealed there is a new polarity among education assistants - a “new professional” in the school, community and health team - and nursing teams responsible for programme development. The role of the nurses is of the upmost importance in health education actions as they are able to answer to the health needs of the pupils. We conclude that technological innovations applied to the PSE activities are needed. Such practices should be able to reframe the school as a space for health promotion, considering its contribution to the construction of citizenship and changes of lifestyle determinants.