Professors’ perspectives on the teaching of leadership in nursing
DOI:
https://doi.org/10.4025/ciencuidsaude.v22i0.65753Keywords:
Leadership, Nursing, Education, Nursing Education, Nursing Baccalaureate, LearningAbstract
Objective: to understand the teaching of leadership in nurses’ training based on the professors’ perspectives. Method: this case study with a qualitative approach addressed 36 professors of a public university in the state of Bahia, Brazil. Data were collected through semi-structured interviews and document research and later submitted to thematic analysis using Nvivo. Paulo Freire’s theoretical framework was adopted. Results: leadership involves self-development, managerial capacity, and teamwork. Didactic strategies that facilitate the teaching of this competence include active methodologies, dialogue classes, and critical and problematizing discussions. Conclusion: it is essential to encourage debates and research on teaching leadership in the Nursing field to promote the development of this competence during the training of nurses to contribute to the quality of healthcare delivery.
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References
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2. Santos IAR, Amestoy SC, Silva GTR, Backes VMS, Silva CCR, Conceição MM, et al. Theoretical-practical articulation of the continuous learning of leadership in Nursing in light of Peter Senge. Rev Bras Enferm. 2021;74(4):e20201200. DOI: https://doi.org/10.1590/0034-7167-2020-1200
3. Cusson RM, Meehan C, Bourgault A, Kelley T. Educating the next generation of nurses to be innovators and change agentes. J Prof Nurs. 2020; 36(2):13–19. DOI: https://doi.org/10.1016/j.profnurs.2019.07.004.
4. Medeiros RO, Marin MJS, Lazarini CA, Castro RM, Higa EFR. Formação docente em metodologias de aprendizagem ativa. Interface (Botucatu). 2022; 26: e210577 DOI: https://doi.org/10.1590/interface.210577
5. Caveião C, Peres AM, Moura ECC, Montezeli JH, Bernardino E, Haddad M do CL. Competências para a formação da liderança do enfermeiro brasileiro: estudo transversal. Braz. J. Desenvolver. 2021; 7(7):69806-20. DOI: https://doi.org/10.34117/bjdv7n7-247
6. Amestoy SC, Trindade LL, Silva GTR, Santos BP, Reis VRSS, Ferreira VB. Leadership in nursing: from teaching to practice in a hospital environment. Esc. Anna Nery. 2017; 21(4):e20160276. DOI: https://doi.org/10.1590/2177-9465-ean-2016-0276.
7. Backes DS, Gomes RCC, Rupolo I, Büscher A, Silva MJP, Ferreira CLL. Leadership in Nursing and Health Care in the Light of Complexity Thinking. Rev Esc Enferm USP. 2022; 56:e20210553. DOI: https://doi.org/10.1590/1980-220X-REEUSP-2021-0553en
8. Santos ILC dos, Oliveira LP de, Lima H de P, Aratani N, Lopes SGR, Arruda BCCG. Stress factors in nursing students in the realization of theoretical-practical activities of academic training. Cienc Cuid Saúde. 2022; 210. DOI: https://doi.org/10.4025/ciencuidsaude.v21i0.59265
9. Freire P. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 2019. 256 p.
10. Souza JB, Barbosa MHPA, Schmitt HBB, Heidemann ITSB. Paulo Freire’s culture circles: contributions to nursing research, teaching, and professional practice. Rev Bras Enferm. 2021;74(1):e20190626. DOI: https://doi.org/10.1590/0034-7167-2019-0626
11. Démeh W, Rosengren K. The visualisation of clinical leadership in the contente of nursing education—A qualitative study of nursing students experiences. Nurs Educ Today. 2015; 35(7):888-93. DOI: https://doi.org/10.1016/j.nedt.2015.02.020
12. Ferraz MAA, Ancelmo LA, Giordani AT, Mazur SM, Rodrigues MD. Metodologias ativas: estratégias pedagógicas na formação em enfermagem. RSD 2023; 12(1):e2512139417. DOI: https://doi.org/10.33448/rsd-v12i1.39417
13. Minayo MCS. O Desafio do Conhecimento - Pesquisa Qualitativa em Saúde. São Paulo: Editora Hucitec, 2014. 406 p.
14. Guo JX. Measuring Information System Project Success through a Software-Assisted Qualitative Content Analysis. ITAL. 2019; 38(1):53-0. DOI: https://doi.org/10.6017/ital.v38i1.10603
15. Brasil. Ministério da Saúde. Conselho Nacional de Saúde. Resolução nº 466 de 12 de dezembro de 2012: diretrizes e normas regulamentadoras de pesquisa envolvendo seres humanos. Brasília; 2012.
16. Vieira SL, Silva GTR, Silva RMO, Amestoy SC. Diálogo e ensino-aprendizagem na formação técnica em saúde. Trab. Educ. Saúde. 2020; 18(s1):e0025385. DOI: https://doi.org/10.1590/1981-7746-sol00255
17. Freire P. Educação e Mudança. São Paulo: Paz e Terra; 2011. 35 p.
18. Freire P, ShorI. Medo e ousadia: o cotidiano do professor. São Paulo: Paz e Terra; 2011. 113 p.
19. HeinenM, Oostveen CV, Peters J, Vermeulen H, Huis A. A nintegrativere view of leadership competencies and atributes in advanced nursing pratice. J Adv. Nurs. 2019; 75:2378-2392. DOI: https://doi.org/10.1111/jan.14092
20. Moura AA, Hayashida KY, Bernardes A, Zanetti ACB, Gabriel CS. Charismatic leadership among nursing professionals: an integrative review. Rev Bras Enferm. 2019; 72(Suppl 1):315-20. DOI: https://doi.org/10.1590/0034-7167-2017-0743
21. Sönmez B, Ispir Ö, AzizoÄŸlu F, HapçioÄŸlu SB, Yildirim A. Socially Responsible Leadership: A study with nursing and medical students in Turkey. Nurs Educ Practice. 2019; 02(36): 144-150. DOI: https://doi.org/10.1016/j.nepr.2019.03.014.
22. Miles JM, Scott ES. A New Leadership Development Model for Nursing Education. J Prof Nurs, 2019; 35(1):5-11. DOI: https://doi.org/10.1016/j.profnurs.2018.09.009
23. CaryA. AACN Leads: What’s in Your Leadership Tool Box for Volatile, Complex Times? J Prof Nurs. 2018; 35(1):1-2. DOI: https://doi.org/10.1016/j.profnurs.2018.12.001
24. Varanda PAG, Amestoy SC, Silva GTR, Backes VMS, Trindade LL, Bao ACP. Práticas pedagógicas adotadas por docentes na formação de enfermeiros-líderes. 2021; Rev de Enferm Cen. Oeste Min., 11: 4239, 20210000. DOI: http://doi.org/10.19175/recom.v11i0.4239
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Published
2023-04-03
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Professors’ perspectives on the teaching of leadership in nursing. (2023). Ciência, Cuidado E Saúde, 22. https://doi.org/10.4025/ciencuidsaude.v22i0.65753
