Development of nursing management competencies: guidelines for continuous education services

Abstract OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.

A problematização das atividades experimentais na educação superior em química: uma pesquisa com produções textuais docentes

Through the analysis of articles with proposals for experimental activities and with current pedagogical, epistemological and environmental discussion on experimentation by Chemistry professors, this paper investigates ways of highlighting relevant methodological characteristics that can be incorporated in experiments. Based on analysis of the suggestions for experiments it appears that of particular importance are: a concern for students' physical welfare and for the effects of residues; the need to confront an impoverished infrastructure that hinders experimentation; and the valorisation of clarifying student knowledge. It argues in favour of the need to set out the problems of experimentation in educators' professional development.

PROPOSTA EXPERIMENTAL DIDÁTICA PARA O ENSINO DE ANÁLISE DE COMPONENTES PRINCIPAIS

Principal component analysis (PCA) is a chemometric method that allows for the extraction of chemical information that would otherwise be impossible to determine. Teaching chemometrics to undergraduates can contribute to the overall professional development and training of new teachers, whose profiles have been gaining attention due to the current demand for data interpretation. In this study, a didactic experiment involving PCA is proposed. Spectrophotometry was used in the ultraviolet-visible (UV-Vis) region to assess the behavior of anthocyanins extracted from red cabbage at different pH values. The results suggest the possible separation of anthocyanin structures into three distinct groups, according to their chemical characteristics displayed in acid, neutral, and basic media. The objective is to develop educational materials targeted to undergraduate courses, which encompass a larger number of concepts and introduce instrumental techniques currently being employed in both academic research and the industrial sector. Specifically, the proposed experiment introduces concepts related to spectrophotometry in the UV-Vis range and the PCA chemometric method. The materials used are easily accessible, and UV-Vis spectroscopy equipment is less expensive in comparison with other spectroscopy methods.

CONHECIMENTO PEDAGÓGICO E CONHECIMENTO QUÍMICO NA FORMAÇÃO DE PROFESSORES: A CONSTRUÇÃO DA IDENTIDADE DOCENTE

This paper presents results of a content analysis of the formative professional profile of undergraduates within the context of Brazil's expansion of its federal education system and implementing of teacher training policies. The analysis focuses on the conceptions of undergraduates regarding elements of their initial training and professional perspectives, as recorded in narratives, interviews, and questionnaires. Based on the relationships identified between the recorded content and the Educational Course Project, we identified three categories of analysis that point to tensions generated during the professional development of chemistry teachers: 1) The relationship between pedagogical knowledge and chemical knowledge; 2) the conceptual aspects of science education, as represented by the different ways that students understand the "ionization process"; and 3) teaching identity, including the elements indicative of the identity construction of future teachers. The results indicate that the educational and professional profile of undergraduates is marked by a particular tension between chemical content knowledge and pedagogical content, as well as a lack of objectivity and focus on the course's original intent. This situation has produced a multifaceted training context in which there is confusion regarding aspects relating to the licensing, teaching modalities, and preparation of the chemistry education professional.

Group mentoring for junior medical students: perceptions of mentees and mentors

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development