The status quo and demand analysis of multi-level pre-job training for clinical nursing teachers / 中华医学教育探索杂志

Objective:To investigate the status quo of multi-level pre-job training for clinical nursing teachers and analyze their training needs, so as to provide reference for the design of pre-job training for clinical nursing teachers.Methods:A cross-sectional survey method was used to investigate 172 clinical nursing teachers in a tertiary general hospital in Harbin from April 2020 to June 2020 with multi-level pre-job training mode. The status quo of pre-job training and the training needs of teachers were analyzed. SPSS 17.0 was used to process the original data statistically.Results:Among the 172 respondents, 138 teachers (80.2%) were under 35 years old, and 133 teachers (77.3%) had a bachelor's degree or less; 89 teachers (51.7%) confirmed that hospitals or departments would carry out pre-job training in a planned and organized way, 10 teachers (5.8%) said that hospitals or departments had never organized training, 41 teachers (23.8%) had never participated in pre-job training, and 80 teachers (46.5%) had participated in pre-job training 1-3 times. There were 5 duplicates in the first 8 training contents of in-hospital training and in-department training, including knowledge of common diseases, nursing procedures, communication skills, hospital rules and regulations, and teaching methods. The total score of training demand was (154.51± 40.35) points, and the overall demand rate was 81.3%, which was at the high level. The dimensions with the highest scoring rate were legal system and humanistic literacy, with a scoring rate of 83.0%. The dimension with the lowest score was teaching management, with a score of 74.9%. The scoring rate of training needs with the highest points won nine items respectively on students' basic quality (self-supervision, willingness to learn, professional quality, etc.) (84.7%), training of legal knowledge (84.4%), incompatibility of drugs commonly used in department (84.3%), nurse etiquette (83.3%), nursing risk prevention (83.1%), evaluation methods of student education (83.1%), nurse-patient communication skills (83.0%), nurses and patients medication observation points of commonly used drugs in the department (83.0%), and effects of commonly used drugs in department (82.9%). Among the top three training forms, 84 students (48.8%) received online learning, 74 students (43.0%) received lectures from experienced teachers in hospitals, and 72 students (41.9%) received experience exchange and sharing seminars.Conclusion:The talent structure of clinical nursing teachers in this hospital is relatively young, and the first education level is low. Therefore, the pre-job training of clinical nursing teachers should be strengthened vigorously. The awareness rate and participation rate of pre-job training are average, so we should strengthen the release of training information from various channels, improve the awareness rate of training activities, clarify the encouragement or reward measures to participate in pre-job training activities, and improve the participation rate of training activities. Pre-job training content is repeated at every level, with a gap between the training needs of teachers in clinical nursing teaching. It's suggested that the teaching hospitals combine with their training objects of training needs, take the online-offline mixed mode of training, reasonably plan training contents as a whole at all levels, avoid training content repetition and waste of teachers, and organize teachers to timely exchange and share experiences.

Design thinking: inovação na formação docente em enfermagem / Design thinking: innovación en formación de profesores de enfermeira / Design thinking: innovation in nursing teacher training

Objetivos: descrever uma oficina pedagógica fundamentada no Design Thinking no contexto da formação docente em enfermagem. Método: relato de experiência sobre uma oficina pedagógica que utilizou o Design Thinking como metodologia ativa. Participaram 15 pós-graduandos, mestrandos e doutorandos, de uma instituição pública de ensino superior brasileira. As fases do Design Thinking descoberta, interpretação, ideação e prototipação, foram organizadas em três etapas e sete atividades. Resultados: para a aplicação do Design Thinking foi proposto um desafio estratégico o que possibilitou aos participantes desenvolver a interação, colaboração e a empatia. A solução ao desafio resultou em três protótipos. A oficina foi avaliada de forma positiva, e os docentes em formação identificaram o Design Thinking como uma metodologia ativa passível de ser aplicada no contexto da graduação em enfermagem. Conclusão: Ideias criativas e disruptivas foram criadas por docentes de enfermagem em formação a partir do uso do Design Thinking como metodologia ativa.

Objectives: to describe a pedagogical workshop based on Design Thinking in the context of teacher education in nursing. Method: experience report on a pedagogical workshop that used Design Thinking as an active methodology. Fifteen graduate, master and doctoral students from a public Brazilian higher education institution participated. The stages of Design Thinking discovery, interpretation, ideation and prototyping were organized into three stages and seven activities. Results: for the application of Design Thinking, a strategic challenge was proposed, which allowed participants to develop interaction, collaboration and empathy. The solution to the challenge resulted in three prototypes. The workshop was positively evaluated and the teachers in training identified Design Thinking as an active methodology that can be applied in the context of undergraduate nursing. Conclusion: creative and disruptive ideas were created by nursing professors in training using Design Thinking as an active methodology.

Objetivos: describir un taller pedagógico basado en Design Thinking en el contexto de la formación de profesores de enfermería. Método: Informe de experiencia de un taller pedagógico que utilizó Design Thinking como metodología activa. Participaron quince estudiantes de posgrado, maestría y doctorado de una institución pública de educación superior brasileña. Las etapas de descubrimiento, interpretación, ideación y prototipado del Design Thinking se organizaron en tres etapas y siete actividades. Resultados: para la aplicación del Design Thinking se planteó un desafío estratégico, que permitió a los participantes desarrollar interacción, colaboración y empatía. La solución al desafío resultó en tres prototipos. El taller fue evaluado positivamente, y los docentes en formación identificaron el Design Thinking como una metodología activa que puede ser aplicada en el contexto de la graduación en enfermería. Conclusión: las ideas creativas y disruptivas fueron creadas por profesores de enfermería en formación utilizando Design Thinking como metodología activa.

Construction of competency norm of clinical nursing teachers in tertiary first-class hospitals in northwest China / 中华医学教育探索杂志

Objective:To establish the norm of clinical nursing teachers' competency in tertiary first-class hospitals in northwest China.Methods:From August 2019 to February 2020, 1 077 clinical nursing teachers were selected from 12 tertiary first-class hospitals in northwest China by stratified, random and proportional sampling, and were investigated with the Clinical Nursing Teacher Competency Evaluation Scale. Descriptive statistics were carried out on the sample data, and univariate variance analysis and pairwise comparison were carried out on the multi-classification variables of age, nursing age, professional title, teaching years and the number of teachers per year. The verified data were exported to SPSS 26.0 for statistical analysis, variance analysis was used for multi-group comparison, and LSD test was used for pairwise comparison between groups.Results:①The corresponding mean norm was established by grouping the total score and the first-class index; the percentile norm was made with 5% spacing; P10, P30, P70 and P90 were selected as the grading demarcation points, and the demarcation norm was constructed. ②Factor analysis showed that there were statistical differences in personality characteristics among different ages, nursing ages and professional titles ( P<0.05), and also in professional attitudes among different nursing ages and professional titles ( P<0.05). Conclusion:The establishment of norm provides references for individuals or units to evaluate teachers' competence.

Analyzing the influencing factors of job competence of clinical nursing teachers / 中国职业医学

@#Objective To analyze the current status and influencing factors of job competence of clinical nursing teachers. Methods A total of 673 clinical nursing teachers from 35 second-level and above hospitals in Anhui Province were selected as research subjects using convenient sampling method. Their job competence was evaluated using the Clinical Nursing Teacher Post Competency Evaluation Scale. Results The score of job competence of clinical nursing teachers was 87.1±9.7. The results of multiple linear regression analysis showed that with the increase of service length and clinical teaching years，the job competence score of clinical nursing teachers increased（all P<0.05）. For those who thought the higher the satisfaction with the teaching atmosphere of the hospital，the hospital teaching training can meet their requirements and the higher the willingness to accept the teaching training，the higher their job competence score（all P<0.05）. Conclusion There is still much room for improvement in job competence of clinical nursing teachers in Anhui Province. The length of service，clinical teaching years， hospital teaching atmosphere，teaching training meeting demand，and willingness to accept clinical teaching training are the influencing factors of job competence of clinical nursing teachers.

¡De repente, profesor! Caminos que recorren los enfermeros en busca de formación docente / Suddenly, teacher! Paths taken by nurses searching for teacher training / De repente, professor! Caminhos percorridos pelos enfermeiros em busca da formação docente

ABSTRACT Objective: to know the paths taken by the nurse-teachers of the Nursing technical course in search of their training for the teaching career. Method: a qualitative and cross-sectional research study, carried out with nurses who teach at the Nursing technical course of a Technical School of the Unified Health System in Ceará. The data were collected through a focus group in October 2019, and analyzed according to Bardin's thematic content analysis, with the aid of the Qualitative Data Analysis Software. Results: the paths for nurses' teacher training permeate their motivation to enter the teaching career, whose reasons are related to the difficulty finding a job in the assistance area, invitation to teach, job opportunity or existence of some need; initial performance in teaching, which emphasizes mid-level; and by training itself, which had its need confirmed and, from the participants' perspective, met through participation in institutional qualifications and personal search for specialization courses. Conclusion: the paths taken by nurse-teachers in search of their training for the teaching career are related to the reasons why they enter teaching, with their initial performance in teaching and with teacher training itself, regarding verification of their need and ways accessed for such qualification. The nurse's prior training for the teaching practice ultimately points to professional excellence and appreciation and commitment to the Unified Health System. Thus, it becomes imperative to (re)formulate policies that consider the complexity and professionality of teaching, with a view to expert teaching training and performance.

RESUMEN Objetivo: conocer los caminos que recorren los profesores de enfermería en el curso técnico de Enfermería en busca de su formación docente. Método: investigación cualitativa, transversal, realizada con enfermeros profesores del curso técnico de Enfermería en una Escuela Técnica del Sistema Único de Salud en Ceará. Los datos se recopilaron a través de un grupo focal, en octubre de 2019, y se analizaron de acuerdo con el análisis de contenido temático de Bardin, con el soporte del Qualitative Data Analysis Software. Resultados: los caminos para la formación del docente de enfermería pasan por su motivación para la inserción en la docencia, cuyas razones se relacionan con la dificultad de ser empleado en tareas asistenciales, invitación a enseñar, oportunidad laboral o existencia de alguna necesidad; desempeño inicial en la docencia, que enfatiza la educación secundaria; y por la formación propiamente dicha, cuya necesidad fue corroborada y, a juicio de los participantes, suplida a través de la participación en las cualificaciones institucionales y la búsqueda personal de cursos de especialización. Conclusión: los caminos que recorren los profesores de enfermería en busca de su formación docente están relacionados con las razones por las que ingresan a la docencia, con el desempeño inicial en la docencia y con la propia formación docente, en cuanto a la constatación de su necesidad y las vías de acceso para dicha cualificación. La formación previa del enfermero para la práctica docente apunta, en última instancia, a la excelencia y la valoración profesional y al compromiso con el Sistema Único de Salud, por lo que es imperativo (re) formular políticas que consideren la complejidad y profesionalidad de la docencia, con miras a la obtención de formación y actuación docente especializada.

RESUMO Objetivo: conhecer os caminhos percorridos pelos enfermeiros docentes do curso técnico de Enfermagem em busca da sua formação para a docência. Método: pesquisa qualitativa, transversal, realizada com enfermeiros professores do curso técnico de Enfermagem de uma Escola Técnica do Sistema Único de Saúde do Ceará. Os dados foram coletados através de grupo focal, em outubro de 2019, e analisados segundo análise de conteúdo temática de Bardin, com apoio do Qualitative Data Analysis Software. Resultados: os caminhos para a formação docente do enfermeiro perpassam pela sua motivação para inserção na docência, cujos motivos relacionam-se com a dificuldade de empregar-se na assistência, convite para lecionar, oportunidade de trabalho ou existência de alguma necessidade; atuação inicial no ensino, a qual confere ênfase ao nível médio; e pela formação propriamente, que teve sua necessidade constatada e, na visão dos participantes, suprida mediante a participação em qualificações institucionais e busca pessoal por cursos de especialização. Conclusão: os caminhos percorridos pelos enfermeiros docentes em busca da sua formação para a docência guardam relação com os motivos pelos quais ingressam no ensino, com a atuação inicial no magistério e com a própria formação docente, referente à constatação da sua necessidade e vias acessadas para tal qualificação. A formação prévia do enfermeiro para o exercício docente aponta, em última análise, para a excelência e valorização profissional e compromisso com o Sistema Único de Saúde. Assim, torna-se imperativa a (re)formulação de políticas que considerem a complexidade e profissionalidade do ensino, com vistas a uma formação e atuação docente experta.

Strategies and thoughts on the homogenization training of specialized nurse teachers / 中国实用护理杂志

To analyze and summary the setting of admission standards, training methods and certification and assessment methods of specialized nursing teachers, in order to lay the foundation for the homogenization training of specialized nursing teachers in China, and at the same time, provide guarantee for the improvement of the homogenization level of national specialized nursing training bases.

Arquétipos discentes: percepções de docentes de enfermagem / Archetypes of students: perceptions professor of nursing / Arquetipos de estudiantes: las percepciones de los docentes de enfermería

Objetivo: Conhecer, na percepção dos docentes, quais as atitudes discentes que contribuem para a formação em enfermagem. Método: O estudo caracteriza-se como descritivo, exploratório, tipo qualitativo. Os resultados da pesquisa advêm de entrevistas com 46 docentes inseridos em dois cursos de universidades públicas, um curso de uma faculdade e de um centro de ensino, ambos privados. Resultados: Os dados evidenciam que os docentes consideram como atitudes discentes proativas o comprometimento com a formação; a formação crítica e reflexiva; a construção do conhecimento; e o comprometimento com a ética e a responsabilidade social. Conclusão: O estudo evidencia que o comprometimento e a participação efetiva dos acadêmicos, na visão docente, constituem-se em importantes estratégias de qualificação do processo de ensino aprendizado e na formação em enfermagem

Objective: To recognize, under the perception of teachers, which students' attitudes contribute to the formation in Nursing. Method: The study is characterized as descriptive, exploratory, qualitative type. The search results come from interviews with 46 teachers inserted in two public universities, a college course and a teaching Center, both private. Results: The data show that teachers consider students attitudes, commitment to proactive training; critical and reflective training; the construction of knowledge and the commitment to ethics and social responsibility. Conclusion: This study shows that the guarantee and the effective participation of academics, teaching, and vision are important strategies for qualification of the teaching learning process and Nursing training.

Objetivo: Conocer, en la percepción de los profesores, que las actitudes de los estudiantes contribuyen a la formación en Enfermería. Método: Este estudio se caracteriza por ser de tipo descriptivo, exploratorio y cualitativo. Los resultados de búsqueda provienen de entrevistas con los 46 profesores de dos universidades públicas, un curso de colegio y un centro de enseñanza, tantos privados. Resultados: Los datos muestran que profesores consideran las actitudes de los estudiantes apuestan por la formación proactiva; formación crítica y reflexiva; la construcción del conocimiento y el compromiso con la ética y responsabilidad social. Conclusión: El estudio muestra que el compromiso y la participación efectiva de los académicos, la enseñanza y la visión son estrategias importantes para la calificación del proceso de enseñanza y aprendizaje y la formación en Enfermería

Competencias del docente clínico enfermera/o, universidades Lleida (España) y la frontera (Chile): percepción del estudiante / Competences of clinical teacher nurses, universidad de Lleida (Spain) and the la frontera (Chile): student perception

El objetivo es comparar las opiniones de estudiantes de Enfermería de las universidades de Lleida y de La Frontera (UFRO) respecto a la percepción de las competencias que debe tener una enfermera/o tutor/a para la docencia clínica. Investigación cualitativa, mediante Técnica de Redes Semánticas Naturales. Población constituida por todos los estudiantes de segundo y tercer año (110 Lleida y 63 UFRO), a quienes en forma individual previo Consentimiento Informado se les solicitó escribieran en cinco minutos diez palabras (verbos, adverbios, adjetivos, sustantivos) relacionadas a la pregunta estímulo: "¿Cuáles son las características que debe tener una Enfermera/o para la docencia clínica?", priorizándolas posteriormente de uno a diez, correspondiendo el uno al de mayor valor. El análisis se realizó mediante reducción progresiva de la información de acuerdo a la técnica mencionada. Estudiantes de ambas escuelas coinciden que el atributo "empatía" (100 por ciento) es la principal actitud esperable para enfermeras/os que realizan docencia clínica. En Lleida "docente" es mencionada en un 80,1 por ciento por segundo año y 43,1 por ciento por tercero; mientras que en UFRO, en un 47,2 por ciento los de segundo y 23 por ciento tercero. La "experiencia", en Lleida, corresponde al 86,3 por ciento para segundo y 42 por ciento para tercero, palabra no mencionada por UFRO. El "conocimiento" aparece para segundo año-UFRO en un 89,8 por ciento y 47,1 por ciento en tercero, en Lleida sólo lo identifican los de segundo en un 36,4 por ciento. Las competencias genéricas es el rasgo fundamental en el quehacer docente clínico, según los estudiantes de ambas escuelas. La característica "docente" se puede atribuir a competencias genéricas y específicas.

The objective is to compare the views of nursing students at the University of Lleida and the University of La Frontera (UFRO), in relation to the perception of the skills that should have a nurse or tutor in the clinical teaching. Qualitative research, the Techniques of Natural Semantic Nets was used. Sample. All students from second and third year (110 Lleida and 63 UFRO) participated, whom prior signed Informed Consent, were asked, individually and in five minutes, write ten words (verbs, adverbs, adjectives, nouns) related to the stimulus question "What are the characteristics that should have a nurse for clinical teaching". Thereafter, they should rank the words, corresponding the number one to the higher value. Analysis through reduction of the information according to the technique. All students from both schools agree that "empathy" (100 percent) is the main attitude expected from nurses who perform clinical teaching. In Lleida, "teaching" is mentioned in second and third year with 80.1 percent 43.1 percent, respectively, in UFRO represents 47.2 percent second year and 23 percent third year. The "experience", in Lleida, is 86.3 percent for second year and 42 percent for third year, attributes not mentioned by the UFRO'students. For the second year (UFRO) "knowledge" 89.8 percent and 47.1 percent third year, this aspect is identified only for the second year of Lleida with a 36.4 percent. For the students from both schools the generic competence are the fundamental attributes for the clinical teaching. The characteristic "teaching" may be considered to the competence of to be, knowledge and know-how.

A experiência do estágio de docência / La experiencia de la pasantía de docencia / The experience of the teaching training

O presente artigo relata a experiência de uma mestranda acerca do estágio de docência na graduação, desenvolvido na disciplina Enfermagem em Saúde Mental II, do quinto semestre de graduação em Enfermagem, da Universidade Federal do Rio Grande do Sul. O estágio compreendeu os meses de agosto a dezembro de 2007, sendo realizado numa unidade de saúde da família, com duas equipes de saúde da família. A modalidade de atendimento desenvolvida foi visita domiciliar, que busca maior aproximação com a realidade da vida das pessoas. As alunas desenvolveram um trabalho relevante para a unidade em questão, auxiliando na resolução de determinadas situações, oferecendo atendimento de qualidade e ampliando a oferta de serviços aos usuários de saúde mental, visando a reinserção social. A experiência foi de grande valia, integrando diferentes fases do ensino e proporcionando um pensar mais crítico sobre a saúde mental e suas interfaces com as demais áreas da saúde.

This article reports the experience of the teaching training of graduation students developed in the discipline of Mental Health Nursing II, in the fifth period of the Nursing undergraduate program, at the Federal University of Rio Grande do Sul. The training was developed between August and December , 2007 in a family health unit, with two family health teams. Home visits were performed for to know the reality of the people?s life. The students developed a relevant work to the unit in question, assisting in the resolution of certain situations, providing quality care and increasing the supply of services to users of mental health, regarding social reintegration. The experience was of great value, including various stages of education and providing a more critical thinking about mental health and their relations with other health areas.

El presente artículo relata la experiencia de una maestreada sobre la pasantía de enseñanza en la graduación, desarrollada en la disciplina de Enfermería en Salud Mental II, del quinto semestre de la graduación en Enfermería, de la Universidad Federal del Rio Grande del Sur. La pasantía comprendió los meses de agosto a diciembre de 2007, siendo realizado en una unidad de salud de la familia, con dos equipos de salud de la familia. La modalidad de atendimiento desarrollada fue visita domiciliar, que busca mayor aproximación con la realidad de vida de las personas. Las alumnas desarrollaran un trabajo relevante para la unidad en cuestión, ayudando en la resolución de determinadas situaciones, ofreciendo atendimiento de calidad y ampliando la oferta de servicios a los usuarios de salud mental, visando la reinserción social. La experiencia fue muy valiosa, integrando diferentes fases de la enseñanza y proporcionando un pensamiento más crítico sobre la salud mental e sus interfaces con las otras áreas de la salud.

Investigation and analysis in present situation of vocational ethnics of clinical nursing teachers / 中国实用护理杂志

Objective To carry out investigation and analysis in present situation of vocational ethnics of clinical nursing teachers in order to supply reference for quality improvement of nursing staff. Methods Inter-views were carried out in 40 clinical nursing teachers in 3 teaching hospitals, Meanwhile, 700 nursing stu-dents who were in practice and probation were investigated by questionnaires about vocational ethnics of clinical nursing teachers. Results 91.5% students thought that clinical nursing teachers were uncorrupt-ed and self- disciplined, 93.0% of them considered that they could hold their ground. Most students gave positive evaluation about the teaching attitude, teaching ability and teaching practice. Conclusions We should further perfect the vocational ethnics criterion, improve cultivation system, strengthen the moral edu-cation in order to promote the vocational ethnics construction.

Great Teacher Creates Effective Learning Environment: A Study through IIUM Nursing Students’ Eyes

Learning environment in the universities plays an important role in producing highly competent graduates especially in nursing profession. Thus, the most important as-pects are the teaching activities and as well as student – teacher interaction in daily environment in the university. To investigate the International Islamic University Malay-sia (IIUM) nursing students experience towards their teachers and to identify the rela-tionship between teaching and students learning perception in their learning environ-ment. This study used quantitative method and utilized two out of five subscales in Dundee Ready Educational Environment Measurement (DREEM). The subscales used were students’ perception of learning (SPoL) , students’ perception of teacher (SPoT) and total items in these both subscales are 12 and 11 items, respectively. The ques-tionnaire results revealed that IIUM nursing students scored 28.54/48.00 in (SPoL) and 28.13/44.00 in (SPoT). Both findings showed the IIUM nursing students’ experience their teachers and the learning environment are moving in towards positive directions. The regression finding was 51% of the total variation in students’ perception of teacher score was explained by students’ perception of learning. Although the overall sub-scales (SPoL) score in the current study falls in the category of a more positive per-ception, 2 out of 12 items were poorly scored by the IIUM nursing students. The re-searcher strongly agrees that listening to the expression of students is an important consideration for an educational institution. The overall mean score for (SPoT) showed that the students perceived their teachers as moving in the right direction. In this pre-sent IIUM study, one item showed a mean score of less then 2.00. As a result, these two subscales most probably should reflect the same outcome such as in their aca-demic performance and experience greatly during their student life on campus. The arising issues from this DREEM study at IIUM embrace the need for the creation of supportive environment as well as designing and implementing interventions to remedy unsatisfactorily elements of the learning environment for more effective and successful teaching and learning to be realised.

An exploration of a new mode of nursing teaching ward round jointly organized by the school and hospital / 医学研究生学报

Objective:To explore a new way of nursing teaching round-making compatible with the nursing students at junior college,and to establish and improve the standards for its assessment.Methods:We performed a new mode of nursing teaching ward round jointly organized by nursing teachers of the school and clinical supervisors of the hospital among student nurses of Grade 2006 on four different subjects respectively,by going through the following four steps: establishing the subject,working out the plan,making the ward round and assessing the quality.Results:The average score on the quality assessment of the four subjects by teachers and students was 93.78.Conclusion:The new mode of nursing teaching ward round jointly organized by the school and hospital can make the best of nursing faculty resources,give full play to nursing students'potential and optimize this activity and facilitate the teaching of clinical nursing.

Compreendendo a competência interpessoal na vivência do ser-docente no contexto relacional com o aluno de graduação / Understanding the interpersonal competence of the Academician-Being in the graduation student relationship

Este estudo teve como objetivo compreender a percepção das professoras da disciplina Enfermagem na Saúde do Adulto Institucionalizado quanto ao desenvolvimento de sua competência interpessoal na relação estabelecida com o aluno. A abordagem metodológica utilizada foi a Fenomenologia, a partir do referencial teórico de Merleau-Ponty, que permitiu destacar 3 temas no discurso das docentes, referentes as suas percepções, sentimentos e reflexões. O fenômeno foi desvelado à partir das experiências subjetivas relatadas pela professora sobre suas vivências no relacionamento interpessoal estabelecido, sendo assim evidenciado seu mundo-vida na relação com o aluno, refletida na síntese a compreensão da vivência da professora de enfermagem na Saúde do Adulto Institucionalizado quanto à sua competência para o estabelecimento da relação interpessoal junto ao aluno de graduação, que consolidou-se como o fenômeno deste estudo. A conscientização da professora acontece quando, ao relatar suas experiências de relação com o aluno, reconhece ter competências bem como também limitações quanto ao desempenho de seu papel como educadora de Enfermagem. Esta constatação possibilita o entendimento de que a docente nesta disciplina necessita aprofundar a reflexão e o conhecimento à respeito do desenvolvimento de suas competências tendo em vista o ensino do aluno como um Ser-adulto em formação, tanto em relação aos aspectos técnicos-didáticos, como também aos aspectos relacionais, para que possa, dessa forma, conhecer de forma concreta como o seu Ser-Docente se manifesta, e assim, estar melhor preparada para enfrentar as dificuldades de relacionamento vivenciadas no processo de ensino-aprendizagem na Enfermagem.

This study has the objective to comprehend the teacher's perception of the Nursing Division in Health of the Institutionalized Adult regarding development of its interpersonal competence in the relationship established with the student. The methodological approach used was the Phenomenology, based on the Merleau-Ponty´s theoretical referential emphasizing three topics in the teacher´s speech, regarding their perceptions, feelings and reflections. The phenomenon was unveiled based on the subjective experiences reported by the teachers on their experiences in the established interpersonal relationship, evidencing their world-life in relation to the student, reflected in the synthesis the comprehension of the Nursing Teachers in the Adult Institutionalized Health regarding their competence to establish the interpersonal relationship with the graduation student, which was consolidated as a phenomenon in this study. The teachers' conscience process occurs when reporting about their experience in relation to the student they recognize to have competence as well as limitations in relation to their role as Nursing Teachers. This evidence provides the understanding that the teacher of this discipline needs to develop reflection and knowledge in relation to development of his/her competence aiming the student´s teaching as an Adult-Being in the formation process, either regarding the technical-didatic aspects or the relational aspects in order to deeply know as their Academician Being is manifested and then, to be well prepared to face relationship difficulties experienced in the Nursing learning-teaching process.