%0 Journal Article
%T The nurse teacher. Construction of a new professional identity La enfermera formadora. La construcci車n de una nueva identidad profesional A enfermeira formadora. A constru  o de uma nova identidade profissional
%A Mariela Aguayo Gonz芍lez
%A Carles Monereo Font
%J Investigaci車n y Educaci車n en Enfermer赤a
%D 2012
%I Universidad de Antioquia
%X Objective. To represent how a new identity is being constructed by nurses initiating their activities as teachers. Methodology. In 2010, a descriptive-interpretative qualitative research was conducted of four cases of nurse teachers from Nursing Schools. Aspects of teacher identity and management of critical incidents in the classroom were reviewed. The information was obtained through a structured survey and the data underwent analysis of contents. Results. The nurses surveyed state that the teaching exercise is a culmination stage of clinical nursing. Teaching confers them stability in their professional life; however, they report that the complexity of the educational practice poses a big challenge. They feel responsible for the formation of future nursing professionals. In spite of defining themselves as constructivists in the way of teaching, they are governed by a technical conception on the way of approaching the educational practice. They attribute the critical incidents to which they are exposed to the types of students entering the universities; these turn out uncomfortable and do not feel responsible for their development. These incidents are lessons to better face similar situations in the future. Conclusion. The nurses participating in this study are facing their new role as teachers of human resource, seeking to construct a new identity different from what they had when working in direct care of individuals. Objetivo. Representar c車mo se construye una nueva identidad la enfermera que inicia su actividad como formadora. Metodolog赤a. En 2010 se realiz車 una investigaci車n cualitativa de corte descriptivo-interpretativo de cuatro casos de enfermeras profesoras de Escuelas de Enfermer赤a. Se revisaron aspectos de la identidad docente y del manejo de incidentes cr赤ticos en el aula. La informaci車n fue obtenida mediante entrevista estructurada y a los datos se les hizo an芍lisis de contenido. Resultados. Las enfermeras entrevistadas afirman que el ejercicio docente es una etapa de culminaci車n de la enfermer赤a cl赤nica. La labor de la docencia les confiere estabilidad en su vida profesional, sin embargo aseguran que la complejidad de la pr芍ctica educativa les plantea un gran desaf赤o puesto que se sienten responsables de la formaci車n de los futuros enfermeros. A pesar de definirse como constructivistas en la manera de ense ar, se rigen por una concepci車n t谷cnica en la forma de abordar la pr芍ctica educativa. Los incidentes cr赤ticos a los que se exponen los atribuyen al tipo de estudiante que ingresa, les resultan inc車modos y no se sienten responsables del
%K docentes de enfermer赤a
%K rol de la enfermera
%K per赤odo cr赤tico (Psicolog赤a)
%K docentes de enfermagem
%K papel do profissional de enfermagem per赤odo cr赤tico (psicologia)
%K faculty
%K nursing
%K nurse's role
%U http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-53072012000300013