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Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data. Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

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The article presents the trajectory of the study plans that have guided the formation of nursing professionals at Universidad de Antioquia in Medellín (Colombia). It presents the principal milestones or events that at a given moment determined significant ruptures in the formation processes and which show how this Faculty of Nursing, in its 70 years of existence, has always articulated the health needs of the context with the formulation of its study plans, with the sole purpose of forming critical and innovative nursing professionals capable of responding assertively to care needs, according with the principal challenges or trends that condition the health environment.

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OBJECTIVE: To describe the organization of nursing professors' work and analyze its limiting and facilitating aspects. METHOD: A qualitative and descriptive study composed of professors from the federal public universities of Rio de Janeiro. Data collection took place through semi-structured interviews. The content analysis technique was used for data processing. RESULTS: Twenty-seven (27) professors participated. Facilitating elements of the teaching work were: work environment; autonomy and flexibility; liking what they do; use of technologies; and solidarity of the professional group; while hindering elements included: high work demand; intense work rhythm; scarcity of material and human resources; and academic competitiveness. CONCLUSION: The configuration of the teaching work organization is complex and multifaceted, presenting high psycho-affective, cognitive and physical demands which enhance illness in these workers.

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OBJECTIVE: Understand limitations and possibilities in university management performed by nursing managers of the undergraduate nursing course of a public university. METHOD: A qualitative study with theoretical and methodological framework anchored in the Grounded Theory. Data collection took place between May and September 2016, and the studied scenario was the Nursing Department of a public university in southern Brazil. RESULTS: The entrepreneurial profile and the leadership in interpersonal relations were highlighted among the possibilities, in addition to the co-responsibility in raising public resources to solve the university educational demands; as limitations, the scarcity of financial resources and the high demand for bureaucratic activities which have repercussions on the slowness of university public management processes. CONCLUSION: The nursing manager experiences limitations through their actions and interactions with people, and recognizes possibilities in the structure and processes of coordinating issues of collective interest in the university educational context.

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Universities are increasingly undertaking student study abroad programs led by nursing faculty. The authors launched an inaugural study abroad nursing course. They proposed that the significance of the faculty trip role extends beyond the operational tasks required for international programs. Comfort theory was chosen as a good fit, since it offered a context for the significance of nursing faculty leading study abroad trips. It was consistent with the authors' experiences. Nurse faculty members applying technical and coaching interventions to relieve needs can strengthen students facing the demands of international experiences. It was concluded that comfort theory provided meaningful context for the international trip leader role.

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OBJECTIVE: To identify the pedagogical strategies and the elements that determine the construction of the educational workshop in healthcare at the teaching-service integration process. METHOD: Collective case study with qualitative approach. The cases consisted of two undergraduate courses in nursing. Thirty-one interviews were conducted with healthcare professionals, professors and students, in addition to participant observation in seven basic health units (UBS) that received the students interviewed. RESULTS: The following analytical categories emerged: teaching-service integration: articulating idealized situations with real situations; pedagogical workshop in health: development of collective pedagogical actions; reflection on the experiences in the pedagogical workshop in health: articulating the knowledge of the work world with the teaching world. FINAL CONSIDERATION: Despite the integration difficulties between teaching and service, we can conclude that their encounter generates a fertile field for the development of the educational workshop in healthcare. To this end, the agreement of the strategies presented in the constitution of the workshop is necessary.

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ABSTRACT Objective: To identify the pedagogical strategies and the elements that determine the construction of the educational workshop in healthcare at the teaching-service integration process. Method: Collective case study with qualitative approach. The cases consisted of two undergraduate courses in nursing. Thirty-one interviews were conducted with healthcare professionals, professors and students, in addition to participant observation in seven basic health units (UBS) that received the students interviewed. Results: The following analytical categories emerged: teaching-service integration: articulating idealized situations with real situations; pedagogical workshop in health: development of collective pedagogical actions; reflection on the experiences in the pedagogical workshop in health: articulating the knowledge of the work world with the teaching world. Final Consideration: Despite the integration difficulties between teaching and service, we can conclude that their encounter generates a fertile field for the development of the educational workshop in healthcare. To this end, the agreement of the strategies presented in the constitution of the workshop is necessary.

RESUMEN Objetivo: Conocer las estrategias pedagógicas y los elementos que determinan la construcción del taller pedagógico en salud en el proceso de integración enseñanza-servicio. Método: Estudio de caso colectivo con abordaje cualitativo. Los casos fueron dos cursos de graduación en enfermería. Se realizaron 31 entrevistas con profesionales de salud, docentes y discentes, además de observación participante en siete unidades básicas de salud (UBS) que recibieron a los estudiantes entrevistados. Resultados: emergieron las siguientes categorías analíticas: integración enseñanza-servicio: articulando situaciones idealizadas con situaciones reales; el taller pedagógico en salud: desarrollo de acciones pedagógicas colectivas; reflexión sobre lo vivido en el taller pedagógico en salud: articulando el conocimiento del mundo del trabajo con el mundo de la enseñanza. Consideraciones Finales: A pesar de las dificultades de integración entre enseñanza y servicio, se puede concluir que el encuentro de estos genera un campo fértil para el desarrollo del taller pedagógico en salud. Para ello, es necesario pactar las estrategias presentadas en la constitución del taller.

RESUMO Objetivo: Conhecer as estratégias pedagógicas e os elementos que determinam a construção do ateliê pedagógico em saúde no processo de integração ensino-serviço. Método: Estudo de caso coletivo com abordagem qualitativa. Os casos foram dois cursos de graduação em enfermagem. Foram realizadas 31 entrevistas com profissionais de saúde, docentes e discentes, além de observação participante em sete unidades básicas de saúde (UBS) que receberam os estudantes entrevistados. Resultados: Emergiram as seguintes categorias analíticas: integração ensino-serviço: articulando situações idealizadas com situações reais; o ateliê pedagógico em saúde: desenvolvimento de ações pedagógicas coletivas; reflexão sobre o vivido no ateliê pedagógico em saúde: articulando o conhecimento do mundo do trabalho com o mundo do ensino. Considerações Finais: Apesar das dificuldades de integração entre ensino e serviço, pode-se concluir que o encontro destes gera um campo fértil para o desenvolvimento do ateliê pedagógico em saúde. Para tal, é necessária a pactuação das estratégias apresentadas na constituição do ateliê.

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Using an educate-the-educator model, this partnership responds to an international imperative to build human resource capacity among Haitian nurses. We created a graduate program of study for nursing faculty in leadership and education at the State University of Haiti. This paper describes a process and impact evaluation of the Regis College Haiti Project (RCHP). Semi-structured interviews explored key-informant perceptions. A purposeful sample of faculty, deans, and community leaders was used. A researcher interviewed stakeholders in French (the preferred language of the Ministry of Health) on professional responsibilities, leadership skills and teaching practices. Salient findings include: 1) increasing use of leadership skills; 2) enhanced respect from allied professionals, community members, peers, and managers; 3) improved competence developing teaching materials; and 4) increasing classroom engagement. Understanding perceived impact informs next steps in promoting professional development. Further, it advances ownership and self-efficacy among faculty and stakeholders within health care and higher education.

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OBJECTIVE: To characterize the didactic and pedagogical training offered in Brazilian stricto sensu Postgraduate Programs in Nursing. METHOD: Descriptive, documentary research, based on data from 30 postgraduate programs that offer an academic master's degree and a PhD degree. We collected the course projects and teaching plans of the disciplines related to didactic and pedagogical training, accessed through the Sucupira Platform or the institutional website. The variables were analyzed by descriptive statistics, through calculations of relative and absolute frequency. RESULTS: Regarding the lines of research of the programs, it was evidenced that 17.4% (n=20) were related to didactic and pedagogical training, 9.4% (n=3) followed this approach and, regarding compulsory didactic and pedagogical disciplines, it was observed that they were expressed differently in the curricula of masters and PhD courses, since part of the masters courses (56.6%, n=17) and of the PhD courses (76.6%, n=23) did not have this requirement. CONCLUSION: There should be a Brazilian guideline to promote the didactic and pedagogical training of university professors.

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OBJECTIVE: analyze the activities of the North American nurse educators of the Project Health Opportunity for People Everywhere Earth (HOPE Earth Project) in Natal, state capital of Rio Grande do Norte, Brazil (1974-1981). METHOD: sociohistorical, qualitative study, resulting from filed documents and ten semistructured interviews. These sources were processed and analyzed using Oral History and Thematic Analysis. RESULTS: the following categories emerged: The North American nurse educators of the HOPE Earth Project and Educator Mary Anne Small through the memories of who had contact with her. FINAL CONSIDERATIONS: the HOPE Earth Project contributed to higher education in health at the Federal University of Rio Grande do Norte, guaranteeing the coming of qualified and experienced lecturers, and the North American educators cooperated towards the qualification of the Nursing Course, even when it was already structured and fully functioning.

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OBJECTIVES: To analyze how the practice shared in communities of teaching practice in public and private universities influences the pedagogical reasoning and action of nursing professors based on Wenger's concepts of community, negotiation of meaning, and learning. METHODS: Case study conducted with two professors teaching nursing in a public and a private university in Brazil. Data collection included triangulation of sources and was conducted from April 2014 to July 2015. Data were organized in ATLAS.ti and analyzed using the constant comparative method, which generated three metacategories. RESULTS: In both cases the program's project is shared repertoire and grounds negotiation of meaning in the practice that takes place in the pedagogical reasoning and action phases but negotiation is different between communities and cases. Learning is either solitary or has the influence of at least one other member but does not occur on an institutional basis. CONCLUSIONS: Nursing schools could offer more than program's project to the negotiation of meaning and improve learning on practice in their communities as police of teachers education to improve pedagogical reasoning.

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ABSTRACT Objective: analyze the activities of the North American nurse educators of the Project Health Opportunity for People Everywhere Earth (HOPE Earth Project) in Natal, state capital of Rio Grande do Norte, Brazil (1974-1981). Method: sociohistorical, qualitative study, resulting from filed documents and ten semistructured interviews. These sources were processed and analyzed using Oral History and Thematic Analysis. Results: the following categories emerged: The North American nurse educators of the HOPE Earth Project and Educator Mary Anne Small through the memories of who had contact with her. Final considerations: the HOPE Earth Project contributed to higher education in health at the Federal University of Rio Grande do Norte, guaranteeing the coming of qualified and experienced lecturers, and the North American educators cooperated towards the qualification of the Nursing Course, even when it was already structured and fully functioning.

RESUMEN Objetivo: analizar el rendimiento de las enfermeras profesoras norteamericanas del Project Health Opportunity for People Everywhere Earth (Proyecto HOPE Tierra) en la ciudad de Natal, capital del Rio Grande do Norte, Brasil (1974-1981). Método: estudio sociohistórico, cualitativo, resultante de documentos pertenecientes a archivos y de la realización de 10 entrevistas semiestructuradas. El tratamiento y el análisis de esas fuentes se realizaron por medio del recurso a la Historia Oral y al Análisis Temático. Resultados: han surgido las siguientes categorías: Las enfermeras profesoras norteamericanas del Proyecto HOPE Tierra y la profesora Mary Anne Small por las memorias de las personas que convivieron con ella. Consideraciones finales: el Proyecto HOPE Terra contribuyó a la enseñanza superior de cursos del área de la salud en la Universidad Federal de Rio Grande do Norte, asegurando la llegada de docentes calificados y expertos, y las profesoras norteamericanas colaboraron para la calificación del Curso de Enfermería, incluso cuando ya se encontraba estructurado y en pleno funcionamiento.

RESUMO Objetivo: analisar a atuação das enfermeiras professoras norte-americanas do Project Health Opportunity for People Everywhere Earth (Projeto HOPE Terra), em Natal, capital do Rio Grande do Norte, Brasil (1974-1981). Método: estudo sócio-histórico, qualitativo, resultante de documentos pertencentes a arquivos e da realização de 10 entrevistas semiestruturadas. O tratamento e a análise dessas fontes realizaram-se por meio do recurso à História Oral e à Análise Temática. Resultados: emergiram as seguintes categorias: As enfermeiras professoras norte-americanas do Projeto HOPE Terra e A professora Mary Anne Small pelas memórias de quem conviveu com ela. Considerações finais: o Projeto HOPE Terra contribuiu para o ensino superior de cursos da área da saúde na Universidade Federal do Rio Grande do Norte, assegurando a vinda de docentes qualificados e experientes, e as professoras norte-americanas colaboraram para a qualificação do Curso de Enfermagem, mesmo quando este já se encontrava estruturado e em pleno funcionamento.

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OBJECTIVE:: To comprehend how university management contributes on the performance of nurses who are professors and managers in a public university. METHOD:: Qualitative research anchored on the Grounded Theory. The setting to collect the data was a public university in south Brazil and it happened between May and September of 2016. A total of 19 nurses took part in the study, all of them also faculty members and managers that were divided in two sample groups. RESULTS:: Two subcategories were created: the comprehension that university management improves the faculty performance; obtaining a wider view of the university. FINAL CONSIDERATIONS:: The contributions of university management for faculty nurses who are managers are mainly on the personal and professional satisfaction through the production and dissemination of knowledge, reflecting positively on the refinement of the teaching competences to train Nurses with knowledge, technical skills and cognitive abilities to answer society's needs. OBJETIVO:: Compreender como a gestão universitária contribui na atuação de enfermeiros docentes gestores de uma universidade pública. MÉTODO:: Pesquisa qualitativa ancorada na Teoria Fundamentada nos Dados. O cenário de coleta de dados foi uma universidade pública do sul do Brasil e ocorreu entre maio e setembro de 2016. Participaram do estudo 19 enfermeiros docentes gestores divididos em dois grupos amostrais. RESULTADOS:: Elucidam duas subcategorias: compreender que a gestão universitária aperfeiçoa a atuação docente; obter uma visão ampliada da universidade. CONSIDERAÇÕES FINAIS:: As contribuições da gestão universitária para os enfermeiros docentes gestores encontram-se especialmente na satisfação profissional e pessoal através da produção e disseminação do conhecimento, repercutindo de forma positiva no aperfeiçoamento de competências docentes para a formação de Enfermeiros com conhecimentos, habilidades e aptidões técnicas e cognitivas para atender às necessidades da sociedade.

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ABSTRACT Objective: To comprehend how university management contributes on the performance of nurses who are professors and managers in a public university. Method: Qualitative research anchored on the Grounded Theory. The setting to collect the data was a public university in south Brazil and it happened between May and September of 2016. A total of 19 nurses took part in the study, all of them also faculty members and managers that were divided in two sample groups. Results: Two subcategories were created: the comprehension that university management improves the faculty performance; obtaining a wider view of the university. Final considerations: The contributions of university management for faculty nurses who are managers are mainly on the personal and professional satisfaction through the production and dissemination of knowledge, reflecting positively on the refinement of the teaching competences to train Nurses with knowledge, technical skills and cognitive abilities to answer society's needs.

RESUMEN Objetivo: Comprender cómo contribuye la gestión universitaria con la actuación de enfermeros docentes y gestores de una universidad pública. Método: Investigación cualitativa basada en la Teoría Fundamentada en los Datos. La recolección de datos se llevó a cabo en una universidad pública del sur de Brasil entre mayo y septiembre de 2016.Participaron del estudio 19 enfermeros docentes y gestores divididos en dos grupos de muestra. Resultados: El resultado mostró dos subcategorías: la comprensión de la gestión universitaria como perfeccionadora de la actuación docente; la obtención de una visión ampliada de la universidad. Consideraciones finales: Las contribuciones de la gestión universitaria para los enfermeros docentes y gestores se denotan, especialmente, en la satisfacción profesional y personal a través de la producción y diseminación del conocimiento, repercutiendo de forma positiva en la mejoría de las competencias docentes para la formación de Enfermeros con conocimientos, habilidades, aptitudes técnicas y cognitivas para atender las necesidades de la sociedad.

RESUMO Objetivo: Compreender como a gestão universitária contribui na atuação de enfermeiros docentes gestores de uma universidade pública. Método: Pesquisa qualitativa ancorada na Teoria Fundamentada nos Dados. O cenário de coleta de dados foi uma universidade pública do sul do Brasil e ocorreu entre maio e setembro de 2016. Participaram do estudo 19 enfermeiros docentes gestores divididos em dois grupos amostrais. Resultados: Elucidam duas subcategorias: compreender que a gestão universitária aperfeiçoa a atuação docente; obter uma visão ampliada da universidade. Considerações finais: As contribuições da gestão universitária para os enfermeiros docentes gestores encontram-se especialmente na satisfação profissional e pessoal através da produção e disseminação do conhecimento, repercutindo de forma positiva no aperfeiçoamento de competências docentes para a formação de Enfermeiros com conhecimentos, habilidades e aptidões técnicas e cognitivas para atender às necessidades da sociedade.

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OBJECTIVE: This work sought to comprehend the meaning professors from the Faculty of Nursing at Universidad de Antioquia (Colombia) assign to teaching and learning processes. METHODOLOGY: This was an educational qualitative, evaluative investigation, with ethnographic focus, conducted from 2011 to 2013. The information collection techniques were: semi-structured interview, discussion groups, y el documentary analysis. A total of 70 professors from the undergraduate Nursing program at Universidad de Antioquia participated in the study. RESULTS: Teaching for professors means complexity, transmission of information and knowledge, cooperation with students, interaction, and transformation of reality. This does not merely depend on the vocation or on the will to carry it out; on the contrary, professors must have professional, disciplinary, and pedagogical formation. Learning for the professors means that students understood, comprehended, and were able to put the theory into practice. Also, students must commit to their own learning. CONCLUSION: The conceptions professors have of teaching and learning processes guide the meaning they assign to said processes and stem from their own experience, culture, professional and disciplinary formation. Assigning new meaning to teaching in nursing opens the possibility of reorienting the teaching practice.

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Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.
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Objetivo Analisar as características do trabalho docente no ensino superior em Enfermagem. Método Estudo exploratório e qualitativo cujo referencial teórico-metodológico foi o materialismo histórico e dialético. Como categoria analítica, adotou-se o processo de trabalho docente, ancorado nas concepções de trabalho e profissionalidade. Foram realizadas entrevistas semiestruturadas com 24 docentes de três instituições de ensino superior da cidade de São Paulo, classificadas segundo a tipologia de contextos institucionais. Resultados Revelaram que os docentes dessas instituições de ensino superior constituem um grupo heterogêneo, submetido a diferentes condições de trabalho. A intensificação e a precarização do trabalho docente é comum aos três contextos, embora haja distinções importantes nas práticas didáticas relacionadas a ensino, pesquisa e extensão. Conclusão A profissionalização docente pode ser o ponto de partida para a análise e o enfrentamento de uma realidade tão distinta de trabalho e prática docente. .

Objetivo Analizar las características del trabajo docente en la educación superior en Enfermería. Método Estudio exploratorio y cualitativo cuyo marco de referencia teórico-metodológico fue el materialismo histórico y dialético. Como categoría analítica, se adoptó el proceso de trabajo docente, anclado en las concepciones de trabajo y profesionalidad. Se realizaron entrevistas semiestructuradas con 24 docentes de tres instituciones de educación superior de la ciudad de São Paulo, clasificadas según la tipología de contextos institucionales. Resultados Se revelaron que los docentes de dichas instituciones de educación superior constituyen un grupo heterogéneo, sometido a distintas condiciones laborales. La intensificación y la precarización del trabajo docente son comunes a los tres marcos, aunque existan diferencias importantes en las prácticas didácticas relacionadas con la enseñanza, la investigación y la extensión. Conclusión La profesionalización docente puede ser el punto de partida para el análisis y el enfrentamiento de una realidad tan distinta de trabajo y práctica docente.
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OBJECTIVE: To identify and describe the perceptions of nursing researchers, educators, and graduate students regarding the barriers to, and facilitators for, EBN in Medellín, Colombia. METHODOLOGY: Using a qualitative descriptive design, in-depth semi-structured interviews were conducted with 12 participants associated with a large university faculty of nursing in Medellín, and one member of the National Association of Nurses. Qualitative content analysis was used to analyze the interview transcripts. RESULTS: Several barriers to EBN were reported, including: lack of recognition of nursing as an autonomous profession; a lack of incentives for nurses to pursue advanced education or engage in research; limited availability and utility of nursing evidence; and a lack of communication between academic and clinical practice environments. Perceived facilitators included an increase in nurses pursuing advanced education opportunities; the current healthcare accreditation process; access to international research and research collaborations; and clinical and research partnerships between universities and clinical institutions. CONCLUSION: Effective implementation of evidence-based nursing practices is a necessity to translate the vast amount of health-related research, knowledge, and experience into positive changes in healthcare quality.

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Objective. To identify and describe the perceptions of nursing researchers, educators, and graduate students regarding the barriers to, and facilitators for, EBN in Medellín, Colombia. Methodology. Using a qualitative descriptive design, in-depth semi-structured interviews were conducted with 12 participants associated with a large university faculty of nursing in Medellín, and one member of the National Association of Nurses. Qualitative content analysis was used to analyze the interview transcripts. Results. Several barriers to EBN were reported, including: lack of recognition of nursing as an autonomous profession; a lack of incentives for nurses to pursue advanced education or engage in research; limited availability and utility of nursing evidence; and a lack of communication between academic and clinical practice environments. Perceived facilitators included an increase in nurses pursuing advanced education opportunities; the current healthcare accreditation process; access to international research and research collaborations; and clinical and research partnerships between universities and clinical institutions. Conclusion. Effective implementation of evidence-based nursing practices is a necessity to translate the vast amount of health-related research, knowledge, and experience into positive changes in healthcare quality.

Objetivo. Identificar y describir las percepciones de los enfermeros investigadores, educadores y estudiantes de postgrado sobre las barreras y elementos facilitadores para la práctica de la Enfermería Basada en la Evidencia (EBE), en Medellín, Colombia. Metodología. En 2012, se realizó un estudio descriptivo cualitativo en el que se realizaron entrevistas semiestructuradas a 12 participantes de una Facultad de Enfermería de una universidad pública de Medellín, y de un miembro de la Asociación Nacional de Enfermeras. Se utilizó el análisis de contenido cualitativo para estudiar las transcripciones de las entrevistas. Resultados. Se informaron algunas barreras para la práctica de la EBE, entre ellas: la falta de reconocimiento de la enfermería como una profesión autónoma, la falta de incentivos para cursar estudios avanzados o dedicarse a la investigación, la limitada disponibilidad y baja utilización de la evidencia en enfermería, y la falta de comunicación entre la academia y los entornos de práctica clínica. Los facilitadores incluyeron, entre otros, el aumento de enfermeras quienes buscan oportunidades de educación avanzada, el actual proceso de acreditación en salud, el acceso a la investigación internacional y a las redes de colaboración en investigación, y a la unión de esfuerzos para la investigación entre las instituciones clínicas y las universitarias. Conclusión. La aplicación efectiva de la práctica de la enfermería basada en la evidencia es la necesidad de traducir la gran cantidad de investigación relacionada con la salud, el conocimiento y la experiencia en el mejoramiento de la calidad asistencial.

Objetivo. Identificar e descrever as percepções dos enfermeiros investigadores, educadores e estudantes de pós-graduação sobre as barreiras e elementos facilitadores para a prática da Enfermagem Baseada na Evidência (EBE), em Medellín, Colômbia. Metodologia. Em 2012 se realizou um estudo descritivo qualitativo no que se realizaram entrevistas semiestruturadas a 12 participantes de uma Faculdade de Enfermagem de uma universidade pública de Medellín, e de um membro da Associação Nacional de Enfermeiras. Utilizou-se a análise de conteúdo qualitativo para estudar as transcrições das entrevistas. Resultados. Informaram-se algumas barreiras para a prática da EBE, entre elas: a falta de reconhecimento da enfermagem como uma profissão autônoma, a falta de incentivos para cursar estudos avançados ou dedicar-se à investigação, a limitada disponibilidade e baixa utilização da evidência em enfermagem, e a falta de comunicação entre a academia e os meios de prática clínica. Os facilitadores percebidos incluem o aumento de enfermeiras que estão procurando oportunidades de educação avançada, o atual processo de credenciamento em saúde, o acesso à investigação internacional e às redes de colaboração em investigação, e à união de esforços para a investigação entre as instituições clínicas e as universitárias. Conclusão. A aplicação efetiva da prática da enfermagem baseada na evidência é a necessidade de traduzir a grande quantidade de investigação relacionada com a saúde, o conhecimento e a experiência no melhoramento da qualidade assistencial.

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OBJECTIVE: To analyze the characteristics of faculty work in nursing higher education. METHOD: An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. RESULTS: The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. CONCLUSION: Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


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