Characteristics of the professional development process for healthcare teachers in nursing education
Keywords:
creativity, Delphi technique, educational measurement, faculty, nursing, learning teachers, qualitative research, teacher trainingAbstract
Introduction: Professional development for nursing faculty is a continuous process aimed at improving knowledge and pedagogical skills.
Objective: To characterize the professional development process for faculty in nursing education.
Methods: A descriptive, cross-sectional study was conducted with 28 faculty members. Data collected included faculty rank, years of teaching experience, their perception of pedagogical development, pedagogical topics with the greatest gaps in their knowledge, and the most suitable postgraduate programs for professional development. The results were processed using Perplexitya.ai.
Results: 42.86% were instructors and 32.14% were assistants; 39.29% had between 4 and 6 years of teaching experience, followed by those with more than 10 years (35.7%). Regarding their perception of pedagogical development, 21.43% considered it poor and 57.14% considered it under average. The pedagogical topic with the greatest need for learning was process components (19 mentions), followed by research methodology, and rules and resolutions, both with 18. The most frequently selected professional development methods were workshops (26.19%) and training (15.48%).
Conclusion: Professional development is perceived as under average; the most needed pedagogical topic is process components, and the least prioritized are sociology of education and independence and creativity; workshops are preferred, while self-study and doctoral programs are less favored.
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