Introdução Os núcleos de apoio à saúde da família (NASF) têm por objetivo fortalecer as ações das equipes de saúde da família na atenção básica. Seguindo as diretrizes do NASF, o município de Guarulhos, localizado no Estado de São Paulo, criou os núcleos de apoio à atenção básica (NAAB), com o intuito de apoiar as atividades desenvolvidas pelos profissionais das Unidades Básicas de Saúde (UBS) tradicionais. Dentre os profissionais que podem compor essas equipes, encontra-se o nutricionista, que tem um importante papel na qualificação das ações de alimentação e nutrição na atenção básica. Objetivo - Compreender a inserção profissional do nutricionista no trabalho em equipe multiprofissional na atenção básica de saúde. Métodos - Pesquisa qualitativa, de caráter exploratório, mediante entrevistas semi-estruturadas. Os sujeitos são nutricionistas inseridos nas equipes do NASF e do NAAB do Município de Guarulhos. A interpretação dos dados coletados segue a técnica de análise de conteúdo. Resultados As atividades profissionais exercidas pelos nutricionistas do NASF e do NAAB dividem-se em reuniões, atendimentos individuais, atendimentos em grupo, visitas domiciliares, ações externas às UBS e capacitação com os profissionais das equipes de saúde das UBS. Alguns princípios da promoção da saúde vêm sendo introduzido nas atividades profissionais dos nutricionistas. Foram apontadas várias dificuldades na articulação do trabalho dos nutricionistas do NASF e do NAAB, como a falta de apoio institucional, falta de infraestrutura e grande demanda de serviço. Os nutricionistas do NAAB apresentaram ainda dificuldades em articular suas atividades junto aos outros profissionais de saúde, fato este menos evidente entre os profissionais do NASF. Considerações Finais Percebe-se uma dificuldade em conseguir trabalhar dentro do modelo de apoio matricial pelas equipes do NASF e do NAAB, com uma barreira ainda maior encontrada pelos nutricionistas do NAAB. Isto porque as equipes do NAAB estão inseridas nas UBS tradicionais, que não seguem a mesma lógica de trabalho das UBS com estratégia de saúde da família, apresentando uma maior dificuldade em articular um trabalho de apoio matricial. O trabalho dos nutricionistas do NASF e do NAAB é um campo muito novo, que vem sendo construído ao longo do tempo, e que eles estão aprendendo na prática essa forma de atuação em saúde pública. / Introduction - The Family Health Support Centers (FHSC) aim to strengthen the actions of family health teams in primary health care (PHC). Following the guidelines of FHSC, the city of Guarulhos, in the State of São Paulo, created the Primary Care Support Centers (PCSC), in order to support the activities developed by professionals from the traditional Basic Health Units (BHU). Among the professionals who can constitute these teams the nutritionist is the one who has an important role in defining the quality of the food and nutrition in PHC. Objective - Analyzing the employability of nutritionists in multiprofessional teamwork in PHC. Methods It is a qualitative research; the data gathered from the reserch was analysed by the metodology of the content analysis. Results - The activities carried out by FHSC and PCSC nutritionists are divided into gathering meetings, individual consultations, group sessions, home care visits, intersectoral action and training with the professionals of the BHU. Regarding the role of the nutritionist in multidisciplinary teams, the respondents identified themselves as key members within the team, contributing with their technical knowledge of nutrition in solving the problems presented. It was noticed that the nutritionists promoted health guidance in their group sessions aiming not only in education but also in the importance of having a promotion health work. Conclusion - It is clear that the work of nutritionists in a multiprofessional teamwork is a very new field, which has been built over time, and that they are learning on the job this form of action in public health care.

O propósito central da pesquisa está na investigação do comportamento profissional do arquiteto e do urbanista, envolvendo seus valores e objetivos, frente às posturas dos códigos vigentes na profissão, no Brasil e analisando-o comparativamente com outros países. Num primeiro momento enfoca o histórico do desenvolvimento profissional, a formação das instituições, a organização da profissão atualmente e os códigos de conduta e seus procedimentos disciplinares em países de cultura anglo-saxônica, especificamente, Reino Unido e Estados Unidos. Em seguida o estudo volta-se a realidade do arquiteto e urbanista no Brasil, também estudando o histórico do seu desenvolvimento profissional, as instituições e organizações que regem a profissão no país atualmente e os códigos de conduta vigentes. O trabalho parte de uma investigação teórico-bibliográfica e documental e apóia-se na pesquisa de campo no que se refere as instituições instaladas na cidade de São Paulo. Finalmente discute comparativamente os três países estudados, tanto no que se refere ao histórico do seu desenvolvimento profissional, na formação de suas instituições, na organização da profissão atualmente em cada país, como também aos códigos e procedimentos disciplinares que norteiam o comportamento da prática profissional do arquiteto e urbanista. / The main purpose of this study is to investigate the architect and urban planner\'s professional behavior, their values and intentions, confronting them with the existing standards of the current codes of professional conduct in Brazil, as well as to compare these codes with those from other countries. Initial focus is given to the history of professional development, the rise of professional institutions, the current organization of the profession and the codes of conduct that rules the profession at present and their disciplinary procedures in countries of Anglo-Saxon culture, specifically the United Kingdom and the United States. Subsequently, the study considers the reality of the architect and the urban planner in Brazil, through the history of their professional development, the rise of the institutions and organizations that govern the profession in the country and the codes of conduct in force. To carry out this research, a theoretical and documentary survey was undertaken, supported by field research regarding the institutions located in the city of São Paulo. The study concludes with a comparative analysis of the three countries, refering to the history of the professional development, the rise of their institutions and the current organization of the profession in each country. The analysis also compares the codes and disciplinary procedures that govern the behavior and the professional practice of the architect and the urban planner.

Esta tese de doutorado aborda o processo de formação e a prática profissional dos educadores da rede pública municipal e estadual da cidade de Igrejinha, RS. Este é um estudo de caso que segue a teoria materialista e utiliza as categorias filosóficas do Materialismo Dialético, as categorias sociológicas do Materialismo Histórico e também as categorias da Economia Política de Marx. A partir do Materialismo Dialético, analisamos os princípios, as leis e as categorias que estão imbricadas no processo de formação dos professores e também envolvidas em sua prática profissional. Esta tese é caracterizada como um estudo de caso que procura analisar as contradições existentes entre a formação e a prática profissional dos professores da rede pública municipal e estadual de ensino dentro de uma visão de totalidade. Com esta tese procuramos conhecer e compreender as contradições existentes entre a formação e a prática profissional e, num segundo momento, sugerimos ações concretas e viáveis no sentido de melhorar a prática dos educadores em sala de aula e, conseqüentemente, contribuir para a melhoria do nível de qualidade da educação pública na cidade de Igrejinha, RS. Nesta tese, afirmo que as contradições existentes entre a formação e a prática profissional dos educadores estão relacionadas com o baixo nível de qualidade da educação igrejinhense e também contribuem para que haja um clima de desânimo e desmotivação entre os professores, alunos e os diferentes profissionais que estão envolvidos com a educação. Os dados que expusemos nesta tese são provenientes de pesquisas em fontes bibliográficas e documentais e, como técnicas de coletas de dados, utilizamos a entrevista semi-estruturada e a observação semi-dirigida das aulas de dez professores. A partir desta tese, podemos afirmar que é urgente a viabilização de projetos destinados a organização de ações concretas voltadas à formação continuada/permanente dos professores para que estes consigam harmonizar mais a dimensão teórica com a dimensão prática presentes no processo pedagógico. O aumento dos investimentos em educação para a concretização de uma política salarial justa, bem como o aumento dos salários, são soluções que se impõem em regime de urgência como saída para estimular os professores que lutam em diferentes salas de aula em diversas turmas de alunos. Preconizamos que a educação e a formação são fenômenos políticos capazes de contribuir no processo de emancipação dos seres humanos e, a partir disto, preparar os jovens para o exercício consciente da cidadania e, desta forma, estaremos criando condições para aperfeiçoar a democracia e transformar a sociedade. / This doctoral thesis addresses the educators’ professional training and practice process of the municipal and state public network of the city of Igrejinha, RS. This is a case study that follows the materialist theory and uses the philosophical categories of the Dialectical Materialism, the Historical Materialism sociological categories and also Marx's Political Economy categories. From the Dialectical Materialism we discuss the principles, laws and categories that are interlinked in the training process of the teachers and also involved in their professional practices. This thesis is characterized as a case study that tries to analyze the existing contradictions between the municipal and state public network education teachers’ training and practice within a vision of totality. With this thesis we try know and understand the contradictions between the professional training and practice, and at a second time, we suggest concrete and viable actions in the sense of improving the educators’ practice in the classroom and thus contribute to improving the level of quality of public education in Igrejinha, RS. In this thesis I state that the existing contradictions between the educators’ professional training and practice are linked to the low quality level of Igrejinha’s education and they also contribute to a discouragement atmosphere and demotivation among the teachers, students and various professionals who are involved with education. The data that we outlined in this thesis come from research in bibliographic and documentary sources, and as data collection techniques, we used the semistructured interview and the semi-directed observation of ten teachers’ lessons. From this thesis we can claim that the viability of projects for the organization of concrete actions focusing on teachers’ continuing/permanent education is urgent so that they can harmonize more the theoretical dimension together with the practice dimension present in the pedagogical process. The education investment raise to the achievement of a fair wage policy, as well as the wage raise, are solutions that are required under the emergency regime as a way out to stimulate teachers who struggle in different classrooms in various students’ groups. We advocate that education and training are political phenomena able to contribute in the process of emancipation of human beings and from that prepare young people to the conscious exercise of citizenship and thus we are creating conditions for enhancing democracy and transform the society.

CPE un métier en tensions ? L'étude des représentations professionnelles de ce métier chez les Conseillers Principaux d’Education s'inscrit conceptuellement et méthodologiquement dans une discipline contributive aux Sciences de l'éducation: la Psychologie sociale. Cette recherche nous permet, dans une approche descriptive à visée compréhensive, de mieux appréhender ce métier polymorphe et d’alimenter par notre réflexion le champ des représentations professionnelles et leur relation aux représentations sociales, relation complexifiée dans ce domaine professionnel par le rapport hétérodoxie-orthodoxie. Questionné dans ses trois dimensions, informationnelle, attitudinale et champ de représentation, le métier de CPE renvoie à une action orientée vers l'élève et à une attitude positive à propos du métier versus mitigée à propos de la représentation du soi professionnel. Notre approche structurale nous permet de confirmer l'existence, dans ce « métier de l’humain » en co-construction au sein d'un collectif de travail (endogroupe versus exogroupe), d'éléments représentationnels communs : l'écoute auquel s'adjoint le conseil. La structure de cette représentation professionnelle s'ancre alors dans une dimension à la fois réflexive et pragmatique du métier, dans laquelle les CPE se positionnent en éducateur. Notre approche socio-dynamique révèle des prises de position divergentes, expressions de tendances attitudinales négatives versus positives et mitigées. Ces prises de position différenciées traduisent, par ailleurs, des tendances de pratique dévoilant de nombreuses oppositions : une représentation de la pratique renvoyant à un métier idéalisé et en tension (relationnel versus administratif) ; une représentation de la pratique renvoyant à un métier plus ou moins en lien avec la prescription (engagé versus mitigé) ; une représentation de la pratique renvoyant à un métier contraint (idéalisé versus non idéalisé). / CPE: a job under pressure? From a conceptual and methodological point of view, the study of the professional representations of this job among the Conseillers Principaux d’Education themselves is part of a discipline which contributes to the Sciences of Education: Social Psychology. This research allows us, in a descriptive approach aiming at understanding, to grasp this polymorphic job better and it provides food for thought about the scope of the professional representations as well as their links to the social representations, such links being made more complex in this professional field by the heterodoxy-orthodoxy ratio. This job is being questioned in its three dimensions: information, attitudes and field of representation, but being a CPE refers to a student-oriented action and to a positive attitude towards the job versus a half-hearted attitude towards the representation of professional self. Our structural approach allows us to confirm the existence, in this human-related job in co-construction within team-work (endogroup versus exogroup) of common representational elements: listening to students as well as advising them. The structure of this professional representation is then rooted in a dimension of the job which is at once reflexive and pragmatic and in which the CPE are regarded as teachers. Our socio-dynamic approach reveals differing stands which express negative trends concerning attitudes versus positive and mixed ones. Moreover, these diverse stands reveal trends of practice which underscore many oppositions: a representation of the practice referring to an idealized job under pressure (human relations versus administrative work); a representation of the practice referring to a job which is more or less related to instructions (commitment versus mixed feelings); a representation of the practice referring to a job under constraint (idealized versus non -idealized).

Teachers and administrators have different perceptions regarding the importance and validity of various factors that influence veteran teachers' professional practice. Herzberg's 2-factor motivation-hygiene theory was used as the conceptual framework for this basic qualitative study. The purpose of the study was to gain an understanding of veteran teachers' and administrators' perceptions about motivating and hygiene factors and their influences on veteran teachers' professional practice in a southern California suburban school district. One-on-one semistructured interviews were conducted with 8 veteran high school teachers and 4 high school administrators. The interview responses were audio recorded and transcribed, then coded using open and axial coding and categorized into themes. Administrators perceived 3 prevalent motivating factors for teachers: academic freedom, student-teacher relationships, and feeling effective, whereas administrators' hygiene factors included administrative support with discipline and open and clear communication. Teachers cited students' progress and student-teacher relationships as their primary motivating factors and lack of administrative support as their most important hygiene factor. The hygiene factors provided a foundation and framework for teachers to perform the motivating work of teaching students and developing relationships. Through this study, both veteran teachers and administrators may become more aware of the motivating factors that positively influence veteran teachers' professional practice in the classroom, which may improve the ways in which administrators support and motivate them. Positive social change may result by creating synergetic relationships between administrators and veteran teachers that could not only expand the role of veteran teachers but also increase student academic achievement.

Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.

Control over nursing practice (CONP) is a participatory process through which nurses have input and engage in decision making about the context of practice and unit operations related to nursing practice. CONP has been associated with a number of positive outcomes related to nurse satisfaction, nurse status, effectiveness of patient care, and quality of patient outcomes. However, no comprehensive model has been created nor comprehensive analysis been conducted related to approaches for increasing CONP. This study tested a hypothesized model of antecedents to CONP developed from a review of the literature in nursing, psychology, and organizational management using a complexity theory perspective.The study used a nonexperimental, comparative design. The sample for data analysis consisted of 28 nurse managers and 583 staff nurses from 32 units in 10 hospitals. Existing instruments were used in a paper and pencil format to collect demographic and perceptual data on CONP and the hypothesized antecedent variables. Data were aggregated to provide an analysis of organizational and unit level contextual and variable effects related to CONP.Contextual regression indicated a greater influence of unit-level variables than organizational-level variables on nurses' perceptions of CONP. Regression analyses and revised model testing demonstrated that nurse manager supportiveness, implementation of a formal structure for CONP, and information flow consisting of open and accurate communication were positively related to CONP. Hierarchy of authority was negatively related to CONP. The relationship between CONP and job codification and autonomy varied based upon the measurement of the dependent variable. Manager's perception that participative decision making enhances organizational effectiveness; manager's perception that participative decision making does not reduce their power; nurses' experience, expertise, and educational preparation; and nurses' desire for control did not significantly relate to CONP as hypothesized.This study contributes to nursing research and clarifies strategies for improving the work environment for nurses by delineating antecedents to CONP in the acute care hospital setting. These data will be useful to nurses, nurse managers, and hospital administrators who want to improve patient safety, reduce patient mortality, increase nurse satisfaction, and increase nurse retention.

The most common sexually transmitted infection for both males and females is the human papillomavirus (HPV). HPV is responsible for nearly all cervical cancers. Currently, an HPV vaccine is available; however, HPV vaccination rates for US adolescents are dismal. School nurses serve as the person connecting medical and school communities, and are a critical component in assisting families traverse the medical and educational systems. Thus, there is reason to assume school nurses can be key opinion leaders regarding the HPV vaccine. The purpose of this study was to: (1) explain how the Diffusion of Innovations (DOI) theory explains school nurses' roles as opinion leaders regarding the HPV vaccine; (2) document current literature regarding healthcare providers' perspectives and practice regarding the HPV vaccine; and (3) evaluate school nurses' knowledge, attitudes, perceptions of being an opinion leader and professional practice regarding the HPV vaccine for youth. DOI states opinion leaders influence the rate of an innovation (e.g., the HPV vaccine). We argue school nurses are opinion leaders for the HPV vaccine because of their unique leadership position through their cross-disciplinary understanding of the educational and health systems. The systematic literature review included 28 studies of healthcare providers. The main barrier, vaccine cost, was identified in 12 reports. Additionally, females and older adolescents were more frequently vaccinated than males and younger adolescents. To examine school nurses' knowledge, attitudes, perceptions and professional practice regarding the HPV vaccine, the study included a sample of 413 school nurses. Structural equation modeling revealed knowledge influenced attitudes, attitudes affected perceptions and professional practices, and perceptions predicted professional practice. Furthermore, the perceptions variable was found to be a partial mediator in the model. Practitioners designing programs to engage school nurses in disseminating HPV vaccine education may benefit from questioning whether their programs might be emphasizing non-crucial elements for influencing vaccine dissemination practice (e.g., knowledge) and de-emphasizing influential elements such as attitudes and perceptions.

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Within ecotourism there is a built in assumption that tourists are the only ones who gain knowledge from an interpretive service. I sought to fill in that gap by looking at the ways the experiences of providing nature interpretation influenced interpreters’ professional practice. To accomplish this, semi-structured interviews involving 5 Ontario-based nature interpreters were conducted. Their narratives were analysed and coded using the method known as template analysis, the results of which were then used to make a comparative analysis. The results of this study indicate that there are two avenues through which nature interpreters learned from their experiences: through reflection initiated by emotions and through a realisation made from the experience. For the four participants who reported a change to their professional practice, that change came in the form of more inclusive practices being incorporated. / Thesis (Master, Education) -- Queen's University, 2014-06-20 15:06:09.83