Background: Over one half of all pregnancies in the United States are unintended. Nurses are on the frontlines of the health care work force and often encounter women with unintended pregnancies in the clinical setting. They may find themselves responsible for options counseling and helping these women to explore their options of pregnancy, adoption and abortion. Discussing these three options in a non-judgmental, well-informed manner allows the woman to consider all possibilities. Leading this type of conversation requires specific skills and knowledge as well as the ability to deliver this information in a therapeutic, nonbiased manner. Purpose: The intent of this study was to analyze data regarding the inclusion of options counseling and abortion education in undergraduate nursing programs in New England. Identification of gaps can provide opportunities for curriculum reform. Due to the enormous impact that nurses have with patients, institutions have a responsibility to provide their students with accurate, honest, factual, current knowledge about options counseling including abortion. Doing so is a public health issue with the incentive of not only providing women with optimal health care and better maternal-fetal outcomes, but also to reduce spending nationwide. This study can support efforts to accomplish these goals. Methods: A cross-sectional survey was sent out via email to the faculty members of accredited undergraduate nursing programs throughout New England. It was active for approximately three months between June 2015 and September 2015 with intermittent reminders sent during that time frame. The survey inquired about personal attitudes, inclusion/exclusion of options counseling and abortion education as well as methods used to include this material in the curricula. Results: All states in New England were included in this study. Fifty percent of responding institutions reported that they include options counseling and abortion education in the curricula, while the remaining 50% reportedly do not. When asked to identify reasons that this content is not included in the current curricula, 80% of respondents indicated that it is not a curriculum priority due to time constraints. The main identified methods that support inclusion of options counseling and abortion in the curricula include classroom sessions focused on technical/evidence-based instruction, classroom sessions focused on ethical issues and assigned readings. Conclusions: Options counseling and abortion education is not adequately covered in undergraduate nursing curricula across New England. This data set is remarkably similar to a study done in 1997, showing that in the course of nearly 20 years, there has been little advance in the inclusion of options counseling and abortion education. In many instances, this material is given equal or more attention in ethical discussions rather than focusing on technical evidence-based instruction. Personal attitudes about abortion have been correlated with the inclusions of options counseling and abortion education and likely affect the content that is incorporated in the curricula.

This study described the mentoring relationship between doctoral nursing students and their committee chairs. Twenty-two public university doctoral programs responded to a request for names and addresses of their doctoral candidates. The Major Professor Mentoring Scale was used to measure the mentoring relationship. The survey also included demographic and open-ended questions regarding the student-committee chair relationship. Surveys were mailed to 269 doctoral students with an 86% return rate. A principal components analysis was performed to identify the structure underpinning the relationship. The typical doctoral student in this sample was found to be a 44 year old Caucasian female, married with children, working full or part time while pursuing a PhD degree. Students traveled an average of 85 miles each way to campus and nearly half had selected their program based on its location. The typical committee chair was a Caucasian, tenured, associate or full professor between 46 and 69 years of age. The majority of chairs were married and had funded research projects. The students in the study reported knowing their chairs for an average of five years. The study revealed that mentoring is occurring in the majority of relationships between doctoral nursing students and their committee chairs. Students identified many strengths and weaknesses in their relationships with their chairs although the relationship appears to be largely positive. The mentoring relationship is composed of four principal components, the largest of which is psychosocial support. Dissertation support, role modeling and scholarly collaboration comprise the other three components. The factor receiving the most positive rating was role modeling, suggesting that students see their chairs as intelligent and hard-working. Students also report positive feelings about both the psychosocial and dissertation support they have received from their chairs. Students reported more neutral feelings about scholarly collaboration suggesting that this is not a frequent occurrence in the relationship. Demographic variables including age, sex, race, geographic distance and family status were not predictors for mentoring scores.

This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My narrative draws upon, autoethnography, critical social theory and hermeneutic perspectives. Johns (2010) six dialogical movements have been used to give structure to my narrative. Nineteen reflections generate the reflexive narrative in a hermeneutic spiral, as each text informs the other along the journey. Insights become clearer through guidance, dialogue, and engagement with the literature. Early reflections show anxiety, emotional distress and entanglement as I tried to solve student problems. Maternalism influenced my approach to being with distressed and struggling students. Gradually these feelings give way to being available, becoming student kind as an enabling relationship with students. Becoming student kind is framed through my adaptation of the Being Available Template (Johns 2013). It is realised through; listening, presence, caring, empathy, compassion and emotional intelligence. Poise, a self-management practice ensures that personal concerns and tensions do not hinder my relationships with students. Mindfulness expressed as spirituality sustains this process. This path to becoming student kind creates a learning space for student growth and development. In so doing, students are enabled to enter into a nurse patient relationship through being available. I express my empowerment through a dialogical voice, transforming my practice with individual students, in the classroom and beyond. Understanding the tensions within the complexity of university culture influencing nurse education, informs collaboration with colleagues towards a shared vision of nurse education. I turn to reflect on a journey of constructing a reflexive narrative. Five stepping stones for dialogue in advancing guided reflection as a foundation for nurse education are offered. My inquiry weaves a story of reflection as testimony to a fusion of practice and theory. I reveal practice wisdom, informing my day to day work in being available becoming student kind in relationships with students. I explore the contribution to knowledge, my practice and future research, considering the strengths and challenges therein.

Nowadays, there has been an increasing interest in using 360degrees video in medical education. Recent efforts are starting to explore how nurse students experience and interact with 360degrees videos. However, once these interactions have been registered in a database, there is a lack of ways to analyze these data, which generates a necessity of creating a reliable method that can manage all this collected data, and visualize the valuable insights of the data. Hence, the main goal of this thesis is to address this challenge by designing an approach to analyze and visualize this kind of data. This will allow teachers in health care education, and medical specialists to understand the collected data in a meaningful way. To get the most suitable solution, several meetings with nursing teachers took place to draw the first draft structure of an application which acts as the needed approach. Then, the application was used to analyze collected data in a study made in December. Finally, the application was evaluated through a questionnaire that involved a group of medical specialists related to education. The initial outcome from those testing and evaluations indicate that the application successfully achieves the main goals of the project, and it has allowed discussing some ideas that will help in the future to improve the 360degrees video experience and evaluation in the nursing education field providing an additional tool to analyze, compare and assess students.

As lacunas existentes na gestão de recursos humanos por competências são uma realidade em diferentes instituições de saúde. Ao considerar que a gestão de recursos humanos faz o diferencial das empresas, inclusive porque o percentual de colaboradores de enfermagem pode representar até 60% do quadro de pessoal, o investimento realizado nesta área poderá refletir significativamente nos resultados da Instituição. Ainda, cabe ressaltar que o contexto produtivo se altera rapidamente, a velocidade das mudanças tecnológicas gera desequilíbrios constantes entre qualificação e competência das pessoas. Diante de tais considerandos e por acreditar que para a organização acompanhar as mudanças do mundo do trabalho, os profissionais devem ser cada vez mais qualificados, atualizados, portanto, faz-se necessário investimentos em recursos humanos que possam mantê-los competentes, contribuindo para a saúde e competitividade da organização. Assim, a pesquisa objetivou construir e implantar um programa de desenvolvimento de competências profissionais dos enfermeiros em serviço e identificar as entregas realizadas pelos grupos de enfermeiros. Para tanto, o estudo foi realizado no referencial da pesquisa-ação, numa Instituição hospitalar pública de ensino e pesquisa, de grande porte e de referência na área Cardiovascular. A partir da fase de diagnóstico situacional da organização, campo de estudo, foram constituídos cinco grupos : Sistematização da Assistência de Enfermagem, Auditoria de Enfermagem, Indicadores de Enfermagem, Avaliação e Terapêutica de Feridas e Educação em Enfermagem. A coleta de dados foi realizada com base nos relatórios gerados pelos grupos de estudo, e os resultados foram apontados fundamentando-se na síntese de relatórios, relacionados à proposta de trabalho, descrição de atividades e percepção do pesquisador. Os resultados obtidos foram o desenvolvimento das competências dos diferentes saberes com suas respectivas entregas: saber agir, mobilizar recursos caracterizados pelo trabalho coletivo realizado; comunicar-se percebido no acesso a informática, na elaboração de padrões normativos e operacionais; o saber aprender, evidenciado perante as dificuldades para a construção do projeto, a busca de aprendizado e do autodesenvolvimento pelo grupo; comprometer-se, assumir responsabilidades percebidas pela adesão ao programa de desenvolvimento de competências; e ter visão estratégica, constatada na elaboração dos diagnósticos situacionais, nas entregas realizadas, e intervenção e modificações necessárias para a melhoria contínua. As entregas relacionaram-se ao desenvolvimento de competências, agregação de valores sociais e econômicos à empresa, impactos de cunho de ensino e pesquisa e de alcance de objetivos pré-determinados nos grupos. Mediante este estudo, pode-se concluir que é possível realizar a construção e desenvolvimento de competências profissionais em serviço, se houver uma competência organizacional diretiva, subsidiando as ações, possibilitando intervenções com autonomia para tomada de decisões e transformações na natureza do trabalho / There are gaps in competence-based human resource management at several health institutions. Considering that human resource management makes a difference in a company and that nursing associates can represent up to 60% of the headcount, investment on this area can significantly and positively affect the results of institutions. It is also worth mentioning that production is undergoing changes very quickly and the velocity of technological changes produce constant unbalances between the qualifications and competences of individuals. Because of these facts and because organizations must follow the changes in the working environment, professionals should be increasingly skilled and aware of the newest knowledge. It is important to invest on human resources for maintaining professionals competent, contributing for the health and competitiveness of the organization. Therefore, the goal of this study was to design a program for developing competences to working nurses via education at the workplace, which allowed for training and ongoing education regarding the competences required for their performance and to identify what was delivered by the nursing teams. This was a research and action-based study at a large, cardiovascular public hospital for teaching and research. Based on the diagnostics of the organization and area of study, five groups were established - Systematization of Nursing Care, Nursing Auditing, Nursing Indicators, Evaluation and Treatment of Wounds and Nursing Education. Data was collected on reports produced by the study groups, related to the goal of the group, activity description and researcher perception. The results obtained led to the development of competences of different types of knowledge and their respective deliveries: know how to act, use resources marked by the collective work performed; perceived communication in IT access, development of normative and operational standards; know how to learn, based on the difficulties for developing the project, the group decided to pursuit their own learning, self-development; commit themselves, take responsibilities - perceived by adhering to the competence development program; and to have strategic view, confirmed when developing the diagnosis of the situation, what was delivered, and the required intervention and changes for continuous improvement. The deliveries were related to the development of competences, adding socioeconomic values to the company, impact on teaching and development and achievement of goals predetermined by the groups. Based on the study, it is possible to build and develop professional competences at the workplace, if there is an organizational competence guideline to support the actions and to allow for interventions marked by empowerment for making work-related decisions and changes

O desenvolvimento desta pesquisa focaliza as questões relacionadas à formação de competências nos alunos de um Curso de Graduação em Enfermagem de uma instituição privada situada na cidade de São Paulo, quando desenvolvem atividades em uma Clínica de Ensino Simulado. O estudo tem como objetivos: Resgatar segundo a percepção dos docentes, quais as competências que entendem como importantes na formação do estudante de enfermagem quando desenvolvem ensino simulado na clínica; Identificar as estratégias ou mecanismos que adotam para ajudá-los a desenvolvê-las; Intervir, com base nos resultados obtidos, para a transformação desse processo de ensino reconhecendo a relação entre um Projeto Político-Pedagógico (PPP) e o perfil do egresso proposto nas Diretrizes Curriculares Nacionais.Trata-se de uma pesquisa de abordagem qualitativa do tipo estudo de caso, composta metodologicamente em duas etapas: análise das entrevistas segundo o referencial de Minayo realizadas com oito docentes, e grupo focal interpretado com recursos da hermenêutica-dialética. A análise e a interpretação dos dados foram subsidiadas por duas grandes vertentes. A primeira vertente abarca a categoria analítica: “Processo de formação profissional do enfermeiro". A segunda vertente de análise é composta pelas seguintes categorias empíricas, advindas dos discursos dos sujeitos entrevistados: A análise interpretativa norteou-se pelos eixos dos determinantes estruturais: o Projeto Político Pedagógico e as Diretrizes Curriculares Nacionais; como Determinante Particular foi considerada a Unidade de Ensino Simulado (Clínica de Enfermagem); e como Determinantes Singulares as Estratégias de ensino (Instrumentos de Trabalho) e Competências (Produto de trabalho), advindas da interpretação do Grupo Focal produzido aos olhos do sujeito coletivo, ou seja, dos colaboradores, após a reflexão em grupo. Os resultados permitiram identificar as competências que os docentes consideram importantes na formação do enfermeiro, (competências: técnico - científica, ética, política, gerencial, relacional / afetiva, desenvolvimento do pensamento critico), permitiu, também, apreender que a competência técnica está bem sedimentada e que todos os colaboradores sabem quais estratégias devem ser utilizadas para desenvolvê-las. Entretanto, as demais competências elencadas são idealizadas estão no devir. Consideram ainda que quanto ao desenvolvimento de competências, os docentes, têm que estar se capacitando para atender às exigências das Diretrizes Curriculares Nacionais e do Projeto Político Pedagógico da Instituição. Consideram também que essa capacitação passa pela ousadia para que possam avançar primeiro na construção de suas competências docentes, para depois terem condições de propiciar aos alunos desenvolvê-las / The development of this research focus on issues related to building competencies in Students attending Nursing School in a private institution located in São Paulo, where they develop activities in a Clinic of Simulated Teaching. The study aims at addressing, according to the faculty view, the competencies they consider important in a nursing student formation when developing simulated teaching in the clinic; at identifying the strategies or mechanisms adopted to help students to develop these competencies and finally at interfering, based on results, with the transformation of this teaching process taking into consideration the relationship between a Political-Pedagogic Project (PPP) and the student`s profile proposed by the Brazilian Syllabus Guidelines. This research applies the case-study qualitative approach, methodologically composed of two phases: analysis of interviews carried out with eight faculty members, according to Minayo referential, and interpretation of answers given by the focal group with hermeneutics dialect resources. Data analysis and interpretation were supported by two great sources. The first encompasses the analytical category: \"The nurse professional formation process\". The second is composed of the following empirical categories based on the speech of the interviewed subjects: interpretative analysis was oriented by the axis of the structural determinants, namely the Political-Pedagogic Project and the Brazilian Syllabus Guidelines; the Simulated Teaching Unit (Nursing Clinic) was considered as the Particular Determinant and the teaching Strategies (Work Tool) and Competencies (Work Product) - resulting from the interpretations of the Focal Group, produced according to the collective subject, that is, the collaborators after a group reflexion - as the Unique Determinants. The results made possible to identify the competencies faculty members considers important for the nurse formation, (competency: technical-scientific, ethical, political, managerial, relational/emotional, development of critical thinking) and also showed that the technical competency is very well acquired and that all subjects know what strategy to us to develop them. However, the other listed competencies are idealized and constantly changing. Regarding the development of competencies, faculty members should continually develop their own competencies to meet the requirements of the Brazilian Syllabus Guidelines and the Institution`s Political-Pedagogic Project and also, these competencies must be acquired first by faculty members so that they can help students to develop them

O presente estudo intitulado \"A formação do enfermeiro licenciado: foco no Sistema Único de Saúde?\" parte do entendimento que é necessário investir na formação dos futuros profissionais e futuros formadores de profissionais de saúde visando o fortalecimento do SUS. O objetivo deste estudo é analisar o processo de formação dos alunos do curso de Bacharelado e Licenciatura da EERP/USP em relação ao SUS, considerando conteúdos abordados, formas de organização de conteúdos e práticas, a partir da proposta curricular e da perspectiva dos discentes em relação a sua formação. Trata-se de um estudo exploratório descritivo de natureza qualitativa. Para alcançar tais objetivos foram utilizadas as seguintes técnicas: dois grupos focais com nove alunos em cada, do último ano do curso de Bacharelado e Licenciatura em Enfermagem do ano de 2013 e análise documental do Projeto Político Pedagógico (PPP) do curso de Bacharelado e Licenciatura da EERP/USP. Os dados de grupo focal foram analisados por meio de \"análise temática\" (MINAYO, 2008). A análise documental do PPP envolveu sínteses e discussões acerca de suas aproximações e afastamentos das diretrizes político-legais da formação do enfermeiro licenciado no que se refere à aprendizagem relativa ao SUS. A partir da análise documental foi observado que o PPP está em consonância com as Diretrizes Curriculares Nacionais (DCNs) do curso de enfermagem e da formação de professores, porém há contradições entre o que é proposto e o currículo efetivamente realizado, tendo em vista a complexidade inerente à implementação de mudanças no processo formativo. Da análise dos grupos focais foram delineadas sete temáticas: o SUS na estrutura curricular: que se subdivide em organização curricular disciplinar versus integrada; cenários de aprendizagem e métodos de ensino problematizador versus tradicional; reconhecimento da aprendizagem processual; afinal o que aprendem sobre o SUS?; aprender e ensinar SUS na educação profissional em enfermagem; formação docente e suas relações com a aprendizagem relacionada ao SUS; relações de poder e sugestões: possibilidades para transformar. Neste sentido consideramos, dentre outros, que o grande desafio reside em considerar o SUS como eixo do processo formativo. Tal desafio envolve enfrentamentos e negociações que se relacionam a diferentes projetos políticos sociais que se fazem presentes no contexto da formação na universidade, nos serviços de saúde e educação. / The present study entitled \"The formation of the licensed nurse: Focus on Public Health System? (SUS in portuguese)\" emerges from the understanding that it is necessary to invest in the formation of future professionals and future mentors of future health professionals aiming to strengthen the SUS. The objective of this study is to analyze the undergraduation process of the students of a course of Bachelor`s Degree with a teaching diploma in Nursing, EERP/USP in relation to SUS, considering covered contents, forms of content and practices organization, from the curriculum proposal and the perspective of students in relation to their formation. This is a descriptive exploratory qualitative study. To achieve these objectives, we used the following techniques: two focus groups with nine students of the last year of the course of Bachelor`s Degree whit a teaching diploma in Nursing in 2013 and documentary analysis of Pedagogical Political Project (PPP). The focus group data were analyzed using \"thematic analysis\" (MINAYO, 2008). The documentary analysis of PPP has involved summaries and discussions about their approaches and departures from political-legal guidelines in the formation of nurses with a teaching diploma in relation to the relative learning on SUS. From the documentary analysis it was observed that the PPP is in line with National Curriculum guidelines of the nursing course and the training of teachers, but there are contradictions between what is proposed and the curriculum effectively done, due to the complexity inherent in the implementation of changes in the formative process. From the analysis of focus groups were outlined seven themes: SUS in curriculum design, which is divided into disciplinary curricular organization versus integrated; learning environments and methods of problem-solving learning versus traditional teaching; recognition of procedural learning; after all what they learn about SUS?; learning and teaching SUS in professional nursing education; teacher education and its relationship with learning related to SUS; power relations and suggestions: possibilities to transform. In this sense we consider, among others, that the great challenge is to consider the SUS as the axis of the educational process. This challenge involves confrontations and negotiations that are relate to different social political projects that are present in the context of the formation at the university, in health services and education.

O ensino da enfermagem, ao longo da sua história, vem sendo caracterizado pela constante implementação de mudanças curriculares nos cursos de graduação e discussões de propostas pedagógicas. Na atualidade, dentro do contexto bio-psico-social-econômico-cultural, tem sido necessário considerar a complexidade do ser humano e o meio em que vive, no sentido de viabilizar recursos que possibilitem a formação de profissionais competentes para lidar com os desafios do século XXI. Não se pode, portanto, perder de vista as visões humanitárias, ameaçadas pela própria contemporaneidade com suas relações virtuais e cada vez mais distante do toque e do calor humano. Os estudantes de graduação da Escola de Enfermagem de Ribeirão Preto-USP (EERP-USP), freqüentemente, trazem aos educadores as dificuldades que manifestam ao se depararem com as atividades da prática profissional do enfermeiro, nova para os mesmos, e os questionamentos e dúvidas que levantam em relação ao curso. Este estudo teve como objetivos: verificar através das verbalizações em grupo a existência de sentimentos de ansiedade, angústia e medo que, segundo a literatura, podem aparecer nos alunos de graduação em enfermagem na transição teórico-prática; discutir os resultados obtidos neste trabalho de grupo à luz das fases do desenvolvimento de grupo, com base no referencial de Yalom (1995) e Lasalle e Lasalle (2001); investigar a opinião das participantes do estudo sobre aspectos positivos e negativos dos encontros grupais, através do procedimento de entrevista individual. O grupo foi realizado na EERP-USP, totalizando 16 encontros, com a participação de 12 alunas matriculadas na disciplina ERG-218 Fundamentos II. Trata-se de uma investigação qualitativa conduzida pela observação participante. O estudo envolveu três momentos: pré-grupo (passos que precederam a coleta de dados), encontros grupais (coleta de dados propriamente dita) e avaliação (através de entrevista individual). A análise de dados foi feita com base no levantamento de temas presentes em cada encontro, relacionando-os às fases do processo grupal (fase inicial, fase operacional e fase de término) e dos revelados nas entrevistas de avaliação. Estes temas foram discutidos através de comentários reflexivos. Fatores terapêuticos como: coesão, catarse, altruísmo e universalidade permearam os encontros grupais. Foram identificadas, ainda, características de funcionamento como apoio, ênfase no aqui-agora e diretividade como fatores que proporcionaram a estruturação do grupo. Conclui-se que, embora limitada a um grupo específico de alunos, esta estratégia de suporte foi útil e merece atenção de estudos futuros. O trabalho em grupo facilita as trocas de experiências relacionadas ao curso, bem como traz a oportunidade de exposição de medos e angústias, enfrentados pelos estudantes, auxiliando na formação de seres humanos incumbidos da tarefa de cuidar do outro. / Throughout its history, nursing teaching has been characterized by the constant implementation of curricular changes in undergraduate courses and discussions on pedagogical proposals. Nowadays, in the biopsychosocial, economic and cultural context, there has been a need to take into account the complexity of human beings and the environment they live in, so as to constitute resources that allow for the formation of competent professionals to deal with the challenges of the XXIst century. Hence, we cannot forget about the humanitarian views, which are threatened by modernity, with its virtual relations that are increasingly distant from touch and human warmth. Undergraduate students at the Ribeirão Preto College of Nursing -USP (EERP-USP) frequently present their teachers with the difficulties they face when they are confronted with professional nursing practices, which are new to them, and with the inquiries and doubts they bring up with respect to the course. This study aimed to verify the existence of anxiety, anguish and fear which, according to literature, undergraduate students may experience in the transition process from theory to practice, on the basis of comments presented in a group activity; to discuss the results of this group work in view of group development phases, in accordance with Yalom (1995) and Lasalle and Lasalle (2001); and to examine the study participants’ opinion about positive and negative aspects of group meetings through individual interviews. 16 group meetings were held at EERP-USP, with the participation of 12 students enrolled in subject ERG-218 Fundamentals II. A qualitative study was carried out by means of participant observation. The study involved three phases: pre-group (steps before data collection), group meetings (actual data collection) and evaluation (through individual interviews). Data analysis was based on a survey of the subjects present in each meeting, which were related to the phases of the group process (initial, operational and final phase), as well as subjects that came up during the evaluation interviews. These subjects were discussed through reflective comments. Therapeutic factors like cohesion, catharsis, altruism and universality permeated the group meetings. Furthermore, we identified characteristics of functioning as support, emphasis on the here and now and directiveness as factors that structured the group. We conclude that, although limited to a specific student group, this support strategy was useful and deserves further study. Group work facilitates the exchange of course-related experiences and offers the opportunity to expose fears and anxieties faced by the students, thus assisting in the formation of human beings who are charged with delivering care to others.

INTRODUÇÃO: O agir profissional do enfermeiro corresponde ao conjunto de saberes adquiridos no período de formação, mas, que só adquire status de ação profissional quando o graduando (aprendiz) o experiencia na realidade prática. Isso, acontece porque o vivido durante o ensino de graduação, em muitos momentos, projeta-se como disposição para a ação prospectiva em enfermagem, no cenário de prática. A conjunção entre o vivido no curso na forma de aulas teórico-práticas e as experiências nos estágios curriculares, materializam-se, então, como um conjunto de práticas. OBJETIVOS: O objetivo do estudo foi compreender como a formação acadêmica orienta o processo didático-pedagógico para o desenvolvimento do agir profissional prospectivo do enfermeiro e, ainda, como o processo de formação em enfermagem e a realidade prática participam do desenvolvimento da disposição para a ação prospectiva, no agir profissional do egresso de enfermagem. MÉTODO: Trata-se de uma pesquisa exploratória, de caráter qualitativo que privilegiou a perspectiva fenomenológica. O cenário do estudo foi o Curso de Bacharelado de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo (EEUSP). Participaram do estudo 19 egressos de enfermagem que concluíram o curso, com base na última reformulação curricular da instituição (2010/2013) e, já se encontravam inseridos no mundo do trabalho. A coleta de dados aconteceu por meio de entrevistas gravadas. O referencial teórico-metodológico para análise dos resultados utilizado foi a Teoria da Interpretação do filósofo Paul Ricoeur. Este método de análise fundamenta-se na compreensão dos resultados pela aplicação de uma matriz interpretativa nas narrativas, obtidas após a transcrição das entrevistas. Esse método contempla três fases interpretativas: a primeira, denominada de Teoria do Discurso que, corresponde a uma leitura inicial da narrativa e sua organização, com a síntese do evento e significação relacionadas à vivência, que possibilita a primeira interpretação ou pé-compreensão. A segunda fase, nomeada de Teoria do Texto, na qual acontece a análise estrutural do resultado da pé-compreensão, de forma a obter-se ao final desta fase a análise crítica das inferências, na forma de unidades de significado denominadas de Temas/Subtemas. E, por fim, a última fase, a Teoria da Leitura que possibilita uma interpretação mais profunda do material em avaliação, de modo que se possa validar a primeira conjectura, obtida no final da segunda fase, por meio de uma compreensão crítica. Todas estas fases apresentam, em sua estrutura, a dialética tricordiana. RESULTADOS: Após a análise dos resultados, emergiram duas categorias temáticas: a primeira foi O Mundo do Curso, que tratava da expressão do agir do egresso, considerando suas intermediações com a vivência acadêmica. Esta categoria suscitou a divisão em três subcategorias: Proposta Pedagógica, na qual a expressão mais ativa do agir acadêmico foram a postura humanística, a postura investigativa e a capacidade de desenvolver o pensamento crítico-reflexivo. A segunda subcategoria foi a Organização Curricular, que evidenciou a complexa rede de inter-relações presentes nas atividades disciplinares, práticas e relacionais e, por fim, a última subcategoria Prática Docente que trouxe à luz questões relativas ao preparo para a ação pedagógica, apresentada pelo docente e, ainda, o inter-relacionamento docente-discente. A segunda categoria temática foi nomeada de O Mundo do Trabalho, esta representou a expressão do agir do egresso, considerando-se as influências da realidade prática sobre seu agir profissional, tal categoria também foi dividida em duas subcategorias: ressignificação do agir profissional, que teve como resultado expressões e caminhos da ressignificação que sofreu o agir acadêmico e, a segunda subcategoria, disposição para a ação prospectiva, desvelou as percepções dos egressos sobre seu agir no contexto da realidade prática. CONSIDERAÇÕES FINAIS: Ao final do estudo, foi possível observar que a formação acadêmica no ensino de enfermagem apresenta-se como estrutura processual que a depender de sua proposta pedagógica, organização curricular e prática docente é capaz de colaborar com o desenvolvimento da disposição para a ação prospectiva no agir profissional do egresso de enfermagem, mas, é preciso dizer que a incorporação dos atos de disposição para a ação prospectiva só aconteceu de fato quando o egresso contrapôs o arcabouço de conhecimentos e vivências formativas com a realidade prática do mundo do trabalho. / INTRODUCTION: The professional action of the nurse corresponds to the set of knowledge acquired during the training period, but, that only acquires professional action status when the graduating (apprentice) experience in practical reality. This is because the experience during undergraduate education, in many moments, is projected as a provision for prospective action in nursing, in the practice scenario. The conjunction between the lived in the course in the form of theoretical-practical classes and the experiences in the curricular stages, materialize then as a set of practices. OBJECTIVES: The objective of the study was to understand how the academic formation guides the didactic-pedagogical process for the development of professional career prospective of the nurse and also how the nursing training process and the practical reality participate in the development of the disposition for the prospective action, In the professional act of nursing egress. METHOD: It is an exploratory research, of qualitative character that privileged the phenomenological perspective. The study scenario was the Undergraduate Nursing Course of the Nursing School of the University of São Paulo (EEUSP). The study was attended by 19 nursing graduates who completed the course based on the last curricular reformulation of the institution (2010/2013) and were already included in the world of work. Data collection took place through recorded interviews. The theoretical-methodological reference for the analysis of the results used was the Theory of Interpretation of the philosopher Paul Ricoeur. This method of analysis is based on the understanding of the results by the application of an interpretative matrix in the narratives, obtained after the transcription of the interviews. This method contemplates 03 interpretative phases: the first called Discourse Theory, which corresponds to an initial reading of the narrative and its organization, with a synthesis of the event and meaning related to the experience, which makes possible the first interpretation or pre-comprehension. The second phase, named Text Theory, in which the structural analysis of the result of pre-comprehension takes place, so as to obtain at the end of this phase the critical analysis of inferences, in the form of units of meaning called Themes / Subtopics. And finally, the last phase, the Reading Theory, which allows a deeper interpretation of the material under evaluation, so that the first conjecture, obtained at the end of the second phase, can be validated through a critical understanding. All these phases present, in their structure, the Ricorian dialectic. RESULTS: After analyzing the results, two thematic categories emerged: the first was \"The World of the Course\", which dealt with the expression of the action of the egress, considering their intermediation with the academic experience. This category raised the division into 03 subcategories: Pedagogical Proposal, in which the most active expression of academic action was the humanistic posture, the investigative stance and the capacity to develop critical-reflexive thinking. The second subcategory was the Curriculum Organization, which showed the complex network of interrelationships present in the disciplinary, practical and relational activities and, finally, the last subcategory Teaching Practice that brought to light questions related to the preparation for the pedagogical action presented by the teacher and , The teacher-student interrelationship. The second thematic category was named \"The World of Work\", this represented the expression of the action of the egress considering the influences of practical reality on his professional action, this category, too, was divided into 02 subcategories: resignification of the act Which resulted in expressions and paths of resignification that underwent academic action, and the second subcategory, a provision for prospective action, revealed the students\' perceptions about their action in the context of practical reality. FINAL THOUGTHS: At the end of the study, it was possible to observe that the academic formation in nursing teaching is presented as a procedural structure that, depending on its pedagogical proposal, curricular organization and teaching practice, is able to collaborate with the development of the disposition to The prospective action, in the professional act of the nursing egress, but it must be said that the incorporation of the acts of disposition for the prospective action, only happened in fact when the egress contrasted the framework of knowledge and formative experiences with the practical reality of the world Of work.

Ao ingressar no curso de enfermagem, muitos estudantes apresentam atitudes negativas em relação aos transtornos mentais e as pessoas com esses diagnósticos. Diversas definições sobre atitude têm sido apresentadas, mas existe uma concordância de que a atitude pode ser considerada como uma predisposição para responder, de maneira consistente favorável ou desfavorável, em relação a um dado objeto. Estudos realizados com indivíduos adolescentes nos Estados Unidos da América, Austrália e Inglaterra, sobre a introdução de disciplinas referentes aos transtornos mentais, apontaram um melhor entendimento desses transtornos pelos alunos, que apresentaram, também, atitudes menos estigmatizadas sobre eles. Portanto, saber mais sobre essas atitudes é particularmente importante, principalmente relativo ao aluno de enfermagem, tendo em vista que muitos estudos têm apontado as dificuldades dos enfermeiros para lidar com pessoas que apresentam alterações psíquicas ou comportamentais em diferentes serviços de assistência psiquiátrica. O objetivo deste estudo foi avaliar a evolução das atitudes de alunos de enfermagem frente aos transtornos mentais durante sua formação acadêmica e verificar a influência da opção de escolha da profissão e das áreas de atuação específicas, nessas atitudes. Para isso, alunos de quatro turmas de enfermagem do Curso Bacharelado em Enfermagem da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo, durante os quatro anos de sua formação responderam a um Formulário de Dados Pessoais, Opção de Escolha da Profissão e Preferência por Área de Atuação Específica e a Escala de Opiniões sobre os Transtornos Mentais. Os resultados mostraram que a faixa etária predominante foi de 17 a 21 anos, predomínio do sexo feminino, diferenças estatisticamente não significantes em relação à opção por área de atuação, embora se suponha que houveram mudanças dessas opções ao longo do curso. No que se refere ao curso de enfermagem ser a primeira opção de escolha no vestibular, 43% dos alunos não tinham a enfermagem com sua primeira escolha de curso, enquanto que 57% dos alunos tinham a enfermagem como escolha de profissão. Quanto às atitudes dos alunos frente aos transtornos mentais e as pessoas com esses diagnósticos, foi observado que ao longo do curso as atitudes dos alunos apresentaram uma evolução positiva, gradual e lenta, estatisticamente significante entre os alunos no primeiro e no quarto ano, mas estatisticamente não significante entre os alunos ano a ano. Desta forma, pode-se concluir que a instrução acadêmica, particularmente as provenientes de disciplinas da área de enfermagem psiquiátrica, levou a evolução positiva das atitudes desses alunos frente aos transtornos mentais e as pessoas com esses diagnósticos, que esta evolução ocorreu de forma lenta e progressiva e não teve relação com opção por área de atuação. Isso é extremamente importante, pois atitudes positivas por parte dos profissionais de enfermagem certamente influenciam favoravelmente o processo terapêutico desenvolvido às pessoas com diagnósticos de transtornos mentais, e, disciplinas da área de enfermagem psiquiátrica e de saúde mental no curso de graduação em enfermagem, ministradas por professores altamente capacitados, são fundamentais para garantir as referidas atitudes / When they enter the nursing course, many students have negative attitudes towards mental disorders and people with these diagnoses. Different definitions of attitudes have appeared, but there is a consensus that attitude can be considered a predisposition to react consistently favorably or unfavorably towards a given object. Studies involving adolescents in the United States, Australia and England on the introduction of subjects on mental disorders appointed the students\' better understanding of these disorders, who also presented less stigmatized attitudes towards them. Therefore, knowing more about these attitudes is particularly important, mainly regarding nursing students, as many studies have appointed nurses\' difficulties to cope with people presenting mental or behavioral problems at different psychiatric care services. The objective in this study was to assess the evolution in nursing students\' attitudes towards mental disorders in their academic education and to verify the influence of professional choice and specific activity areas on these attitudes. Therefore, students from four class groups of the Nursing Bachelor course at the University of São Paulo at Ribeirão Preto College of Nursing answered a Personal Data, Professional Choice and Preference of Specific Activity Area Form and the Opinion Scale on Mental Disorders during the four years of their course. The results showed that the predominant age range was between 17 and 21 years, mainly women, statistically non-significant differences in the activity area chosen, although changes in these options are supposed to exist along the course. As to nursing as the preferred choice on the entry exam, nursing was not the first choice for 43% of the students, while 57% of the students had chosen nursing as their profession. Concerning the students\' attitudes towards mental disorders and people with these diagnoses, it was observed that, along the course, these students\' attitudes evolved positive, gradual and slowly, with a statistically significant difference between first and fourth-year students but no statistical significance among the students year by year. Thus, it can be concluded that academic education, particularly resulting from psychiatric nursing subjects, led to the positive evolution of these students\' attitudes towards mental disorders and people with these diagnoses, that this evolution happened slow and progressively and was unrelated with the activity area chosen. That is extremely important, as nursing professionals\' positive attitudes certainly exert favorable influence on the therapeutic process involving people diagnosed with mental disorders. Psychiatric nursing and mental health subjects in undergraduate nursing courses, taught by highly trained lecturers, are fundamental to guarantee these attitudes