No description available.

The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.

Background: Telepresence robots provide real-time audio, video, and mobility features, allowing faculty and students to engage in learning experiences without being physically present. Problem: With multiple students and faculty members needing to quarantine due to the COVID-19 pandemic, a flexible learning environment was essential. Approach: The telepresence robots were used as an innovative approach for both faculty and students to engage in learning experiences offered in a variety of settings. Outcome: Feedback was obtained from faculty and students about the use of and satisfaction with telepresence robots. The robots were easy to use and posed only a few technological challenges, which were easily overcome. Conclusions: Telepresence robots were effective tools in overcoming teaching and learning barriers caused by the COVID-19 pandemic. The telepresence robots have many applications, including use in clinical and community settings.

As políticas de educação, no Brasil e no mundo, vêm sofrendo várias modificações em um curto espaço de tempo, o que tem obrigado as IES e os docentes que nelas atuam a se adequarem a essas mudanças, muitas vezes, sem tempo hábil e estrutura de apoio para tal. Essa necessidade de adaptação às novas regras e exigências gera sobrecarga no trabalho e, quase sempre, implica em sofrimento físico, psíquico e social, interferindo na qualidade de vida desses profissionais. Nesse contexto se inserem os docentes de Enfermagem e a resiliência, constructo do qual a Enfermagem tem se aproximado mais recentemente, se apresenta como estratégia segura para o enfrentamento das pressões geradas no ambiente trabalho. Com o objetivo de levantar os indicadores de resiliência e associá-los com os domínios de qualidade de vida dos docentes de Enfermagem, propôs -se a realização de estudo quantitativo, exploratório, descritivo, de corte transversal, com docentes de enfermagem das IES inseridas na área de abrangência das Subseções do Conselho Regional de Enfermagem de Londrina e Maringá (PR). Ao todo, participaram 90 enfermeiros docentes que responderam ao Quest_Resiliência (SOBRARE) e ao WHOQOL-bref, além de um questionário com dados sócio demográficos e ocupacionais. A maioria dos docentes participantes era de mulheres, com idade média de 43 anos, casadas, com renda familiar média que variou entre R$ 4.418,00 a R$ 12.926,00. Em relação às varáveis ocupacionais, 60 docentes trabalhavam em IES públicas e 30 em IES privadas. Estavam forma dos entre 20 e 29 anos atrás, vinculados a uma única IES, contratados em regime de 40 horas semanais (TIDE). A titulação mais frequente foi a de Mestre, seguida pela de Doutor, sendo esses mais frequentes nas IES públicas. Em relação à resiliência, não for am identificadas condições de vulnerabilidade ao estresse elevado e a maioria dos participantes apresentou-se em condição de excelente resiliência (equilíbrio) ou forte resiliência com tendência ao estilo comportamental de Intolerância(PC -I) de reagir às situações de estresse elevado. A QV geral e a condição de saúde foi considerada boa (64,40%), sendo mais bem avaliados os domínios físico (72,80%) e psicológico (69,35%). Houve correlação positiva entre Resiliência (MCDs) e QV (Domínios) e o MCD Sentido da Vida apresentou correlação com todos os domínios da QV. Também foram identificadas associações entre os MCDs e os domínios de QV. / The education politics, in Brazil and throughout the world, have suffered several changes in a short space of time, what has forced College Institutions (CI s) and faculties to adapt to those changes, most of the time, without time and support structure enough for such. The need to adapt to the new rules and demands generates overload in the work and, very often, it implicates in physical, psychological and social suffering, interfering i n the quality of life of those professionals. In this context the Nursing faculty and the resilience are inserted. It comes as a safe strategy to face the pressure generated within the work environment. With the purpose of identify the resilience indicators and to associate them with the domains of quality of life of Nursing faculties, the accomplishment of a quantitative, exploratory, descriptive, cross-sectional study, with Nursing professors from the CIs inserted in the area of Sub-sections of the Regional Council of Nursing of Londrina and Maringá (PR) was proposed. Altogether, 90 nursing professors took part on the study answering the Quest Resilience (SOBRARE) and to WHOQOLbref, as well as a questionnaire with demographic and occupational data. Most of the participant professors were female, average 43 years old, married, with family income that varied from R$ 4,418,00 to R$ 12, 926,00. Regarding occupational variables, 60 professors worked in public CIs and 30 of them in private CIs, they graduated 20-29 years ago, worked in only one CI, and they were hired in a 40 hours/week schedule (Tenure). The most frequent title was Master, followed by Doctorate, being those more frequent in public CIs. In relation to the resilience, no conditions of vulnerability to stress were identified, and most of the participants showed excellent resilience (balance), or strong resilience with tendency to the behavior style of Intolerance (PC-I) of reacting to the situations of high stress. Their general life condition (LQ) and their health condition were considered good (64.40%), being better appraised the physical (72.80%) and psychological (69.35%) domains. There was a positive correlation among Resilience (MCDs) and LQ (Domains) and the MCD Life Sense presented correlation with all the domains of LQ. Associations between MCDs and the domains of LQ were also identified.

Submitted by Fabíola Silva (fabiola.silva@famerp.br) on 2017-02-21T13:29:42Z No. of bitstreams: 1 kethicristinadorsalexandre_dissert.pdf: 1989268 bytes, checksum: ae2265c64c325257b52258ca4fd69eec (MD5) / Made available in DSpace on 2017-02-21T13:29:42Z (GMT). No. of bitstreams: 1 kethicristinadorsalexandre_dissert.pdf: 1989268 bytes, checksum: ae2265c64c325257b52258ca4fd69eec (MD5) Previous issue date: 2014-08-08 / Introduction: The background and the pedagogical practice of teachers have an essential role to the former nursing student and for construction of educational action. Objectives: This study aimed to identify, analyze and relate the training and pedagogical practice in Undergraduate Nursing private and public institutions. Methods: A descriptive, correlational cross-sectional study using a quantitative approach using a questionnaire, which was answered by 107 teachers from private and public institutions of the inland of São Paulo State. Respondents were 60 teachers from private institutions and 47 teachers from a public institution. Data collection occurred from June to August 2013. Statistical analysis used the Statistical Package for Social Sciences (SPSS) for Windows ® version 22 and the chi-square and Fisher exact statistical tests were applied. Results: In the private institutions the teachers are predominantly female (76.7%) without a spouse (51.7%) age ranging from 31 to 50 years (60%), with more than one job (58.3%), master’s degree (41.7%), weekly working hours from 11 to 30 class load/hours with activities centered on education (40%) and planning of the discipline individually (55%). As for the difficulties in teaching practice reported by the teachers of private institutions, we found 26 (43.3%) institutional difficulties, with a prevalence of low pay, lack of support for research and infrastructure; 24 (40%) related to students, such as lack of interest and basic knowledge; 10 (16.7%) related to teaching, they reported lack of appropriateness of the content to the undergraduate student, excessive workload and another job. Regarding the types of evaluation, we found that 60 (100%) teachers of private institutions apply written tests. In the public institution, the teachers were women (100%), married (66%) aged over 50 years (63.8%) without another job (76.6%), working over 31 hours weekly classes (74.5%), doctors (61.7%), activities focused on education (68,52%), collective planning of the discipline (86%) and written exam as an assessment (89.4%). The difficulties of the teachers from the public institution, 36 (76.6%) were related to the teaching (lack commitment, interdisciplinary and theory-practice dichotomy), 8 (17%) about the lack of student interest, and only 3 (6 4%) reported institutional difficulties. There were significant differences in the background and pedagogical practice of teachers of private and public institutions regarding age, duration of teaching, workload, more than one job, degree, course planning, teaching techniques and diverse types of reviews. There was a similarity in relation to the participation of teachers in continuing education, teacher training and more hours devoted to teaching. Conclusion: The private and public institutions, despite being from the same area showed different work processes. The results of this study provide grants to institutions of educational interventions for improvement of teachers in improving the quality of nursing education. / Introdução: A formação e a prática pedagógicas dos docentes têm um papel fundamental para o egresso de enfermagem e na construção de ação educativa. Objetivos: Este estudo teve como objetivos identificar, analisar e relacionar a formação e a prática pedagógicas em Cursos de Graduação em Enfermagem de Instituições privadas e pública. Métodos: Estudo descritivo, correlacional, de corte transversal e abordagem quantitativa que utilizou um questionário respondido por 107 docentes de instituições particulares e pública de uma cidade do interior paulista. Os respondentes foram 60 docentes de instituições particulares e 47 da pública. A coleta de dados ocorreu no período de junho a agosto de 2013. Para análise estatística utilizou-se o software Statistical Package for the Social Sciences (SPSS) for Windows®, versão 22 e foram aplicados os testes estatísticos qui-quadrado e exato de Fisher. Resultados: Nas instituições particulares houve predomínio do sexo feminino (76,7%), sem acompanhante (51,7%), com idades de 31 a 50 anos (60%), mais de um emprego (58,3%), mestres (41,7%), carga horária semanal de 11 a 30 horas/aula, atividades centradas em ensino (40%) e planejamento da disciplina individual (55%). Quanto às dificuldades na prática pedagógica relatadas pelos docentes das instituições particulares encontramos: 26 (43,3%) foram institucionais, com prevalência de baixa remuneração, falta de apoio à pesquisa e infraestrutura; 24 (40%) relacionadas aos estudantes, falta de interesse e de conhecimento básico; 10 (16,7%) quanto à docência, reportamos falta de adequação do conteúdo ao alunado, carga horária excessiva e outro emprego. Em relação aos tipos de avaliação, constatamos que 60 (100%) docentes das instituições particulares aplicam prova escrita. Na instituição pública, o corpo docente era composto por mulheres (100%), casadas (66%), com idade de mais de 50 anos (63,8%), sem outro emprego (76,6%), carga horária acima de 31 horas aulas semanais (74,5%), doutoras (61,7%), atividades concentradas em ensino (68,52%), planejamento coletivo da disciplina (86%) e prova escrita como avaliação (89,4%). As dificuldades dos docentes da instituição pública, 36 (76,6%) relacionavam-se à docência (falta comprometimento, interdisciplinaridade e dicotomia teoria-prática), 8 (17%) quanto à falta de interesse dos estudantes e, apenas 3 (6,4%) relataram dificuldades institucionais. Verificaram-se diferenças significativas em relação à formação e a prática pedagógicas dos docentes das instituições particulares e pública quanto à idade, tempo de docência, carga horária, mais de um emprego, titulação, planejamento da disciplina, técnicas didáticas e tipos de avaliações diversificadas. Houve semelhança em relação à participação dos docentes na educação permanente, formação pedagógica e maior carga horária dedicada ao ensino. Conclusão: As instituições particulares e pública, apesar de serem da mesma área, apresentaram processos de trabalho distintos. Os resultados deste estudo fornecem subsídios às instituições para intervenções de aperfeiçoamentos pedagógicos dos docentes na melhoria da qualidade do ensino de enfermagem.

As políticas de educação, no Brasil e no mundo, vêm sofrendo várias modificações em um curto espaço de tempo, o que tem obrigado as IES e os docentes que nelas atuam a se adequarem a essas mudanças, muitas vezes, sem tempo hábil e estrutura de apoio para tal. Essa necessidade de adaptação às novas regras e exigências gera sobrecarga no trabalho e, quase sempre, implica em sofrimento físico, psíquico e social, interferindo na qualidade de vida desses profissionais. Nesse contexto se inserem os docentes de Enfermagem e a resiliência, constructo do qual a Enfermagem tem se aproximado mais recentemente, se apresenta como estratégia segura para o enfrentamento das pressões geradas no ambiente trabalho. Com o objetivo de levantar os indicadores de resiliência e associá-los com os domínios de qualidade de vida dos docentes de Enfermagem, propôs -se a realização de estudo quantitativo, exploratório, descritivo, de corte transversal, com docentes de enfermagem das IES inseridas na área de abrangência das Subseções do Conselho Regional de Enfermagem de Londrina e Maringá (PR). Ao todo, participaram 90 enfermeiros docentes que responderam ao Quest_Resiliência (SOBRARE) e ao WHOQOL-bref, além de um questionário com dados sócio demográficos e ocupacionais. A maioria dos docentes participantes era de mulheres, com idade média de 43 anos, casadas, com renda familiar média que variou entre R$ 4.418,00 a R$ 12.926,00. Em relação às varáveis ocupacionais, 60 docentes trabalhavam em IES públicas e 30 em IES privadas. Estavam forma dos entre 20 e 29 anos atrás, vinculados a uma única IES, contratados em regime de 40 horas semanais (TIDE). A titulação mais frequente foi a de Mestre, seguida pela de Doutor, sendo esses mais frequentes nas IES públicas. Em relação à resiliência, não for am identificadas condições de vulnerabilidade ao estresse elevado e a maioria dos participantes apresentou-se em condição de excelente resiliência (equilíbrio) ou forte resiliência com tendência ao estilo comportamental de Intolerância(PC -I) de reagir às situações de estresse elevado. A QV geral e a condição de saúde foi considerada boa (64,40%), sendo mais bem avaliados os domínios físico (72,80%) e psicológico (69,35%). Houve correlação positiva entre Resiliência (MCDs) e QV (Domínios) e o MCD Sentido da Vida apresentou correlação com todos os domínios da QV. Também foram identificadas associações entre os MCDs e os domínios de QV. / The education politics, in Brazil and throughout the world, have suffered several changes in a short space of time, what has forced College Institutions (CI s) and faculties to adapt to those changes, most of the time, without time and support structure enough for such. The need to adapt to the new rules and demands generates overload in the work and, very often, it implicates in physical, psychological and social suffering, interfering i n the quality of life of those professionals. In this context the Nursing faculty and the resilience are inserted. It comes as a safe strategy to face the pressure generated within the work environment. With the purpose of identify the resilience indicators and to associate them with the domains of quality of life of Nursing faculties, the accomplishment of a quantitative, exploratory, descriptive, cross-sectional study, with Nursing professors from the CIs inserted in the area of Sub-sections of the Regional Council of Nursing of Londrina and Maringá (PR) was proposed. Altogether, 90 nursing professors took part on the study answering the Quest Resilience (SOBRARE) and to WHOQOLbref, as well as a questionnaire with demographic and occupational data. Most of the participant professors were female, average 43 years old, married, with family income that varied from R$ 4,418,00 to R$ 12, 926,00. Regarding occupational variables, 60 professors worked in public CIs and 30 of them in private CIs, they graduated 20-29 years ago, worked in only one CI, and they were hired in a 40 hours/week schedule (Tenure). The most frequent title was Master, followed by Doctorate, being those more frequent in public CIs. In relation to the resilience, no conditions of vulnerability to stress were identified, and most of the participants showed excellent resilience (balance), or strong resilience with tendency to the behavior style of Intolerance (PC-I) of reacting to the situations of high stress. Their general life condition (LQ) and their health condition were considered good (64.40%), being better appraised the physical (72.80%) and psychological (69.35%) domains. There was a positive correlation among Resilience (MCDs) and LQ (Domains) and the MCD Life Sense presented correlation with all the domains of LQ. Associations between MCDs and the domains of LQ were also identified.

An associate degree of nursing program in the southeastern region of the United States has had significant increases in student attrition over the past few years. Admission requirements did not include an entrance exam, such as the Test of Essential Academic Skills (TEAS), which may be useful in decreasing the deficiencies associated with poor student progression. Guided by the Knowles' theory of adult learning and Bandura's social learning theory, the purpose of this correlation study was to explore the relationship between the TEAS scores and the cumulative grade point average (GPA) of first-year students to determine if success at the completion of students' first year in the nursing program can be predicted from the overall TEAS score and its subsections of reading, math, science, and English. Archival data for 130 nursing students enrolled from 2012 to 2013 were analyzed using stepwise multiple regression. According to the study results, there was a significant correlation of the total TEAS score and student GPA after the first year of nursing school. The first semester GPA was positively related to the TEAS English score and the TEAS science score; however, there was no significant correlation found for TEAS math and reading scores with students' GPA. A 3-day workshop and a student mentoring program were developed to address academic deficiencies of at-risk nursing students, particularly in English and science. Positive social change can occur through improved retention, which will lead to a higher number of nursing graduates eligible to take and pass the National Certification Licensure Exam for Registered Nurses, provide job security for graduates, and improve the present critical shortage of nurses in the United States.

Teaching critical thinking is a national education goal. The ability to think critically is considered an essential skill of nursing graduates and is a necessary component of competent nursing practice. Therefore, nursing programs must address critical thinking for accreditation. The literature reports that teachers in all areas of education are having difficulties infusing critical thinking teaching strategies into their current teaching practices and critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies as perceived by nursing faculty in generic, BSN programs in Tennessee. Data were collected by a designed survey mailed to all nursing faculty in Tennessee who were currently teaching generic, BSN students. A final response rate of 72% was obtained. Based upon a comprehensive review of the literature, an instrument was constructed to elicit responses on attitudes and beliefs regarding the teaching of critical thinking and demographics of nurse educators. A pilot test was conducted for the purpose of refining the survey. Reliability of each of the eight sub-scales was tested using Cronbach's alpha with coefficients ranging from .51 to .83. The study found that students' attitudes and expectations, as perceived by these nurse educators, represented the single greatest barrier to the implementation of critical thinking teaching strategies followed by time constraints and the perceived need to teach for content coverage. Likewise, these nurse educators reported that the importance and relevance of teaching for critical thinking was the least barrier to teaching for thinking. Contrary to the literature, the results showed that these nurse educators felt confident in their abilities to teach for critical thinking but perceive a need for more education in this area. Significant differences were found among nurse educators with different levels of education (MSN, PhD, EdD) on the perceptions of barriers to teaching for critical thinking. The MSN respondents reported the highest barriers, followed by the PhD respondents and then the EdD respondents who reported the least barriers to teaching for thinking. Similarly, significant differences were found among the nurse educators based upon the educational activities engaged in for the purpose of developing skills in teaching for critical thinking. There was a consistent inverse relationship between the number of educational activities engaged in and the perceived barriers to the teaching for critical thinking; the respondents who reported the fewest activities reported the highest barriers and the respondents who reported the most educational activities had the fewest perceived barriers. The results of this study add to the body of knowledge regarding the barriers nursing faculty encounter when teaching for the promotion of students' critical thinking. The findings are useful for nursing programs when deciding how best to facilitate faculty development in this area. This study suggests that targeting students' attitudes and beliefs about new ways of teaching and learning as well as granting more time and educational opportunities for faculty to develop in this area may be the most productive ways educational administrators can support and encourage faculty to teach for critical thinking.

A nonexperimental descriptive study was conducted to determine the interrelatedness among coping strategies, humor and burnout among nursing education faculty. The conceptual framework of this study was based on the constructs of coping strategies and humor which were conceptualized as having a direct relationship to burnout. Areview of the literature concerning coping, humor and burnout supported this proposition and emphasized the need for empirical testing. Coping Humor Scale. Wavs of Coping Questionnaire and Maslach Burnout Inventory were the instruments used to measure the constructs. Academic history and demographic data sheets were also used. Hie instruments were mailed to 285 nursing faculty teaching in programs of nursing in the Dallas /Fort Worth, Texas area. The return rate for the mailing was 70.07%. Burnout among nursing education faculty showed a low degree of emotional exhaustion (54.8%), a low degree of depersonalization (84.7% and a low degree of personal accomplishment (60.7%). The findings did not reveal a high or low degree of burnout but rather a pattern of burnout suggestive of a different stage. Humor as a coping mechanism during stressful events was not frequently used. The highest proportion of nursing education faculty used distancing (46.53%) as a coping strategy. The second strategy used was planful problem solving (11.3%) with escape-avoidance used the least (3.34%). Multiple regression was used to test the research questions related to the predictor variables of coping, academic history and demographic data as they relate to each criterion variable of burnout. The use coping strategies (including humor) to predict various stages of burnout revealed only weak variable predictors. Academic history and demographic were also weak predictors for burnout.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-08-09T14:07:27Z No. of bitstreams: 2 Tese - Valquiria Coelho Pina Paulino - 2016.pdf: 860942 bytes, checksum: 6d5cacf017c6629cb84860a5d389a67e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-09T15:03:34Z (GMT) No. of bitstreams: 2 Tese - Valquiria Coelho Pina Paulino - 2016.pdf: 860942 bytes, checksum: 6d5cacf017c6629cb84860a5d389a67e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-09T15:03:34Z (GMT). No. of bitstreams: 2 Tese - Valquiria Coelho Pina Paulino - 2016.pdf: 860942 bytes, checksum: 6d5cacf017c6629cb84860a5d389a67e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-23 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The overall objective of the study was to analyze the teaching identity, practice and training of teachers of undergraduate courses in public and private nursing in the state of Goiás. Methodology: Field research, descriptive cross-sectional. The sample consisted of 213 teachers which corresponds to 74.2% of professionals in undergraduate courses in Nursing, 60 linked to public and private courses to 153. For collection, we used a questionnaire addressing the teacher identity in personal, professional and administrative dimensions. Data were tabulated in Microsoft ® Excel 2010 program and the statistical analysis by SPSS program for Windows, version 16.0. Results: In the personal dimension the predominant age group was 30-51 years, and the oldest are in public institutions. In the professional dimension, the prevailing academic courses in Pubic was the doctorate and private in the Masters. As for specific training for teaching 85% of teachers were public courses and 73.8% in private. In the administrative dimension, public courses, the working time average in higher education was 11.13 years, 81.7% statutory, 81.7% worked exclusively at the university, with average weekly working hours of 38.53 hours, and 11.3 hours for education, 7.97 hours for planning and 19.3 hours for research and extension activities, 55% earned more than 8 times the minimum wage. Among the participants, 86.7% have published at least one article in a scientific journal and 70% in conference proceedings in the last three years. The greatest difficulty pointed to the teaching exercise was the workload and demand for production and qualification (31.6%). In private courses, the working time average in higher education is 8.95 years, 79.1% were hourly, with weekly working hours of 42.46 hours, and the average in education 23.7 hours and 6.76 hours of planning, having no specific time for research. As for workplaces, 39.2% worked in two or more institutions and 28.1% earned over 8 minimum wages, 22.9% have published at least one work in conference proceedings and 37.3% in the journal three years. The greatest difficulty pointed to the teaching exercise was the lack of interest and intellectual training of students (37.2%). Conclusions: There are differences in the teaching identity, practice and training of teachers of public and private institutions in this respect confirming the first hypothesis established for the study. The second hypothesis was refuted because, teachers in both types of courses studied, most have specific training for teaching and there is a search movement of teachers for qualifying. / O objetivo geral do estudo foi analisar a identidade docente, prática e formação dos professores dos cursos de graduação em Enfermagem públicos e privados do Estado de Goiás. Metodologia: Pesquisa de campo, descritiva do tipo transversal. A amostra constitui-se de 213 professores o que corresponde a 74,2% destes profissionais nos cursos de graduação em Enfermagem, sendo que 60 vinculados aos cursos públicos e 153 aos privados. Para a coleta, utilizou-se um questionário que abordou a identidade docente nas dimensões pessoal, profissional e administrativa. Os dados foram tabulados no programa Microsoft ® Excel 2010 e a análise estatística realizada pelo programa SPSS® for Windows®, versão 16.0. Resultados: Na dimensão pessoal a faixa etária predominante foi de 30 a 51 anos, sendo que os mais velhos estão nas instituições públicas. Na dimensão profissional, a formação acadêmica predominante nos cursos púbicos foi o doutorado e nos privados o mestrado. Quanto à formação específica para a docência 85% dos professores eram dos cursos públicos e 73,8% nos privados. Na dimensão administrativa, nos cursos públicos, a média de tempo de trabalho no ensino superior era de 11,13 anos, sendo 81,7% estatutários, 81,7% trabalhavam exclusivamente na universidade, com média de carga horária semanal de 38,53 horas, sendo 11,3 horas para o ensino, 7,97 horas para o planejamento e 19,3 horas para atividades de pesquisa e extensão, 55% ganhavam acima de 8 salários mínimos. Entre os participantes, 86,7% publicaram no mínimo um artigo em revista científica e 70% em anais de congressos nos últimos 3 anos. A maior dificuldade apontada para o exercício docente foi a sobrecarga de trabalho e exigência por produção e qualificação (31,6%). Nos cursos privados, a média de tempo de trabalho no ensino superior é de 8,95 anos, 79,1% eram horistas, com carga horária semanal de 42,46 horas, sendo a média no ensino 23,7 horas e 6,76 horas de planejamento, não tendo tempo específico para a pesquisa. Quanto aos locais de trabalho, 39,2% atuavam em duas ou mais instituições e 28,1% ganhavam acima de 8 salários mínimos, 22,9% publicaram no mínimo um trabalho em anais de congressos e 37,3% em revista científica nos últimos três anos. A maior dificuldade apontada para o exercício docente foi a falta de interesse e de preparo intelectual dos alunos (37,2%). Conclusões: Existem diferenças quanto à identidade docente, prática e formação dos professores das instituições públicas e privadas confirmando neste aspecto a primeira hipótese estabelecida para o estudo. A segunda hipótese foi refutada, pois, os professores nos dois tipos de cursos estudados, a maioria tem formação específica para a docência e existe um movimento de busca dos docentes para a qualificação.