This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that foster such competence in them. The study also revealed discrepancies in the perceived levels and sources of competence between professionals who have completed either one or three years of full-time employment in student affairs. While some quantitative studies have addressed competence in student affairs professionals, the literature lacks in-depth information regarding the acquisition of competence of new professionals. This basic qualitative study offers rich information about competence development from the professionals themselves. Participants graduated from five master's-level student affairs preparation programs housed at large public institutions in Florida. They generally felt competent at the mid-range (intermediate) in the ten areas published by the American College Personnel Administrators - College Student Educators International (ACPA) and the National Association of Student Personnel Administrators - Student Affairs Administrators in Higher Education (NASPA). Primary sources of competence were full-time experience in student affairs, graduate preparation programs, and professional development. Those who obtained their degrees more recently reported higher levels of competence than those who have been in the field longer. Other interesting themes relating to competence development emerged, as well.

The SkillMill project is an initiative co-funded by the Erasmus+ programme of the European Union. The primary goal is to provide students who study abroad a way to keep track of the existence and development of their professional competencies. These competencies include skills like interacting with colleagues, how you solve problems, and how you plan your work. These competencies are highly sought after by employers, and according to some employers, many candidates lack the necessary professional competencies they need to be effective in the working environment. We provide the SkillMill project with a mobile application in which the target group, students, can keep a journal about transformative experiences. The created mobile application serves as a foundation for the SkillMill project to build upon further to allow users to identify, understand and verbalize their professional competencies. A usability test was used to evaluate the design of the application, which showed that the design works well. / SkillMill-projektet är ett initiativ samfinansierat under Erasmus+ programmet inom den Europeiska unionen. Huvudmålet är att förse utbytesstudenter med ett sätt att bli medveten om och utveckla sina professionella kompetenser. Dessa kompetenser inkluderar din förmåga att interagera med kollegor, problemlösningsförmåga och planeringsförmåga. Dessa kompetenser är väldigt efterfrågade av arbetsgivare, och enligt vissa saknar många kandidater de professionalla kompetenser som krävs för att de ska vara effektiva på arbetsplatsen. Vi förser SkillMill-projektet med en mobilapplikation där målgruppen, studenter, kan föra dagbok om utmärkande händelser. Den skapade mobilapplikationen är en grund för SkillMill-projektet att bygga vidare på för att tillåta användare att identifiera, förstå och verbalisera deras professionalla kompetenser. För att testa mobilapplikationen gjordes användbarhetstester för att utvärdera applikationens design, resultaten var positiva.

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This study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning. / Ph. D.

<p>Although ABET has outlined educational outcomes to help prepare students with the necessary competencies to succeed in professional engineering practice, it is unclear how confident students are in their professional engineering skills. <i>Competency</i> refers to the<i>“generic, integrated and internalized capability to deliver sustainable effective performance in a certain professional domain, job, role, organizational context, and task situation.” </i>Understanding their competency provides students with a bridge to connect their academic experiences with their ability to perform their workplace duties. To help students assess their competency, I developed the Self-efficacy Inventory for Professional Engineering Competency (SEIPEC), an inventory that aims to measure engineering students’ self-efficacy for professional engineering competencies. Unlike other inventories in engineering that measure the academic experience or other self-efficacy inventories that do not focus on the engineering population, this career assessment is designed for college-level engineering students to evaluate their subjective readiness for successful performance in the workplace. </p> <p>SEIPEC is a tool for students to self-assess their professional competencies, aiming to empower students to become reflective about their learning and increase awareness of workplace competencies. SEIPEC was developed based on the American Association of Engineering Societies’ Engineering Competency Model (ECM). The ECM identifies factors that contribute to self-efficacy for professional engineering competency. ECM was developed using the Delphi method and encompasses a comprehensive list of competency statements that were approved by industry leaders and engineering educators to encapsulate the competencies needed for a professional engineer.</p> <p>The data include 434 complete responses from bachelor’s and master’s students at a Midwest research-intensive university. The sample represents 13 engineering disciplines, such as electrical and computer engineering and mechanical engineering, and includes 282 male and 146 female students, 48 first-generation students, and 63 international students. After the exploratory factor analysis and the confirmatory factor analysis, a four-factor model with 20 competency statements was validated as the measurement for self-efficacy for professional engineering competency. The four factors that contribute to the self-efficacy of professional engineering competency include (a) sustainability and societal impact, (b) health and safety, (c) application of tools and technologies, and (d) engineering economics. </p> <p>The SEIPEC tool has the potential to empower engineering students to reflect upon and connect their academic experience with professional competencies. SEIPEC would provide students with a method to self-evaluate their skills in addition to other assessment methods such as course grades and traditional engineering exams. <a>The results of self-assessment for professional engineering competencies could increase students’ awareness of professional competencies, thus helping students to become more intentional in connecting learning with their professional preparation. </a>Career advisors and counselors can also use this tool to guide career advising conversations revolving around students’ choice to pursue and prepare for engineering as a career path. </p>

No Brasil, a implantação da Estratégia Saúde da Família (ESF) se constitui em um arranjo institucional para implementar a Atenção Básica à Saúde (ABS) como eixo estruturante do Sistema Único de Saúde. Tem como compromisso reorganizar as práticas assistenciais em saúde com vistas a promover a mudança no modelo de assistência à saúde da população. Nesse processo, o Ministério da Saúde, entre outras iniciativas, estabelece a Política Nacional de Promoção da Saúde e define, como um dos seus eixos prioritários, o incentivo às ações de práticas corporais/atividades físicas. Recentemente, também foram criados, os Núcleos de Apoio à Saúde da Família, com a intenção de ampliar a abrangência e o escopo das ações e serviços na ABS, incluindo o profissional de educação física como uma das profissões que deverá atuar junto a uma equipe de saúde interdisciplinar. Recentemente, temos observado inúmeros programas e iniciativas envolvendo a presença do profissional de educação física na ABS, e, portanto, nos mobilizamos a desenvolver esta pesquisa com o objetivo de elaborar e analisar as competências que podem ser requeridas do profissional de educação física no contexto da ABS. Os sujeitos da pesquisa são profissionais de educação física que trabalham em programas de promoção das práticas corporais/atividades físicas, vinculados à rede básica de atenção à saúde do SUS e, também, pesquisadores que estudam o tema educação física e Sistema Único de Saúde. Para coleta dos dados, foi utilizada a técnica Delphi, com organização e tratamento dos dados por meio de análise de conteúdo. Como resultado, foram elaboradas 58 competências, sendo estas organizadas e analisadas em três dimensões, a saber: conhecimentos, habilidades e atitudes, com características pertinentes ao campo da ABS, principalmente ao destacar os seguintes atributos: a integralidade da atenção, considerando a indissociabilidade das ações, promocionais, preventivas, de tratamento e de reabilitação; a continuidade da atenção com articulação intersetorial visando à integralidade dos serviços de saúde e afins; a humanização para o estabelecimento de vínculos, principalmente, por meio da escuta; o trabalho em equipe para a atuação interdisciplinar e a promoção da saúde, voltada também para a emancipação dos sujeitos. Esse conjunto de competências não desconsidera os conhecimentos acumulados e as práticas consagradas da área da educação física, mas nos remetem ao entendimento de que o trabalho em ABS é permeado de complexidades e singularidades que não são habitualmente tão familiares, o que pode \"tirar o chão\" do profissional de educação física, ao mesmo tempo, que pode se constituir num terreno onde se criarão possibilidades para promover, a partir de esforços acumulados, a produção de novos conhecimentos, habilidades e atitudes. / In Brazil, the implementation of the Family Health Strategy constitutes in an institutional arrangement to implement the Primary Health Care as a framework of the Brazilian Unified Health System. It has a compromise to reorganize health care practices with a view to promote change in the model of health care to the population. In this process, the Ministry of Health, among other initiatives, establishes the National Policy for Health Promotion and defines as one of its priorities, the encouragement of actions of body practices/physical activities. Recently it was also created, the Support Center for Family Health, with the intention of expanding the coverage and scope of activities and services in the Primary Health Care, including physical education teachers as one of the professionals which should work together with a team of interdisciplinary health. Recently, it was observed numerous programs and initiatives involving the presence of physical education professionals in Primary Health Care, and therefore, this research was developed in order to elaborate and analyze the skills that may be required for the physical education professional in the context of Primary Health Care. The subjects are physical education professionals who work in programs for the promotion of body practices/physical activities, linked to the primary health care of the Brazilian Unified Health System, and also researchers whose areas of study are physical education and the Unified Health System. The Delphi technique was used for data collection, with organization and processing of data through content analysis. As a result, 58 competencies were elaborated, which were organized and analyzed in three dimensions, namely: knowledge, skills and attitudes, with relevant features to the field of the Primary Health Care, particularly by highlighting the following attributes: comprehensiveness of health care, considering the inseparability of actions, which are promotional, preventive, treatment and rehabilitation; continuity of care with inter-sectoral articulation in order to the comprehensiveness of health services and the like; humanization for the establishment of bonds, mainly by listening; teamwork for interdisciplinary actuation and health promotion, also directed towards the emancipation of the subject. This set of competencies does not disregard the accumulated knowledge and evidencebased practices of physical education, but make us understand that the work in the Primary Health Care is permeated of complexities and peculiarities that are not usually familiar, which may \"cut the ground\" of the physical education professional, and at the same time, may constitute in a site where will be created opportunities to promote, from the accumulated efforts, the production of new knowledge, skills and attitudes.

No Brasil, a implantação da Estratégia Saúde da Família (ESF) se constitui em um arranjo institucional para implementar a Atenção Básica à Saúde (ABS) como eixo estruturante do Sistema Único de Saúde. Tem como compromisso reorganizar as práticas assistenciais em saúde com vistas a promover a mudança no modelo de assistência à saúde da população. Nesse processo, o Ministério da Saúde, entre outras iniciativas, estabelece a Política Nacional de Promoção da Saúde e define, como um dos seus eixos prioritários, o incentivo às ações de práticas corporais/atividades físicas. Recentemente, também foram criados, os Núcleos de Apoio à Saúde da Família, com a intenção de ampliar a abrangência e o escopo das ações e serviços na ABS, incluindo o profissional de educação física como uma das profissões que deverá atuar junto a uma equipe de saúde interdisciplinar. Recentemente, temos observado inúmeros programas e iniciativas envolvendo a presença do profissional de educação física na ABS, e, portanto, nos mobilizamos a desenvolver esta pesquisa com o objetivo de elaborar e analisar as competências que podem ser requeridas do profissional de educação física no contexto da ABS. Os sujeitos da pesquisa são profissionais de educação física que trabalham em programas de promoção das práticas corporais/atividades físicas, vinculados à rede básica de atenção à saúde do SUS e, também, pesquisadores que estudam o tema educação física e Sistema Único de Saúde. Para coleta dos dados, foi utilizada a técnica Delphi, com organização e tratamento dos dados por meio de análise de conteúdo. Como resultado, foram elaboradas 58 competências, sendo estas organizadas e analisadas em três dimensões, a saber: conhecimentos, habilidades e atitudes, com características pertinentes ao campo da ABS, principalmente ao destacar os seguintes atributos: a integralidade da atenção, considerando a indissociabilidade das ações, promocionais, preventivas, de tratamento e de reabilitação; a continuidade da atenção com articulação intersetorial visando à integralidade dos serviços de saúde e afins; a humanização para o estabelecimento de vínculos, principalmente, por meio da escuta; o trabalho em equipe para a atuação interdisciplinar e a promoção da saúde, voltada também para a emancipação dos sujeitos. Esse conjunto de competências não desconsidera os conhecimentos acumulados e as práticas consagradas da área da educação física, mas nos remetem ao entendimento de que o trabalho em ABS é permeado de complexidades e singularidades que não são habitualmente tão familiares, o que pode \"tirar o chão\" do profissional de educação física, ao mesmo tempo, que pode se constituir num terreno onde se criarão possibilidades para promover, a partir de esforços acumulados, a produção de novos conhecimentos, habilidades e atitudes. / In Brazil, the implementation of the Family Health Strategy constitutes in an institutional arrangement to implement the Primary Health Care as a framework of the Brazilian Unified Health System. It has a compromise to reorganize health care practices with a view to promote change in the model of health care to the population. In this process, the Ministry of Health, among other initiatives, establishes the National Policy for Health Promotion and defines as one of its priorities, the encouragement of actions of body practices/physical activities. Recently it was also created, the Support Center for Family Health, with the intention of expanding the coverage and scope of activities and services in the Primary Health Care, including physical education teachers as one of the professionals which should work together with a team of interdisciplinary health. Recently, it was observed numerous programs and initiatives involving the presence of physical education professionals in Primary Health Care, and therefore, this research was developed in order to elaborate and analyze the skills that may be required for the physical education professional in the context of Primary Health Care. The subjects are physical education professionals who work in programs for the promotion of body practices/physical activities, linked to the primary health care of the Brazilian Unified Health System, and also researchers whose areas of study are physical education and the Unified Health System. The Delphi technique was used for data collection, with organization and processing of data through content analysis. As a result, 58 competencies were elaborated, which were organized and analyzed in three dimensions, namely: knowledge, skills and attitudes, with relevant features to the field of the Primary Health Care, particularly by highlighting the following attributes: comprehensiveness of health care, considering the inseparability of actions, which are promotional, preventive, treatment and rehabilitation; continuity of care with inter-sectoral articulation in order to the comprehensiveness of health services and the like; humanization for the establishment of bonds, mainly by listening; teamwork for interdisciplinary actuation and health promotion, also directed towards the emancipation of the subject. This set of competencies does not disregard the accumulated knowledge and evidencebased practices of physical education, but make us understand that the work in the Primary Health Care is permeated of complexities and peculiarities that are not usually familiar, which may \"cut the ground\" of the physical education professional, and at the same time, may constitute in a site where will be created opportunities to promote, from the accumulated efforts, the production of new knowledge, skills and attitudes.

Vocational training in the business academy and cooperation with employers Marcela Sládková ABSTRACT The diploma thesis deals with contemporary issues of secondary vocational education and involvement of employers in this process. The theoretical part focuses on the system of secondary vocational education in the Czech Republic, the framework educational programs and the legislative of cooperation between schools and employers. Further it describes the goals of the Education Policy Strategy in the Czech Republic by 2020 in the area of Vocational Education in cooperation with employers and follows concrete possibilities of cooperation between employers representatives and business academy, especially within the students' practical training. The important role of the school principal in this collaboration is pointed out. The research part analyses the cooperation between the teachers, employers and students in terms of mutual requirements for practical training. This section provides knowledge, experience and incentives for employers, and also provides recommendations for cooperation in the same or similar types of schools. Critical assessment of the specific cooperation of one business academy with employers' representatives reveals the difficulties of this area of secondary vocational education in a wider...

Submitted by Biblioteca da Faculdade de Farmácia (bff@ndc.uff.br) on 2018-01-29T12:54:54Z No. of bitstreams: 1 Milton Dayrell Lucas Filho.pdf: 2812693 bytes, checksum: 721ab51495e471e64eba084ed97d60e3 (MD5) / Made available in DSpace on 2018-01-29T12:54:54Z (GMT). No. of bitstreams: 1 Milton Dayrell Lucas Filho.pdf: 2812693 bytes, checksum: 721ab51495e471e64eba084ed97d60e3 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Fundação Carlos Chagas Filho de Amparo à Pesquisa do Estado do Rio de Janeiro / A disponibilidade e o uso racional de medicamentos nos hospitais dependem da realização de um conjunto de atividades chamado de assistência farmacêutica. As atividades de assistência farmacêutica têm forte impacto nos resultados da assistência hospitalar e, consequentemente, na qualidade das intervenções clínicas e de segurança do paciente. Apesar disso grande parte das farmácias hospitalares brasileiras apresenta baixo nível de desempenho, independente do hospital onde estão inseridas. Este trabalho objetivou explorar conhecimentos e habilidades percebidos como necessários para o adequado desempenho da assistência farmacêutica hospitalar (AFH), tendo por referência o perfil dos profissionais e a dinâmica no Estado do Rio de Janeiro. O caminho metodológico para o alcance dos objetivos propostos foi organizado em três etapas. A primeira etapa consistiu no reconhecimento do espaço de prática farmacêutica hospitalar fluminense, por meio da investigação das características dos hospitais que compõem esta rede hospitalar, bem como do número de farmacêuticos que atuam nestes hospitais, tomando como base os dados do Cadastro Nacional de Estabelecimentos de Saúde. A segunda etapa focou na determinação do perfil dos farmacêuticos que atuam nestes hospitais, por meio da aplicação de questionário eletrônico semiestruturado. A terceira etapa empregou técnicas qualitativas de análise de dados com vistas à identificação de conhecimentos e habilidades que estes profissionais consideram importantes para a sua prática profissional. Os dados revelaram reduzido número de farmacêuticos por hospital, o que ensejou discussão acerca do potencial destes estabelecimentos para a realização das atividades de AFH e estruturação de um indicador de Potencial Humano para a Assistência Farmacêutica Hospitalar (PHAFH). A aplicação do indicador aos hospitais vinculados ao SUS do Rio de Janeiro revelou seis categorias possíveis para esse indicador (ótimo, muito bom, bom, ruim, muito ruim e péssimo PHAFH), com concentração dos hospitais nas categorias de pior resultado. A análise das respostas de 265 farmacêuticos que responderam ao questionário revelou perfil profissional focado na realização de atividades técnicas e administrativas, com reduzida interface com atividades clínicas e de ensino/pesquisa. Do mesmo modo, foi observada baixa integração do farmacêutico com a equipe multiprofissional de saúde do hospital. A correlação entre os conhecimentos, habilidades e atitudes identificados foi utilizada como estratégia para a proposição de competências para a atuação do farmacêutico em âmbito hospitalar. Foram identificadas 12 competências em aspectos gerais, específicos ou humanísticos, importantes para o exercício profissional. Estes resultados apontam para a necessidade de redirecionamento da prática profissional farmacêutica por meio da educação permanente e visando ao desenvolvimento e fortalecimento de competências para a AFH. Espera-se, com este trabalho, ampliar a compreensão da realidade da AFH no Rio de Janeiro e qualificar a formação para este espaço de prática, em benefício da população / The availability and rational use of medicines in hospitals depend on the realization of a set of activities called pharmaceutical services. The pharmaceutical services activities have a strong impact on the results of hospital care and, consequently, on the quality of clinical and patient safety interventions. Nevertheless most Brazilian hospital pharmacies have a low level of performance, regardless of the hospital where they are inserted. This study aimed to explore knowledge and skills perceived as necessary for the proper performance of hospital pharmaceutical services (HPS) with reference to the profile of the professionals and the dynamics in the state of Rio de Janeiro. The methodology used to reach the objectives was organized in three steps. The first one consisted in the recognition of the area of Rio de Janeiro hospital pharmacy practice through research of the characteristics of hospitals that make up the Rio hospital network, as well as the number of pharmacists who work in these hospitals, based on data from the National Health Establishments Register. The second stage focused on determining the profile of pharmaceuticals that work in these hospitals, by applying a semi-structured questionnaire. The third stage employed qualitative techniques of data analysis to identify the knowledge and skills that these professionals consider important for their professional practice. The data revealed small number of pharmacists per hospital, which stimulated discussion about the potential of these establishments to carry out the activities of HPS and structuring an indicator of Human Potential for the Hospital Pharmaceutical Services (HPHPS). The application of the indicator to the hospitals under the SUS in Rio de Janeiro revealed six possible categories for this indicator (excellent, very good, good, bad, very bad and terrible HPHPS), with a concentration of hospitals in the worst outcome categories. Analysis of 265 pharmaceutical answers to the questionnaire revealed professional profile focused on conducting technical and administrative activities, with reduced interface with clinical activities and teaching or research. Similarly, low integration of the pharmacist with the hospital's multiprofessional health team was observed. The correlation between the knowledge, skills and attitudes identified was used as a strategy for proposing competencies to the pharmaceutical work in hospitals. 12 important competencies for professional practice were identified in general, specific or humanistic aspects. These results point to the need to redirect professional pharmaceutical practice through permanent education and aiming at the development and strengthening of competencies for HPS. It is hoped this work broaden the understanding of the reality of HPS in Rio de Janeiro and to qualify the training for this space of practice, for the benefit of the population

Trata-se de uma pesquisa qualitativa que tomou como objeto a interface entre o ensino de enfermagem e o processo de trabalho assistencial em sua dimensão educativa, no que se refere ao desenvolvimento de competências para práticas educativas alicerçadas na Educação Popular em Saúde. Seus objetivos foram construir um perfil de competências para ação educativa da enfermeira em seu processo de trabalho assistencial, a partir da perspectiva dos sujeitos implicados na formação inicial em enfermagem e identificar conhecimentos, habilidades e atitudes para essa ação educativa. Utilizou-se o materialismo histórico e dialético como base teórico-metodológica e, como categoria conceitual, a competência, tal como definida por Perrenoud, ancorada nas concepções de trabalho em saúde e no saber operante postulados por Mendes-Gonçalves. A pesquisa foi realizada na Escola de Enfermagem da Universidade de São Paulo (EEUSP) e em dois serviços de saúde vinculados à USP e utilizados como campo de estágio de disciplinas do Bacharelado em Enfermagem: Hospital Universitário (HU) e Centro de Saúde Escola Butantã (CSE). A coleta de dados envolveu cinco grupos de sujeitos: o grupo 1, formado por cinco docentes que participam do Grupo de Apoio Pedagógico (GAP) da EEUSP; o grupo 2, com cinco alunas concluintes do Bacharelado em Enfermagem da EEUSP; o grupo 3, formado por dez enfermeiras, sendo cinco do HU e cinco do CSE Butantã; o grupo 4, integrado por dois gestores desses dois serviços; e, finalmente, o grupo 5, com oito usuários dos serviços mencionados, totalizando 30 participantes. Utilizou-se o grupo focal como técnica de abordagem para os grupos 1 e 2 e, para os grupos 3, 4 e 5, a entrevista semi-estruturada. Para análise dos dados empíricos, utilizou-se a técnica de análise de discurso proposta por Fiorin e adaptada por Car e Bertolozzi. Os discursos coletados foram decompostos em frases temáticas e essas em conhecimentos, habilidades e atitudes, segundo os quatro pilares da educação, para cada grupo abordado. Em seguida, à luz do referencial teórico utilizado, procedeu-se à recomposição desses conhecimentos, habilidades e atitudes, resultando na construção de dez competências para ação educativa da enfermeira: promover a integralidade do cuidado à saúde; articular teoria e prática; promover o acolhimento e construir vínculos com os sujeitos assistidos; reconhecer-se e atuar como agente de transformação da realidade em saúde; reconhecer e respeitar a autonomia dos sujeitos em relação à suas vidas; respeitar o saber de senso comum, reconhecendo a incompletude do saber profissional; utilizar o diálogo como estratégia para a transformação da realidade em saúde; operacionalizar técnicas pedagógicas que viabilizem o diálogo com os sujeitos assistidos; instrumentalizar os sujeitos com informação adequada e, finalmente, valorizar e exercitar a intersetorialidade no cuidado à saúde. A construção desse perfil de competências revelou, entre outros aspectos, a necessidade de ressignificar a ação educativa nos serviços de saúde, adotando-se a perspectiva da Educação Popular em Saúde. Neste sentido, construir competências para ação educativa da enfermeira constitui uma das tarefas para a formação inicial, na interface entre o ensino e o processo de trabalho assistencial da enfermagem / The focus of this qualitative study is the interface between nursing education and nursing care with regard to the development of competencies for educational practices based on Popular Health Education. The objective was to create a competencies profile for nursing care education activities by identifying requisite knowledge, abilities and attitudes. Historical and dialectical materialism was used as the theoretical and methodological framework. Competence was addressed as a conceptual category, as defined by Perrenoud, based on healthcare concepts and on instrumental knowledge as postulated by Mendes-Gonçalves. This study was conducted at the University of São Paulo Nursing School (EEUSP) and in two health centers linked to the University of São Paulo and used as a training ground for internship courses for the bachelor’s degree program in nursing. Data collection involved five groups of participants: group 1, made up of five professors, who are members of the EEUSP Grupo de Apoio Pedagógico (Education Support Group - GAP); group 2, made up of five USP nursing school graduates (bachelor’s degree); group 3, made up of 10 nurses, five from HU and five from CSE Butantã; group 4, made up of two managers of these two services; and finally, group 5, with eight users of the aforementioned services, for a total of 30 participants. A focus group was used for groups 1 and 2 and semi-structured interviews for groups 3, 4 and 5. Discourse analysis proposed by Fiorin and adapted by Car and Bertolozzi was used for analysis of empirical data. The statements collected were categorized into thematic phrases and these were further categorized into knowledge, abilities and attitudes, according to the four pillars of education for each group studied. In light of the theoretical framework employed, the knowledge, abilities and attitudes were reconstructed, resulting in the creation of 10 core competencies for nursing education activities: promoting full health care; integrating theory and practice; promoting embracement and building ties with patients; recognizing and acting as an agent for change in healthcare; recognizing and respecting the independence of participants; respecting the wisdom of common sense, recognizing the incompleteness of professional knowledge; using dialogue as a strategy to transform healthcare; employing educational techniques that facilitate dialogue with patients; empowering the participants with appropriate information and finally, promoting decentralization of healthcare. The building of this competency profile revealed, among other things, the need to redesign educational activities in healthcare around the Popular Health Education initiative. In this sense, building competencies for nursing education is one of the first tasks required to form the interface between education and nursing care