This investigative process has as its object of study the organization of the Pedagogical Projects (PP) of the Undergraduate Nursing from Maceió/AL. This is a survey with a qualitative approach type exploratory-descriptive that follows a complex perspective of education and adopted the document analysis as a technique for processing data and production of information. Was used as primary sources the PP of the six courses of graduation in Nursing from Maceió/AL and data collection instrument was constructed from the landmarks that makes up the PP and its constituent elements. Pre-analysis of the information produced was given from the drafting tables and summaries, and then the analysis of the three categories and eight subcategories identified from the PP studied. Was possible to see, from the analysis of the PP, which under graduate courses in nursing are experiencing a transition from a liberal perspective to a progressive perspective. In general, the courses have sought to break with the traditional Cartesian model, adhering initially DCNEnf and adopting the theories, methods and strategies of teaching-learning in an active way, dynamic and formative even structuring their curricula in disciplines. However, the conflict of concepts which sometimes are directed to liberators models and another for conservatives show that has not been an easy task to organize a PP in a new perspective. The analysis outlined from the idea of operators/principles of complexity and organizational tetragrammaton, which allowed a reflection towards the construction of complex PP, despite not having identified PP in this study that walked for that direction. With the result of this study, it is expected to offer nursing courses subsidy to the discussion on the organization of PP in order to contribute with a more humane society, supportive, critical, reflective, socially committed and with the principles and guidelines of the National Health System, finally complex. / O presente processo investigativo tem como objeto de estudo a organização dos Projetos Pedagógicos (PP) dos Cursos de Graduação em Enfermagem de Maceió/AL. Trata-se de uma pesquisa com uma abordagem qualitativa do tipo exploratório-descritiva que segue uma perspectiva complexa na educação e adotou a análise documental como técnica para tratamento e produção das informações. Utilizou-se como fontes primárias os PP dos seis cursos de graduação em enfermagem de Maceió/AL e para a coleta dos dados construiu-se um instrumento a partir dos marcos que compõe um PP e seus elementos constituintes. A pré-análise das informações produzidas se deu a partir da elaboração de quadros e sínteses e em seguida pela análise das três categorias e oito subcategorias identificadas a partir dos PP estudados. Foi possível constatar, a partir da análise dos PP, que os cursos de graduação em enfermagem estão vivenciando uma fase de transição de uma perspectiva liberal para uma perspectiva progressista. De um modo geral, os inicialmente, as DCNEnf e adotando teorias, metodologias e estratégias de ensino aprendizagem ativas, dinâmicas e formativas, mesmo estruturando seus currículos em disciplinas. Contudo, o conflito de concepções que ora se direcionam para modelos libertadores e ora para conservadores revelam que não tem sido tarefa fácil organizar um PP numa perspectiva inovadora. A análise se delineou a partir da idéia dos operadores/princípios de complexidade e do tetragrama organizacional, o que possibilitou uma reflexão em direção a construção de PP complexos, apesar de não ter identificado neste estudo PP que caminhassem por essa direção. Com o resultado deste estudo, espera-se oferecer aos cursos de enfermagem um subsídio para a discussão sobre a organização dos PP de forma a contribuir com uma sociedade mais humana, solidária, crítica, reflexiva, comprometida socialmente e com os princípios e diretrizes do Sistema Único de Saúde, enfim complexa.

The problem with which this study is concerned is the inclusion of actual critical care experience in generic nursing curricula in the United States. A survey instrument was sent to faculty representatives selected by the dean of each of 312 generic baccalaureate nursing programs.

The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The theoretical framework for the study included Knowles's theory of adult learning, Maslow's theory on motivation, and Erikson's theory of psychosocial development. Forty-nine nursing faculty completed a survey with 2 components including a faculty questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether formal mentoring programs or length of employment were predictive of job satisfaction. Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither length of employment nor formal mentoring programs were predictive of job satisfaction. Recommendations included continued research on job satisfaction with larger samples of nurse faculty. These findings will promote positive social change by informing discussions at the local site on ways to improve job satisfaction amongst nursing faculty, which could reduce the nursing faculty shortage at the local site.

The United States is in the middle of a gripping nursing shortage; a shortage that is putting patients' lives in danger. This study determined the impact community and tribal colleges in severely economically distressed counties of the United States have on the nursing shortage faced by health care facilities serving these areas. The initial sample of 24 institutions selected in the Ford Foundation's Rural Community College Initiative (RCCI) (1995-2000). Data were collected from the Fall 1998 National Study of Post Secondary Faculty to obtain characteristics of faculty and from the 2003 Integrated Postsecondary Education Data System (IPEDS) to obtain characteristics of students, both at all publicly-controlled community colleges, all tribal colleges, and the 24 RCCI colleges that included 18 community and six tribal colleges. A survey was sent to the directors/deans/chairs of the nursing programs to ascertain issues related to the nursing program, nursing faculty, and nursing students. Respondents were asked to identify the healthcare facilities used for students' clinical experiences. A survey was then sent to each of these facilities asking about rural health, and source of nursing staff. Findings: 1) 87% of these these rural healthcare facilities are experiencing a significant shortage of nurses, and they are challenged to recruit and retain nursing staff; 2) Nursing programs, including both Licensed Practical Nursing and Associate's Degree Nursing are important to these rural community and tribal colleges, have seen growth over the past 5 years and expect to continue growth (86%); 3) Financial aid for nursing students is critically important; 4) Students are predominantly white and female; minorities are significantly under-represented; 5) Lack of subsidized public transportation and child care for nursing students even at tribal colleges are barriers that impact program completion; and 6) A shortage of nursing faculty exists at rural community and tribal colleges that negatively impacts student enrollment in these programs, thus reducing the rural nursing workforce pipeline. It is the rural community and tribal college nursing programs help provide severely economically distressed counties of the United States with the nursing workforce needed to decrease the nurse to patient ratio.