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Action plan in professional development in nursing

Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline.

In the health area, and in particular with regard to nurses, their training and their daily professional practice follow the same tendencies supported by the perspective of competencies-ability that one has to take initiatives not just being limited to predetermined activitiesunderstand and master new situations at work, take responsibility and be recognized for their actions 1.

The development of competencies during academic training does not guarantee the renewal of the practice. Perfecting these practices should be a personal commitment of nurses and employing organizations through forming a network of continuous knowledge. This possibility enables management competencies to be demystified as an ability and a natural talent, since they can be acquired resulting from the combination of capabilities, organized practices and knowledge that can be built from academic training and more permanently in professional Nursing practice 2 - 3.

  • The following were applied as exclusion criteria;
  • Priscila Meyenberg Cunha Sade;
  • The lack of hierarchical support was also raised by some participants, considered of great importance in the development process of nursing management competencies;
  • Other factors that also affect the quality and excellence of continuing education programs must be taken into consideration, such as the motivation and preparation of the nursing staff, the organizational culture that recognizes and values the continuous education sector and the availability material resources 15 , 20;
  • Priscila Meyenberg Cunha Sade;
  • In this sense, the development of competencies is justified as being an ongoing process fostered by the organization as a component of an evolving system of the labor market.

In this perspective, considerations arise that go against the National Continuing Education Policy, which advocates that the educational process is as much of a responsibility of the institutional sphere as the individual sphere. Continuous education can be viable if it is focused on continuous updating that seeks to innovate and meet the needs of the working world, as long as the institution along with professionals are committed to facilitating the planning, participating and also developing education actions 3.

Some studies have indicated the need for the mobilization of nursing management competencies at an academic education level, and that they relate to the demands of the working world 4 - 6.

Services on Demand

The study sample consisted of 16 nurses who were part of this organization in 2013. The inclusion criteria adopted were: The following were applied as exclusion criteria: Data collection was carried out in three steps: Semi-structured interviews included the characterization data of all participants and those related to the identification of demands, responses to meet these demands, problems, and suggestions for improving the development of management competencies of continuing education services within the reasoning of continuing education 7.

To ensure anonymity, the dialogues of the participants were transcribed and coded with a capital letter "E" and numbers determined by the order of the interviews, for example, E1, E2, E3, and so on. The data obtained from the interviews were translated in the form of a qualitative study focused on registered units, numbered in units of significance, classified and aggregated into categories, concluding with the preparation of a synthesis report.

The summary report proposes the presentation of the results obtained to create a collective information effect or 'self-awareness' in the organization about its problems over a short period of time 7 - 8. The report presentation to the participants aimed at giving feedback on the information which they generated, as well action plan in professional development in nursing providing a space for collective dialogue.

In the seminar discussion, participants met to consider the results and the overall situation portrayed by them during the interviews, and to determine two or three areas of priority activity in research and action 8. This event was held in April 2013 and 12 nurses participated. In this seminar, we presented a model of planning, training and development 9 to support the guideline, in order to design an action plan for a Continuing Education program for the development of competencies.

Three planning seminars A, B and C were carried out in the months of May, June and July 2013, with the participation of six, nine and nine participants, respectively. The seminars were 1 hour and 8 minutes long on average and provided a critical and reflective discussion of the issues listed by the group as the most relevant for the development of continuing education guidelines for the development of nursing management competencies in hospital organizations 9.

Data from the semi-structured interviews and discussion seminars and planning were analyzed according to the content analysis technique, in the thematic approach action plan in professional development in nursing. The organization of the content analysis had three stages: We emphasize that this study is in accordance with the guidelines and ethical standards of research involving humans. Results All research participants were nurses from hospitals.

The age range was 25-50 years, with a mean age of 34 years. Regarding the highest degree, there was a prevalence of specialization. The longest training time was 28 years and the shortest was 1. The actuation time in ongoing or Continuous Education ranged between 4 and 96 months. There was a predominance of assistance in professional practice of the participants focused on education, before being assigned to the current activity.

It is noteworthy to highlight that two nurses, one a nursing manager and another nurse responsible for Competency in Hospital Infection Control CHICalso had Continuous Education coordinating activities as part of their function. The themes that emerged from the empirical categories of this study were: Management competencies that require development Participants cited leadership and continuing education as management competencies that require improvement in the context of their hospital organizations, which are demands of continuing education service under their responsibility: Because nowadays in the university.

Difficulties in the development of nursing management competencies in the hospital organizations The difficulties listed by the research participants for the development of nursing management competencies in hospital organizations were: The dissociation between teaching and practice became clear from participants reporting that newly graduated nurses or those with little experience did not come prepared to play their managerial functions, generating training and development demands for continuing education services: Sometimes they even understand the theory, but because of the short training time, or even unprepared teachers.

They cannot perform their most important role, which is to follow the technician who is coming to their team and those that are already on the team E2.

And the new nurses who arrive [negative facial expression], the younger they are, the more unprepared they are E3. Research participants also mentioned the Lack of commitment of nursing professionals in participating in the structuring and planning of training promoted by the continuing education service: Adherence is very complicated, in the two months that I've been working with the teams, the nurses do not participate E13.

I invited the nurses from the neonatal and the pediatric units to structure a training session. I sent the first e-mail in March, and to this date [May] I have not received an answer. We have a lot of difficulty with training adherence of supervisors and managers, which really complicates the process E14. Other difficulties cited by the participants correspond to the Lack of human, physical and financial resourcesfor the development of nursing management competencies: We lack human, and physical resources, a specific budget for education, financial incentives for the professional seeking to improve in their area.

The lack of hierarchical support was also raised by some participants, considered of great importance in the development process of nursing management competencies: The biggest problem we face is the vertical hierarchy. In the sense that we are pointing to the solution, but we do not have support from senior managements.

This represents the lack of support.

I feel that when you have support of the coordination and management, you are half way there. Because I do not feel like I have that support, it seems that I have to start from scratch E8. Collective construction of guidelines as a strategy for the development of nursing competencies The collective construction of the guidelines took place in Planning Seminars A and B.

In Planning Seminar A, participants chose the following as main points: A project that would last all year long, so they would get involved and develop competencies. Something that would be permanent E8. When you can have this partnership [between HR, psychologist or outsourced companies], it is very productive. And I think it should involve more people; involve the hospital board, the HR management E8.

It is worth mentioning that in Planning Seminar A, the title, objective and the outline of the steps of the guideline structure were defined, considering description, action and accomplishment time of its dimensions.

Based on the data from the interviews from the Discussion Seminars and Planning Seminar A, a draft guideline was submitted in Planning Seminar B in order to confirm the relevance of its content, and also to have adjustments, revisions and improvements made by the group.

These were related to setting defined management competencies, using active teaching methodologies and specific tools for evaluating the program, and as a recommendation, to map the nursing competencies. We would first need to agree on a definition of these competencies E6. Participative teaching methodology, present the content, and based on these contents, work with role-playing, with workshops, scientific meetings, discussion groups E3.

Allow a moment of reflection for the group, with organizing modules involving similar groups E8.

Align it [the evaluation] with indicators, using reaction evaluation and critical analysis, in order to be able to show the importance and impact of education E16. Finally, in the Planning Seminar C, the guidelines which were validated and approved by the group are configured in a Continuing Education program that follows these steps: The purpose of the guidelines were defined as: To meet this demand, the continuous education service should use the strategy of Continuing Education, which provides space for thinking and creating a favorable scenario for professional development in the workplace, considered complex and absorbing for many of the nursing professionals.

In the context of hospital organizations in the studied scenario, the urgency in adopting leadership development programs and continuous education projects is evident, in order to prepare nurses to play the leadership role, and based on the establishment of an efficient communication process that stimulates action plan in professional development in nursing, co-responsibility and the appreciation for leaders and collaborators 13.

Research participants also mentioned the importance of the nurse recognizing the continuing education for self-improvement, their team improvement and improvement in the management of the unit under their responsibility. From the perspective of the World Health Organization Human Resources Development Program, continuing education is understood as education that is developed in the workspace, by the work and for the work.

It is a form of action plan in professional development in nursing in the employment context, in order to respond to the changes occurring in the working world and which should be considered as a strategy for the qualification of the worker 2 - 314 - 15. Some participants pointed out the difficulty of nurses in their organizations to understand that in addition to being able to learn how to learn, they have the duty and commitment to educating the professionals under their responsibility.

Above all, provide relevant training to their team so that its members learn new concepts, attitudes, solutions, and ideas, thereby modifying habits and behaviors and becoming more effective in what they do 16 - 17.

However, it is known that due to the complexity of healthcare organizations, the nurse having only the intention to develop their team is not enough. This responsibility needs to be shared with institutional support. Based on this and according to the statements of the research participants, it is imperative that nurses discuss and rethink their role as educators, and that organizations assert their commitment to managerial development of their employees by investing in ongoing education as a resource which will boost the autonomy and personal, professional and organizational growth 15.

The difficulties encountered by continuous education services in developing nursing management competencies were: Research participants reported that nurses arrive unprepared to act in their managerial function. Developing skills and general competencies identified by the National Curricular Guidelines DCN has been a major challenge for educational institutions due to the complexity of the labor market and due to prevalent pedagogical approaches in Nursing training being based on knowledge transmission, disregarding active teaching methodologies that enable an emancipatory education and transform reality, thus allowing the individual to answer the challenges of the contemporary world 318.

With this, the debate between the labor market and academics remains; as pointed out by the research participants, it is centralized in the profile of professionals being trained, which often differs from the demands and expectations of hospital organizations. In this sense, the development of competencies is justified as being an ongoing process fostered by the organization as a component of an evolving system of the labor market.

It requires association between teaching and practice, as well as new professional profiles and management models that require the mobilization of continuous knowledge. In the researched scenario, nurses have low participation in continuing education programs, which may be related to the multiple activities they perform, and therefore, time constraints, staff shortages and prior negative experiences with programs that followed continuing education logic 14.

Therefore, nurses need to understand that in the context of hospital organizations, they the nurses constitute a human resource of continuous education, recognizing that their commitment to programs will guide the creation, dissemination and use of knowledge in order to achieve organizational goals.

  1. The difficulties encountered by continuous education services in developing nursing management competencies were. From the perspective of the World Health Organization Human Resources Development Program, continuing education is understood as education that is developed in the workspace, by the work and for the work.
  2. The following were applied as exclusion criteria. The construction process of managerial profile competencies for nurse coordinators in the hospital field.
  3. Student's competences with regard to nursing administration. I sent the first e-mail in March, and to this date [May] I have not received an answer.
  4. This event was held in April 2013 and 12 nurses participated. Based on the data from the interviews from the Discussion Seminars and Planning Seminar A, a draft guideline was submitted in Planning Seminar B in order to confirm the relevance of its content, and also to have adjustments, revisions and improvements made by the group.

The existence of a continuous education service in the hospital organization does not negate the need for nurses' participation in educational processes. To develop their activities, continuous education services require human, material, financial and adequate physical resources. When insufficient, they become limiting factors to the development of training and development programs 20.

A Nursing Career Action Plan

We emphasize that in this study, two nurses combined other activities in addition to coordinating continuous education. Often the failure of continuous education programs is due to coordinators working part-time, having other activities such as monitoring units, covering for missing personal, as well as vacation and sick leaves.

As a result, these nurses do not have time, nor are able to exclusively devote themselves to the education activities. Therefore, the programs are poorly designed and inadequate 20. Regarding physical resources, as reported during the seminars, it is necessary that the physical structure is appropriate.

When the continuous education sector has resources like equipped classrooms and simulation labs, it is easier to develop programs 20 - 22. With regard to financial resources, these depend on the institution's policy and its interest in investing in human capital.

Nowadays, the great challenge for managers responsible for the continuing education sectors is achieving maximum positive results by performing training and developing programs using minimum financial resources 21.

However, financial support invested in training alone and development of human resources is not enough to guarantee good performance of workers.