Incidentes críticos en los docentes de enfermería: descubriendo una nueva identidad

Mariela Aguayo-González; Montserrat Castelló-Badía; Carles Monereo-Font

doi:10.1590/0034-7167.2015680206i

Incidentes críticos en los docentes de enfermería: descubriendo una nueva identidad

Mariela Aguayo-González, Montserrat Castelló-Badía, Carles Monereo-Font

Research output: Contribution to journal › Article › Research › peer-review

Abstract

Objective: a qualitative study that followed the principles of the grounded theory in order to analyze the professional identity of nursing academics through the analysis of the most disturbing critical incidents. Method: semi-structured interviews were conducted with seven nurses who worked as professors and researchers in a private university in Barcelona. Results: the resulting empirical material was organized into two categories: characterization of critical incidents and responsiveness to the incident. Conclusion: the professional identity of nurses regarding the academic area is still under construction and inexperience is the major obstacle in the management of critical incidents in the teaching career.

Original language	Spanish
Pages (from-to)	219-227
Number of pages	9
Journal	Revista brasileira de enfermagem
Volume	68
Issue number	2
DOIs	https://doi.org/10.1590/0034-7167.2015680206i
Publication status	Published - 1 Apr 2015

Access to Document

10.1590/0034-7167.2015680206iLicence: CC BY-NC

http://www.redalyc.org/articulo.oa?id=267040408006

Cite this

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abstract = "Objective: a qualitative study that followed the principles of the grounded theory in order to analyze the professional identity of nursing academics through the analysis of the most disturbing critical incidents. Method: semi-structured interviews were conducted with seven nurses who worked as professors and researchers in a private university in Barcelona. Results: the resulting empirical material was organized into two categories: characterization of critical incidents and responsiveness to the incident. Conclusion: the professional identity of nurses regarding the academic area is still under construction and inexperience is the major obstacle in the management of critical incidents in the teaching career.",

author = "Mariela Aguayo-Gonz{\'a}lez and Montserrat Castell{\'o}-Bad{\'i}a and Carles Monereo-Font",

note = "Este trabajo forma parte de la tesis doctoral La identidad de los acad{\'e}micos de enfermer{\'i}a; un proceso en construcci{\'o}n, cuyo financiamiento est{\'a} subsidiado por la Beca de formaci{\'o} d{\textquoteright}Investigaci{\'o} Blanquerna, de la cual la Doctoranda es beneficiaria. Universidad Ram{\'o}n Llull. Barcelona, Espa{\~n}a.",

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AU - Monereo-Font, Carles

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N2 - Objective: a qualitative study that followed the principles of the grounded theory in order to analyze the professional identity of nursing academics through the analysis of the most disturbing critical incidents. Method: semi-structured interviews were conducted with seven nurses who worked as professors and researchers in a private university in Barcelona. Results: the resulting empirical material was organized into two categories: characterization of critical incidents and responsiveness to the incident. Conclusion: the professional identity of nurses regarding the academic area is still under construction and inexperience is the major obstacle in the management of critical incidents in the teaching career.

AB - Objective: a qualitative study that followed the principles of the grounded theory in order to analyze the professional identity of nursing academics through the analysis of the most disturbing critical incidents. Method: semi-structured interviews were conducted with seven nurses who worked as professors and researchers in a private university in Barcelona. Results: the resulting empirical material was organized into two categories: characterization of critical incidents and responsiveness to the incident. Conclusion: the professional identity of nurses regarding the academic area is still under construction and inexperience is the major obstacle in the management of critical incidents in the teaching career.

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