Faculty perspectives on preparation for the nurse educator role in undergraduate nursing
DOI:
https://doi.org/10.35699/2237-5864.2025.55225Keywords:
education, nursing, nursing education, nursing degree programs, curriculumAbstract
Introduction: This study examines an undergraduate nursing program at a public higher education institution of the state of Amazonas, Brazil, focusing on how pedagogical preparation for teaching is addressed in nurse training and how faculty understand this aspect of their role. Objective: To investigate how pedagogical preparation for teaching is incorporated into nurse training from the perspective of faculty in an undergraduate nursing program. Methods: We conducted a qualitative exploratory-descriptive study with nine nurse educators at a public higher education institution in the state of Amazonas. Data were collected through semi-structured interviews exploring how pedagogical preparation for teaching is incorporated into nurses’ educational practice. Qualitative data were analyzed using thematic content analysis. Results: Professional development for teaching is a continuous process, yet pedagogical gaps hinder nurses’ transition into academic roles. Undergraduate teaching assistantships in the nursing program were described as an early pathway to an academic career. The findings underscore the need for pedagogical training and specific qualifications focused on teaching practice for nurse educators. Conclusion: Experiences during undergraduate training, such as participation in assistantships, have emerged as an important factor in choosing an academic career. However, because nursing has historically been centered on clinical care, undergraduate nursing education does not adequately prepare professionals for teaching careers, leaving pedagogical gaps in undergraduate nursing programs.
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Copyright (c) 2025 Lorena Gleice Azevedo da Silva, Karina Xavier de Lima, Jéssica Karoline Alves Portugal, Hyana Kamila Ferreira de Oliveira, Nair Chase da Silva
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