| Definition of professional competency |
Set of knowledge, skills and attitudes to perform work with excellence |
I define competence as a set of essential knowledge, skills and attitudes for professional nurses to perform their profession and have an efficient and effective practice (D2F). |
| There should be a balanced appreciation of knowledge, know-how and know-what during training |
I think that training takes place through three elements: knowledge, know-how and know-what. This triad needs to be worked on, one can not possess just one and find that they have succeeded in forming competency (D10E). |
| Attributes to work with children |
Know the different phases of child development |
I think it is imperative to address the developmental stages of the child as programmatic content. The student must theoretically understand how a child develops, the peculiarities, the important/concerning events in each stage theoretically before experiencing the practice (D3F). |
| List of factors that influence the health process of childhood illness |
I understand that it is necessary to have knowledge about the factors that influence the health/illness process of the child and to consider them in exercising the profession in practical actions with the health team, effectuating this content for students in nursing (D7E). |
| Performing child and family-centered care |
It is necessary to work on the theoretical foundation centered on the child and their family. This is the current concept, as we know that there are three types of focus for pediatric care: disease-centered care, child-centered care, and child and family-centered care, with the latter being the theoretical framework that we must adopt (D4D). |
| Adopting the systematization of nursing care oriented to the needs of the child and their family was indicated |
The nurse must provide systematized care to the child, focusing on satisfying their biopsychosocial needs in an organized way through instruments, prioritizing all levels of care for the child and their family (D2B). |
| Know how to welcome/receive and communicate with the child and their family |
It is important to make the student proficient in approaching and welcoming/receiving the child and their family through theoretical and practical knowledge. Thus, they will not suffer in this context when faced with the experiences that they have to deal with in the future (D4D). |
| Perform specific technical procedures for pediatric nursing |
I believe that it becomes a danger to not have the technical ability to provide child care in everything, but especially in hospital care, in airway management, catheter/IV devices, breastfeeding management and feeding. We need to put responsibility on the teacher to enable students to be able to perform procedures (D9B). |
| To know the public policies focused on comprehensive child health care |
I believe that the student must have knowledge about the public policies directed at children, which base and prioritize expanded health care, setting a critical and reflective view of the importance of comprehensiveness present in the guidelines of these policies as the main guiding axis (D1B). |
| Caring for children at all levels of health care |
I think that nursing students should have contact with healthy children, experience healthy children and look at them in the scope of comprehensiveness, in the scope of promotion, and not only from an aspect of an already present disease (D8C). |
| Advances in professional competency training in pediatric nursing |
Partnership established between the fields of practice and educational institutions |
Look, even though there is a need for ability on the part of the university to make suitable practice fields feasible for the students, we have the facility, since there are openings and reception by day cares, city hall and hospital, and that makes all the difference in the teaching and learning process (D5E). |
| Curricular organization that gradually addresses teaching primary health care up until the hospital |
The students in the first and second years are enrolled in Primary Care, the third year is all hospital, and in the fourth year it is half/half so they can understand public policies and actions to promote health and prevention, in order to learn how to work with sick children, as it should be (D6A). |
| Institution is open for discussions and curricular changes |
I say that for one of the facilities to work, thinking from the perspective of training and the evaluation of competency, is the willingness of the educational institution to reflect on the curriculum all the time, giving this freedom, proposing discussion, changes and courses for the teachers (D7E). |
| Challenges for professional competency training in pediatric nursing |
Theoretical and practical hours reduced for teaching pediatric nursing, with late insertion of the student in contact with children |
The greatest difficulty for molding competency regarding the care of children in the nursing graduate is the fact that they are not inserted into activities with children and their families in the first year. It’s late, this insertion could be much earlier. This is a flaw, a curricular gap, also characterized by a short time of theory, a short time of practice, which devalues their academic gaze into the universe of children (D2F). |
| Lack of integration of the disciplines in forming competency in pediatric nursing |
We work exclusively with our discipline, without articulation with the other disciplines. The thought in this way is fragmented and the student, alone, nor always succeed in the calls you need establish and your critical thinking is impaired (D8C). |
| Difficulty in adapting students to active teaching methodologies |
Despite our efforts, we still cannot accomplish the active methodology all the time. Especially due to the resistance of the students themselves, some groups are expecting an expository dialogue class, they want the content ready, spit out, they want rote education. Do you think that nowadays, just because of technology, the students are very different than those from the past? In their aspirations and in the way they want things? You fool yourself and feel disappointed (D15E). |
| Evaluating acquiring competency to perform in pediatric nursing |
Verification of the student’s ability to identify and solve childrens’ problems through problematization |
I evaluate competency acquisition by the ability to use problematization, solving problems and situations that mimic real life, or real life itself, by using their knowledge, skills and attitudes. For me, this is a well-founded criterion to ensure that, in fact, there was ideal training of child care competency (D9B). |
| Use of different instruments to monitor student evolution in acquiring knowledge, skills and attitudes |
People are very involved in evaluating knowledge, skills and attitudes, using different activities such as practices, simulations, case studies and seminars, self-assessment, their attitudes in structuring their portfolio, and their attitudes during practical evaluations, this only removes the traditional evaluations (D5E). |
Training and evaluation of professional competency in pediatric nursing: perspective of university professors