Formação pedagógica de professores de graduação em enfermagem: revisão integrativa da literatura

Abstract

Objective: To describe how the process of pedagogical training of teachers working in undergraduate nursing courses occurs. Method: Integrative literature review from 2005 to 2016, following the PVO model (Participants, Variables and Outcomes ‑ outcomes). The search took place in the Virtual Health Library in databases: LILACS, MEDLINE and BDENF using the keywords “Teacher”, “Nursing” and “Training” and the key word “Training”. Results: 31 articles were selected, predominantly written in English (93.5%), 6.5% written in Portuguese and none in Spanish. Regarding the training modality, 74.2% (n = 23) addressed the in‑service training of teachers; 22.58% (n = 07) treated the initial training and 3.22% (n = 01) referred to the two modalities.Conclusion: The in‑service training stands using strategies that can become effective to the extent that they develop in the workplace and can generate meaningful learning and reflection on teaching practice.