De lo asistencial a lo educativo: Trayectoria formativa de docentes nóveles de enfermería

Abstract

La presente investigación tuvo como objetivo analizar la trayectoria formativa de los docentes nóveles de enfermería de un instituto privado de Lima desde sus experiencias. Para ello, se plantearon los objetivos específicos de describir la experiencia de la formación inicial de estos docentes y explicar la experiencia de la formación continua. El estudio se realizó desde un enfoque cualitativo utilizando el método de corte fenomenológico, ya que se buscó comprender las vivencias y experiencias de los docentes desde su propia narrativa. Para recolectar información se emplearon biogramas y entrevistas a profundidad permitiendo abordar aspectos específicos de su trayectoria formativa. El análisis de los datos recopilados mostró que las experiencias de la formación inicial resultaron significativas, pues los docentes tendieron a replicar y mejorar en su labor docente lo aprendido en esta etapa. Sin embargo, el trabajo docente no se refleja ni está presente de manera significativa en la formación continua, ya que esta se ha centrado principalmente en el ámbito asistencial y no ha estado vinculada directamente al campo educativo. Finalmente, se concluyó que la formación inicial jugó un papel crucial en el desarrollo de la labor docente, ya que dicha formación proporcionó una base sólida para el ejercicio profesional. Sin embargo, la formación continua presentó limitaciones, al estar predominantemente orientada al ámbito asistencial, evidenciando una ausencia significativa de preparación pedagógica en estos profesionales.The aim of this research was to analyze the formative trajectory of novice nursing teachers at a private institution in Lima based on their experiences. To this end, the specific objectives were to describe the experience of initial teacher training and to explain the experience of continuous professional development. The study was conducted from a qualitative approach using the phenomenological method, as the aim was to understand the lived experiences of the teachers through their own narratives. Biograms and in-depth interviews were employed for data collection, which allowed for addressing specific aspects of their formative trajectory. The analysis of the collected data showed that the experiences of initial training were significant, as teachers tended to replicate and improve upon what they had learned during this stage in their teaching practice. However, teaching work is not reflected or significantly present in continuous professional development, as this has mainly focused on the healthcare field and has not been directly linked to the educational domain. Finally, it was concluded that initial training played a crucial role in the development of teaching practice, as it provided a solid foundation for professional practice. However, continuous professional development presented limitations, being predominantly oriented toward the healthcare sector, which highlighted a significant absence of pedagogical preparation in these professionals.