Revista brasileira de enfermagem · 2026
Portuguese nurses' perceptions of how educational models influence professional identity and practice.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Fernandes Sandra Rita Pereira, Oliveira Márcia Maria Carneiro, Pereira Maria de Fátima Carneiro, Teixeira Maria João Cardoso, Ribeiro Olga Maria Pimenta Lopes, Rodrigues Tânia Marisa Pinto, Torres Cânia Patrícia, Araújo Beatriz Rodrigues
Аннотация
OBJECTIVES: to understand how the Traditional and Social Constructivist models used by nurse educators influence Portuguese nurses' professional identity formation and clinical practice.
METHODS: descriptive, qualitative study guided by the ego-ecological theory of Zavalloni and Louis-Guérin. Data were generated by exploring responses to the Psychosocial Identity Inventory in representational units of identification with and differentiation from nurse educators, complemented by interviews conducted using recommended techniques.
RESULTS: nurses identified with educators aligned with the Social Constructivist Model and distanced themselves from or opposed those aligned with the Traditional Model. Findings revealed leadership roles and obstacles within the identification and differentiation groups.
FINAL CONSIDERATIONS: within the Social Constructivist Model, the influence of educators on nurses' professional identity formation and clinical practice proved more effective. Encouraging nurses to assume a critical and transformative role supports professional development and strengthens a culture of leadership oriented toward the quality of care and innovation.
METHODS: descriptive, qualitative study guided by the ego-ecological theory of Zavalloni and Louis-Guérin. Data were generated by exploring responses to the Psychosocial Identity Inventory in representational units of identification with and differentiation from nurse educators, complemented by interviews conducted using recommended techniques.
RESULTS: nurses identified with educators aligned with the Social Constructivist Model and distanced themselves from or opposed those aligned with the Traditional Model. Findings revealed leadership roles and obstacles within the identification and differentiation groups.
FINAL CONSIDERATIONS: within the Social Constructivist Model, the influence of educators on nurses' professional identity formation and clinical practice proved more effective. Encouraging nurses to assume a critical and transformative role supports professional development and strengthens a culture of leadership oriented toward the quality of care and innovation.