Perceptions related to the academic literacy of nursing education teachers

Abstract

The objective of this research is to investigate the perceptions that nurse educators have when monitoring the development of writing in the discipline. The relevance of the perceptions lies in the fact that, despite the fact that universities have formulated support plans for novice students and training actions for their academics, those who teach classes are not always aware of this relevant aspect in university education. , in addition to the fact that, despite the relative awareness they have about the importance of said accompaniment, there are conceptual gaps that must be reviewed.  For this purpose, based on a qualitative ethnographic design, a questionnaire was applied to a group of 17 professionals who teach nursing at a private open-access Chilean university. The result showed that, despite postgraduate training and years of experience in university teaching, most professionals do not develop constant actions in their teaching practice, which leads to superficial accompaniments in the writing task of learners. . The main conclusion derived from the above is that universities must develop permanent training actions for their academics that result in consistent support in the development of academic writing skills.