University nursing staff formation in research at UNAM’s

Abstract

Objective: To assess the research formation status of the university nursing professors at UNAM’s.

Methodology: This study used a quantitative, non-experimental, transversal, descriptive, and diagnostic methodological design. In the first phase, a situational diagnosis of the research professors is presented. In the second phase, a research-related educational intervention is carried out. In the third phase, the educational intervention is evaluated. This report shows the first phase of the research.

Results: From the 44 professors surveyed, 35% are Career Professors “A”, “B”, or “C”; 13% are Associated Professors “A”, “B”, or “C”; and 54% are Subject Professors “A” or “B”. Twenty five percent have a PhD; 43.10% have a Masters Degree; and 11.40% have a Graduate Specialty. In relation to the professors’ formation in research, 47% have “sometimes” taken knowledge theory courses; 40.9% have “sometimes” taken research methodology courses; 50.70% have “never” taken review articles seminaries; and 47.60% have “never” taken courses in essay-writing.

Conclusions: The research formation among these professors lies within the ranges of “some to very few times” in relation to their research courses taking. This suggests that there is a lack of research training in the three Entities and that it is necessary to encourage research training.