The objective of this book is to investigate the pedagogical training of the nursing teacher in view of the challenges of articulating two professional practices: teaching and nursing. By observing the anguish and difficulties faced by nurses due to the lack of didactic preparation and the very understanding that teaching is not simply the act of giving classes, I seek to problematize the professional identity of the "nursing teacher". Nurses are increasingly seeking teaching, uniting their practical knowledge of care with their careers as teachers, emphasizing the theme of this investigation, seemingly relevant for raising fundamental questions to the professionals in question. Nursing schools have already started a critical reflection on their own work, showing their concern with the quality of education they offer. The function of the nurse goes beyond the simple care of signs and symptoms, but moves in the direction of identifying problems, evaluating the assistance provided, ensuring quality work through the search for knowledge. The theme presented gains strength by reflecting a professional identity shuffled and under permanent construction.
