Analysis of Professional and Educational Profile of Nurses of a General Hospital, to Create Professional Competence Matrix

This study tries to identify the perceptions of hospital nurses about the gaps and skills found during their training process that can help in the construction of a matrix of competence for working in a general hospital. This study is descriptive and exploratory, with a quantitative-qualitative approach, in which 30 hospital nurses participated. The data was collected through the application of a semi-structured interview and were analyzed using the Bardin technique. The participation of nurses brought answers so that gaps observed in their graduation, are reduced through future planning of teaching learning of a nursing undergraduate course, which will be addressed and developed in hospital practice. It is determined for the need to build a matrix of professional competence for nurses to work in a general hospital, strengthening the training of these future professionals.

pedagogical projects, investing in the training of future nurses in an ostentatious way, analyzing their teaching practices, so that nurses can face the labor market in hospital organizations and other areas of activity (Ministry of Education, 2001).
In view of this, competences such as human capabilities can be related as an ability to accomplish a specific task. These have become a basic element that allows companies to focus on the essential aspects of their business and have human capital that has the knowledge, skills and attitudes to meet the challenges of the globalized world (Correa, 2015).
A competence is defined by the ability to act effectively, based on knowledge, but without limiting itself to it. It is to have the critical knowledge to act in the most diverse situations. The result will be an effective action, starting from a scheme of mobilization of knowledge linked to discernment (Perrenoud, 2000).
Professional competence is a theme that has been studied in recent years, being essential to graduated nurses or even to the most experienced, so that they can face the difficulties encountered in the labor market. It is common to find stressful situations because what was learned in college does not always find convergence with practice in health institutions. Thus, the nursing students in the health service experience a strong feeling of insecurity and fear in the middle of difficulties, something continuous since the entry and the adaptive process, as professionals and as individuals.
In the development of work, nurses exercise responsibilities when accompanying patients, within care, who require specific competencies in order to certify excellence when assisting, while performing management and caring activities (Nilsson, Johansson, Egmar, Florin, Lekssel, Lepp, & Gardulf, 2014).
The relationships, interactions and associations between individuals, as complex beings, permeate the performance in the field of nursing and the entire health area, through competencies/skills/potentialities specific to or inherent to the professional activities of the nurser.
In the face of these complexities and the numerous activities that nurses must perform, it is important to ask with new knowledge, in order to strengthen the network of connections and interconnections necessary for human care, which is broad, dynamic, multifaceted and complex (Vergara, 2009). Therefore, it is perceived the relevance of proposing discussions on pedagogical proposals and curricular vicissitudes, so that graduates can ponder about the various knowledge of the profession, with reflection on the action at work.
The role of the university is to teach professionals so that there is an understanding of theoretical and practical knowledge, in such a way that it subsidizes the human aspects in the quality of the professional's attention provided to the patient (Eiró & Catani, 2011). In this primordial role, there is an extraordinarily strong bias towards the professional structuring of these students. Within this sphere, teachers are professionals who can instigate new perspectives, our conceptions about the knowledge to be worked throughout the training process and, later, provide reflections based on practical problems.
Being the competence's concept comprehensive and polysemic, Perrenoud (2000), states that the notion of competence should not only be understood by an optical caricature in which only the knowledge of 115 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 common sense or experience is mobilized. For this author, competence is the ability to mobilize a set of cognitive resources (knowledge, abilities, information, and others) in order to solve with relevance and effectiveness a series of situations.
Within this professional sphere, the hospital is a complex space, involving various functions within the nursing work, covering the educational, investigative, administrative-managerial area and the assistance area itself, which directly reflects on the excellence of the execution of care and articulation of these functions.
It is necessary to constantly adapt, since, while the patient is the central axis of their actions, it is necessary to make the use of instruments that help nurses in the administration of their work, aiming at improvements in taking care (Camillo, 2016).
In this sense, the study presents the following question: What are the perceptions regarding the facilities and difficulties encountered by nurses working at the Adventist Hospital of Belém (HAB) when observing their undergraduate training process, which can help in the construction of the matrix of professional competence for nurses to work in a General Hospital?
Developing competences helps the process of planning, making decisions, interacting, and managing people. Therefore, the definition of the competencies that will be worked when training nurses is still a challenge (Peres, 2017).
In view of the above, propositions related to the development of competences need to be challenged by educational institutions, with the purpose of bulking up what is fundamental for the training of nurses for the labor market.

Objective
To identify the perceptions regarding the facilities and difficulties encountered by nurses working in the HAB, when observing their graduation process, which can help in the construction of the matrix of professional competence for nurses to work in a General Hospital.

Method
The study was developed in accordance with CNS Resolution 466/2012 and was approved by the  Vol. 3, No. 4, 2020 We included 30 nurses who work at the hospital and who had already gone through the period of experience, with more than two years of effective work and who agreed to sign the Free and Informed Consent Form, after written authorization from the Hospital.
Data collection was performed in August 2020, through an interview with a semi-structured script and, after data collection, the content analysis was performed, according the orientation of Bardin (2016).
The interview script was composed of identification data with personal and socio-professional characterization of nurses: age, gender, working time, year in which he completed the undergraduate course, graduate studies, courses held in the last two years, participation in scientific events, study groups that participate, scientific activities performed and what facilities and difficulties perceived in the daily work attributed to his formative process.
After observing the results, it was done interferences and interpretations correlated to the expected objectives.

Result
Of the 30 interviews conducted, 19 (63.3%) professionals were female, demonstrating a relevant proportion compared to 11 (36.3%) males. There is a variation in age among participants that was observed as follows: 11 (36.33%) respondents are 26 to 30 years old, 9 (30%) from 31 to 35 years, 3 (10%) from 36 to 40 years and 6 (20%) from 41 years onwards. Regarding the time of performance in the function in the HAB, 14 (46.6%) nurses are in the role of 2 to 5 years, 10 (33%) from 6 to 10 years, 3 (10%) from 11 to 15 years and 3 (10%) for more than 15 years, as shown in Table 1. The courses conducted by nurses in the last two years was also an item addressed in the interview.
There was a predominance for the Manchester protocol with 8 (32%) of the nurses performing it, followed by wounds and dressings with 5 (20%), First Aid and COVID-19 with 3 (12%). The course of nursing management and the postgraduation in public audit was done by 2 (8%), followed by 1  Caring in a humanized way is a current need, considering that care often ends up becoming the application of a nursing technique (Selli, 1998).
(...) the relationships with the professional team make me feel belonging to that work and it helps me in the difficulties of the day-to-day. (Nurse-01) Being the routine complex and demanding within the hospital context, understanding the importance of humanized contacts will help in performing a tuned work, with a good flexibility in the difficulties of daily life. The health work process requires, in addition to an articulation of knowledge, due to its multi professional character, greater technical, ethical-political, and interpersonal relationship qualification (Dias, Stutz, Resende, Batista, & Sene, 2014).

Theory and Practice
In order to achieve action in the face of the various hospital contexts, nurses consider the importance of making a link between theory and practice, which can benefit the action, often so unexpected, and that requires a decision-making for an efficient action: The reality in the professional practice of nurses reflects that the execution of their work process goes beyond the dimensions of assistance, because it is linked to health work processes in an expanded way, being requested daily, skills and competences related to decision making. Decision-making can be defined as a choice between two or more alternatives that make it possible to achieve an expected goal, or closer to it (Marquis, 2005 Learning can be understood as a way to transform the person and reality; the student and the teacher become subjects in the teaching and learning processes, transforming their pedagogical and professional practices, building freedom responsibly. Thus, it is possible the critical reflection on their practice and learning (Souza, Iglesias, & Pazin-Filho, 2014).

Supervised Internships
Considering the participants, it is observed that several nurses affirm that the practice within internships greatly helped them to be able to act early in their careers, given the difficulties faced in the labor market, as reported below:  Taking care of all human complexity is a challenge for nurses because their demands never cease and can never be fully met. During the illness process, when frailties, fears, anxieties, and discomforts arise, attention to the emotional dimension of the human being is even more necessary (Pinto, Garanhami, França, & Pierotti, 2017 As a stimulus to a safe practice, the World Health Organization (WHO) has established a set of basic protocols, including the one related to the safe use and administration of medicines. The preparation and administration procedure, as it is an essential care for health reintegration is considered a challenge when it comes to the construction of a safe practice. Errors can occur at any stage of drug therapy, which can cause harm to the patient.
In view of the exposed reality, it should be elucidated that nurses mention that many difficulties in the work of care are related to the lack of well-directed internships and with a timely manner for the development of such skills and competencies. As a result, they face today a feeling of disability and personal/professional devaluation. Given the demands required, it is considered that there are few investments in the various specificities that nursing requires: Sometimes the curricular internship is an opportunity for the academic to answer their doubts, improve themselves and put into practice everything that has been learned during the course.
Supervised internship is understood as an important instrument for the training of nursing professionals, in which professional skills are developed and techniques and procedures performed daily in the 122 www.scholink.org/ojs/index.php/fet Vol. 3, No. 4, 2020 practice of the profession are improved. This period of field learning has the function of consolidating theoretical learning to train more qualified professionals and prepare them to face the labor market, which is increasingly competitive (Dias, Stutz, Resende, Batista, & Sene, 2014). Leadership emerges as the main instrument of the nursing process also understood as care management.

Standardization and Systematization of Professional
It is present in all the activities of the nurse, during the organization of the service, in the relationship with the team and the institution, as well as in decision-making, which even inherently occupies a place of extreme importance in the profile of the professional (Treviso, Peres, Silva, & Santos, 2017).
As for the encouragement of research as a driving force for the search for new knowledge and for the development of skills and skills necessary in the performance of nurses, this speech is seen: The nurses evaluated, through their reports, the nursing courses they took in their respective faculties.
Through their opinions, they can help through important information to build a competency matrix and what changes are necessary, in order to improve learning (Vieira, Ohara, & Domenic, 2016).
In the current Brazilian scenario, there is a need to consider the relationships between colleges and organizations that employ graduates. The demands of work need to be met in the most diverse spheres, being essential to have a balance in these relationships, so that qualitative changes are made.
It is substantial to consider the teaching and learning process to re-examine the preparation for the professional future appropriate to the social reality and health of the moment (Witt & Gebbie, 2016).
By analyzing the difficulties and potentialities that were perceived in nurses throughout their training process, we can build a paradigm that contains improvements in educational development in a critical way, creating an environment favorable to the transformations of reality (Westin, Sundler, & Berglund, 2015).

Search/Article Limitations
A limitation refers to the professional category and the research scenario because it addresses only 30 nurses from a single hospital institution.

Conclusion
This study, that demonstrated the perceptions of nurses, in order to enrich this first phase of the research, which was conducted through semi-structured interviews, helped to understand the relevance and necessity of the balance between the practice of care and the theory offered during the years of graduation in the nursing course. This mapping allows a diagnosis on relevant topics that need to be made up of the matrix of professional competence, for the performance of future graduates, in a critical-reflexive way.
Studies on professional training show that the construction of competencies implies articulating different knowledge for the development of a professional practice based not only on the incorporation of knowledge and skills, but also on personal and relational attitudes aimed at the construction of a common project for the transformation of the health reality (Blazun H, Kokol P, & Vosner, 2015).
In this sense, it is proposed to continue the study that can observe which competencies are essential for the construction of a matrix of professional competence for nurses to work in a general hospital, since the constructions and analyses of competency matrices are often not made from the eyes of the nurse who is in service. Thus, the value of the research is in reducing the gaps presented between the future planning of teaching and learning for the competencies that will be addressed and developed during the trajectory of graduation and the performance of nurses in a general hospital, uniting teaching and health, mapping the area of nursing education.
www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 In this scenario, there are failures and challenges inherent to the training of professionals. It becomes evident the need for managers and professionals who reflect on the qualification of nurses for these future graduates. It is known that there are still several issues to be faced in the educational field, but it is up to the training centers to face the challenges that arise, implementing differentiated teaching strategies (Leal, Soares, Silva, Chaves, & Camelo, 2018).
Among other things, this investigation opens the opportunity to open new paradigms, in the search for understanding the importance of building a matrix of competence that can help the entire pedagogical team in the search for better content and forms of work, so that the preparation of new professionals is salutary.
The DCNs present a text with the pretensions of forming a critical-reflective professional, active in the face of the demands of the labor market (Ministry of Education, 2001) Therefore, it is crucial that the university space may be constantly growing and enabling continuous interaction, meeting the needs of the labor market. And making an space for dialogue between the university and the labor market.