<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0034-7167</journal-id>
<journal-title><![CDATA[Revista Brasileira de Enfermagem]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Enferm.]]></abbrev-journal-title>
<issn>0034-7167</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Enfermagem]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0034-71672018000701564</article-id>
<article-id pub-id-type="doi">10.1590/0034-7167-2016-0533</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Nurses&#8217; knowledge and competencies for preceptorship in the basic health unit]]></article-title>
<article-title xml:lang="es"><![CDATA[Saberes e competencias del enfermero para preceptoría en unidad básica de salud]]></article-title>
<article-title xml:lang="pt"><![CDATA[Saberes e competências do enfermeiro para preceptoria em unidade básica de saúde]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Francisco Das Chagas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Fernanda de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Geilsa Soraia Cavalcanti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense School of Nursing Aurora Afonso Costa ]]></institution>
<addr-line><![CDATA[Niterói Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>71</volume>
<fpage>1564</fpage>
<lpage>1571</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.revenf.bvs.br/scielo.php?script=sci_arttext&amp;pid=S0034-71672018000701564&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.revenf.bvs.br/scielo.php?script=sci_abstract&amp;pid=S0034-71672018000701564&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.revenf.bvs.br/scielo.php?script=sci_pdf&amp;pid=S0034-71672018000701564&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: to describe the actions performed by nurses in the preceptorship of students in the Basic Health Unit (Portuguese acronym: UBS); to identify the knowledge of nurses and competencies they need to acquire or develop in order to act in the preceptorship of students in the UBS; to discuss the implications of the pedagogical practice of preceptor nurses in their own continuing education.  Method: qualitative, descriptive and exploratory nature. Scenario: A UBS. Participants: six preceptor nurses. Data collection: semi-structured interview.  Results: Bardin&#8217;s content analysis was used. Emerging categories: Approaching the concept of preceptor and the teaching role; The fragile institutional recognition of UBS as a field of internship and the offer of knowledge of preceptors: overcoming difficulties; Preceptor nurses&#8217; performance in face of dynamics of facts arising and shaping the reality in a UBS; Opportunities and limitations of the pedagogical practice implying on continuing education.  Conclusion: it is necessary to discuss and rethink the strategies of interest of preceptors and develop their competencies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: describir las acciones realizadas por el enfermero en la preceptoría de alumnos en la Unidad Básica de Salud (UBS); identificar los saberes de los enfermeros y las competencias que ellos necesitan adquirir o desarrollar para actuar en la precepción de alumnos en UBS; discutir sobre las implicaciones de la práctica pedagógica del enfermero preceptor en su propia formación permanente.  Método: naturaleza cualitativa, descriptiva y exploratoria. Escenario: una UBS. Participantes: seis enfermeros preceptores. Recolección de datos: entrevista semiestructurada.  Resultados: se utilizó el análisis de contenido de Bardin. Categorías emergidas: Aproximación del concepto de preceptor con el oficio de enseñar; El frágil reconocimiento institucional de la UBS como campo de prácticas y la oferta de saberes de los preceptores: venciendo dificultades; El enfermero preceptor actuando frente a la dinámica de los hechos que surgen y moldean la realidad en una UBS; Oportunidades y limitaciones de la práctica pedagógica implicando en la formación permanente.  Conclusión: es necesario discutir y repensar estrategias de interés de los preceptores y desarrollar sus competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Objetivo: descrever as ações realizadas pelo enfermeiro na preceptoria de alunos na Unidade Básica de Saúde (UBS); identificar os saberes dos enfermeiros e as competências que eles precisam adquirir ou desenvolver para atuar na preceptoria de alunos em UBS; discutir sobre as implicações da prática pedagógica do enfermeiro preceptor em sua própria formação permanente.  Método: natureza qualitativa, descritiva e exploratória. Cenário: uma UBS. Participantes: seis preceptores. Coleta: entrevista semiestruturada.  Resultados: utilizou-se análise de conteúdo de Bardin. Categorias emergidas: Aproximação do conceito de preceptor com o ofício de ensinar; O frágil reconhecimento institucional da UBS como campo de estágio e a oferta de saberes dos preceptores: vencendo dificuldades; O enfermeiro preceptor agindo frente à dinâmica dos fatos que surgem e moldam a realidade em uma UBS; Oportunidades e limitações da prática pedagógica implicando na formação permanente.  Conclusão: é necessário discutir e repensar estratégias de interesse dos preceptores e desenvolver suas competências.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Nursing Education]]></kwd>
<kwd lng="en"><![CDATA[Primary Health Care]]></kwd>
<kwd lng="en"><![CDATA[Professional Competency]]></kwd>
<kwd lng="en"><![CDATA[Preceptorship]]></kwd>
<kwd lng="en"><![CDATA[Training of Human Resources in Health]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Atención Primaria a la Salud]]></kwd>
<kwd lng="es"><![CDATA[Competencia Profesional]]></kwd>
<kwd lng="es"><![CDATA[Preceptoría]]></kwd>
<kwd lng="es"><![CDATA[Capacitación de Recursos Humanos en Salud]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária à Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Competência Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Preceptoria]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação de Recursos Humanos em Saúde]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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