<?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>0874-0283</journal-id>
<journal-title><![CDATA[Revista de Enfermagem Referência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Enf. Ref.]]></abbrev-journal-title>
<issn>0874-0283</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0874-02832021000100004</article-id>
<article-id pub-id-type="doi">10.12707/rv20036</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento de competências dos enfermeiros orientadores: uma visão de peritos]]></article-title>
<article-title xml:lang="en"><![CDATA[Developing preceptors&#8217; skills: experts&#8217; view]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de las competencias de los enfermeros orientadores: una visión de expertos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Guida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Amélia Simões]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa Instituto de Ciências da Saúde ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Portuguesa Instituto de Ciências da Saúde Centro Interdisciplinar de Investigação em Saúde]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>serV</volume>
<numero>5</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0874-02832021000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0874-02832021000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0874-02832021000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  O quadro legal do Curso de Licenciatura em Enfermagem em Portugal e o Regulamento para o Exercício Profissional dos enfermeiros apontam para a contribuição do enfermeiro na formação dos estudantes de enfermagem.  Objetivo:  Caracterizar o processo de desenvolvimento de competências dos enfermeiros orientadores de ensino clínico.  Metodologia:  Estudo qualitativo, utilizando a metodologia da Grounded Theory. Foram realizadas entrevistas semiestruturadas a 7 enfermeiros peritos. A amostragem teórica foi conduzida de acordo com as necessidades identificadas no processo de codificação. A análise e tratamento dos dados seguiu a metodologia em uso.  Resultados:  Os aspetos caracterizadores do desenvolvimento de competências dos orientadores são a nível educacional, a socialização primária e secundária, e a nível profissional, a experiência, o conhecimento, a capacidade de análise e a iniciativa profissional.  Conclusão:  Os peritos evidenciam no seu desenvolvimento de competências as vivências de natureza educacional e escolar que promovem a reflexão critica e uma postura proativa e aspetos de natureza profissional como a perícia, a capacidade de análise e a motivação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  In Portugal, the legal framework of the Undergraduate Degree in Nursing and the Regulation of Nursing Practice point to the nurse&#8217;s contribution to nursing students&#8217; education.  Objective:  To characterize the process of developing clinical preceptors&#8217; skills.  Methodology:  Qualitative study, using the Grounded Theory methodology. Semi-structured interviews were conducted with 7 expert nurses. Theoretical sampling was used based on the needs identified in the coding process. Data analysis and treatment followed the methodology adopted.  Results:  The following aspects characterize the development of clinical preceptors&#8217; skills: primary and secondary socialization at the educational level, and experience, knowledge, analytical skills, and professional initiative at the professional level.  Conclusion:  Throughout the development of their skills, the experts highlighted the educational and academic experiences that promote critical reflection and a proactive attitude, and professional aspects such as expertise, analytical skills, and motivation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual:  El marco legal de la licenciatura de Enfermería en Portugal y el Reglamento para el Ejercicio Profesional de los enfermeros señalan la contribución del enfermero en la formación de los estudiantes de enfermería.  Objetivo:  Caracterizar el proceso de desarrollo de competencias de los enfermeros orientadores de enseñanza clínica.  Metodología:  Estudio cualitativo, para el cual se utilizó la metodología de la teoría fundamentada (grounded theory). Se realizaron entrevistas semiestructuradas a 7 enfermeros expertos. El muestreo teórico se realizó en función de las necesidades identificadas en el proceso de codificación. Para el análisis y el tratamiento de los datos se siguió la metodología utilizada.  Resultados:  Los aspectos que caracterizan el desarrollo de las competencias de los orientadores son, a nivel educativo, la socialización primaria y secundaria, y a nivel profesional, la experiencia, el conocimiento, la capacidad de análisis y la iniciativa profesional.  Conclusión:  Los expertos destacan en el desarrollo de sus competencias las experiencias educativas y escolares que promueven la reflexión crítica y una postura proactiva, y aspectos de carácter profesional como la destreza, la capacidad de análisis y la motivación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[preceptoria]]></kwd>
<kwd lng="pt"><![CDATA[competência profissional]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[preceptorship]]></kwd>
<kwd lng="en"><![CDATA[professional competence]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[preceptoría]]></kwd>
<kwd lng="es"><![CDATA[competencia profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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