Nursing science includes the management of contemporary critical thinking for the appropriation of innovations in technology. This aspect is intrinsic to the training of the nurse and leads us to the binomials teaching-learning, creativity-intuition and theory-practice. Nursing, from its origin, has its conceptual frameworks with the complexities of reality. The expanded perspective of such complexity and systemic chaos calls for a new identity of nurses as producers of knowledge, revolutionizing and materializing their role in society. To do so, democratizing knowledge about research methodology, demystifying it as an exclusive practice of few, would result in awakening the passion for research. With whom? The new generation of undergraduates must realize that in today's world of internationalization of university education, opportunities exist, but only those who are ready to take them can reach professional achievements.
Descriptors: Nursing; Science; Research.
Nursing science includes the management of contemporary critical thinking for the appropriation of innovations in technology. This aspect is intrinsic to the training of the nurse and leads us to the binomials teaching-learning, creativity-intuition and theory-practice. And just to say that we do not adopt the banking model of education is not enough, since we need to advance in the modus operandi of the educator/student dialogue. Such advance is transferred in the context of tutoring for the scientific training of the nurse expert in the thinking, making and reporting of scientific achievements(1,2).
What matters most in such advances in the configuration of new critical, clinical and scientific thinking? Could it be systematized thinking, guided by biological logic in harmony with scientific curiosity? The answers need to be: everything and also. If they appear to be succinct answers, it is worth remembering that Nursing, from its origin, has its conceptual frameworks with the complexities of reality. The social commitment to dealing with the contexts of life and health is not limited to promotion, prevention, protection, diagnosis, treatment and rehabilitation. Thus, the expanded perspective of such complexity and systemic chaos calls for a new identity of the nurse as a producer of knowledge, abandoning the identity of a simple user of knowledge to focus on the formation of the nurse-scientist, regardless of the conjuncture of their practice, revolutionizing and materializing its role in society.
Therefore, democratizing knowledge about research methodology, demystifying it as an exclusive practice of few, would result in awakening the passion for research. With whom? The new generation of undergraduates must realize that in today's world of internationalization of university education, opportunities exist, but only those who are ready to take them can reach professional achievement. However, providing conditions that encourage scientific curiosity means not favoring the search for "fast-food solutions" on the internet. We believe that such conditions are flexible, such as reading primary sources, discussing with peers, reflecting after readings with intellectual partners, attending other academic, political and community life spaces, and also establishing contacts with researchers from other disciplines.
Navigating in physical and virtual spaces, today and in the years to come, requires at least knowledge of a second language. Making Brazilian scientific nursing part of the Global Nursing movement means speaking, reading, publishing and disputing in another linguistic and cultural universe. This learning also favors international partnerships, sought not only by Brazil, to respond to the demands of the current scientific world.
Today, international research uses communication innovations (Twitter, Whatsapp, Facebook, Instagram, among others) to favor the connection of researchers and researched, redesigning the commitment of the profession with the clientele, reaching it wherever it is to investigate their realities. These new global requirements instigate the future nurse-scientist for a macro view of the reality involved and also give teachers the awareness of reinventing themselves into the use of other languages and technologies in the area of education and health.
Thus, the discourse that theory is different from practice has neither coherence nor pertinence, since practice has historically inspired theoretical thinking. Today, movements are two-way: practice improves theory and theory challenges new practices. Such movements are not antagonistic to nursing knowledge. Science requires refined observation. Accurate observation and consequent thorough recording are known. Therefore, we are being educated to refine our potential and the spirit of scientist capturing the reality. In many countries, the end of graduation does not guarantee the mastery of knowledge for the formation of nurse-scientist, since learning about science in Nursing requires involvement in various academic and extra-mural environments. Therefore, nurse-scientist training must be instituted as a career plan (individual), and not only as a follow-up of the undergraduate course. Curiosity can lead to investment in self-learning and search for alternatives that strengthen the narrowing of each individual with the scientific knowledge sought.
In the Latin American context, it is expected that the same level of interest, attention and rigor will be applied to domain and methodological refinement. It is known that the focus sharpened by the conceptual framework sometimes obliterates the critical view on the methodological rigor that characterizes the socially recognized scientist. Thus, overcoming this fragility to consolidate the image of nurse researchers in the international community should be a key objective for the training of nurse-scientist. Abandoning the comfort of conceptual thinking and venturing into the intricacies of the strategies of methodological rigor also reflects the transformative teaching that, among its characteristics, needs to be bold.
Despite the recognized challenges, the Brazilian Nursing is in a particularly favorable position. We value and execute networking, promote academic dialogue between undergraduate and graduate nursing students, institutionalize tutoring in scientific initiation, advocate a form of citizen leadership(3), and are experts in transforming the lives of those who adopt Nursing based in the transforming teaching(4). Although not properly documented, we know of the timid and growing movement of international contacts made by Brazilian teachers and students in Nursing, seeking partnerships in research, opportunities for professional improvement and research trainings.
Finally, it is necessary to strengthen the practice of the science of nursing, initiated by Florence Nightingale in the nineteenth century, to investigate the same object of research in different contexts, angles and perspectives. Therefore, through this editorial, the result of the dialogue between the authors is shared, anticipating how to transfer to Brazil nursing tutoring practices with Canadian Nursing undergraduates. We think of future points of interconnection to sensitize students and innovate in scientific initiation.
*Based on a lecture given by Zanchetta, M. Science and innovation in nursing: Investing in the transformation of students and teachers. First International Symposium on Science and Innovation in Nursing. Fluminense Federal University, Niterói, Rio de Janeiro-Brazil. June 14th, 2018.