Academic motivation scale - reliability and validity evidence among undergraduate nursing students.

Objective: to assess the evidence of validity and reliability of the academic motivation scale (AMS) based on the internal structure.

Method: this is a methodological study with 205 undergraduate nursing students. Dimensionality/internal structure of the AMS was assessed using factor analysis in the context of exploratory structural equation modeling (ESEM) and reliability of the factors was assessed by Cronbach's alpha (α) coefficient and composite reliability (CR) coefficient.

Teamwork in nursing: restricted to nursing professionals or an interprofessional collaboration?

Objective: To understand the nursing professionals' conceptions of teamwork and their elements.

Method: A qualitative study conducted in an oncological hospital using a semi-structured interview with 21 nursing professionals.

Results: Two conceptions emerged from the accounts: teamwork restricted to nursing professionals and teamwork with interprofessional collaboration with particular importance for interactive dimensions: communication, trust and professional bonds, mutual respect and recognition of the other's work, collaboration, and conflict, with this last subcategory considered as an obstacle to teamwork.

Evaluation of the online management course from the perspective of former students.

Objective To evaluate the online course from the perspective of e-learners as well as the relation between variables. Method A quantitative, descriptive and exploratory study. Results After three years, the satisfaction rates in the three listed categories presented an average rate higher than 75%.

[Interprofessional education: training for healthcare professionals for teamwork focusing on users].

The theoretical constructs of interprofessional education (IPE) are analyzed based on two reviews of the literature, taking the context of training for healthcare professionals in Brazil into consideration. Three types of training are identified: uniprofessional, multiprofessional and interprofessional, with predominance of the first type. The first occurs among students of the same profession, in isolation; the second occurs among students of two or more professions, in parallel without interaction; and the third involves shared learning, with interaction between students and/or professionals from different fields.