University management nurse: a grounded theory

ABSTRACT Objective: to understand the meaning of the university management performed by nurses managers of the nursing undergraduate course of a public university. Method: this is a qualitative research, based on the grounded theory. Data collection took place between May and September 2016, with open interviews, in the scenario of a federal public university. The technique of constant comparative analysis of the data was followed, obtaining a theoretical sample with 19 nurses, in two sample groups. Results: there were three categories emerged that shaped the phenomenon: Articulating complex collectives through university management for the qualified training of new nurses. The categories included: a) conditions, defined by perceiving the commitment to the collective, previous experiences, and training for health management, as motivations to be a teacher manager; b) actions/interactions, delimited by Knowing and recognizing, in practice, the university management process, limits and possibilities in the coordination of complex collective subjects; and, c) consequences, such as Improving teaching work and taking responsibility for university education. Conclusion: the nurses teaching managers to explain university management as a set of individual and collective actions that, articulated in a complex social environment, promote conditions for the training of critical and reflexive nurses with the demands of society.


Introduction
The university management has a set of administrative actions that permeate specific activities related to the functioning of the higher education institution. Universities differ from other educational institutions, mainly because of the indissociability of teaching, research and extension, and constitute structures and processes that influence and are influenced by political, economic and cultural contexts (1) .
In the organizational process of university management, there is a provision for management positions held by university professors and, in the case of nursing training, by teaching nurses, who often did not have a prior preparation for this purpose (2) . When focusing on postgraduate education in nursing, based on teaching and research, the focus tends to management in health and nursing, not to the management of university structures, nor to the practices that permeate these structures, which form the teaching nurses (3) .
The lack of preparation in contents of university management can trigger overload of the teaching work and difficulty of management when performing management activities, to the detriment of those of teaching, research, and extension. However, when understanding that experience in these positions adds positive values to personal and academic life, the teacher recognizes and expands his knowledge for the functioning of all spheres of the university (4)(5) .
International studies reveal the relationship between satisfaction and permanence in the work of teaching nurses (6)(7)(8)(9) . Due to the multiple responsibilities that these professionals assume in developing university activities and to the conflicts of roles, stress, and demotivation in remaining in higher education, it is evident that there is a greater dissatisfaction of the nurse teacher to act in administrative structures and administrative processes. In Brazil, a recent study showed that the discussion about the multiplicity of activities carried out by nursing professors, including administrative positions in universities (10) , is still at an early stage.
It should be mentioned that national and international realities are different in the form of organization and specialization of teaching work. In some European countries (11) , the hiring of teachers can be carried out according to professional experience and qualification, is possible to develop specific teaching, research or university management activities according to their interest, without impeding the development of the other. Differently, in Brazilian universities, based on the evaluation, regulation, and supervision of performance policies, the teaching performance carries out teaching, research and extension activities and at some stage of his career, he will assign university management activities (12)(13) .
Considering that teaching practices need to recognize management activities developed in a university environment; that such practices require efficiency to overcome challenges of their attributions; and that the understanding of the context of university management exercised by nurse teacher is still incipient, the question is: What is the meaning of university management, carried out by teaching nurses managers of an undergraduate nursing course of a public university? I aim to understand the meaning of the university management carried out by teaching nurses managers of the undergraduate nursing course of a public university.

Method
This is a qualitative research with the methodological support of Grounded Theory (GT), updated Straussian strand (14) , seeking to understand social phenomena from the meanings of relationships and interactions between people. The theoretical sample consisted of 19 nurses, university managers distributed in two sample groups (14) . The inclusion criteria for the sample groups The data collection, analysis, and categorization stages were simultaneously through the constant comparative analysis of the data (14) . During the analysis of the first sample group, it was identified that www.eerp.usp.br/rlae  The analysis of the data of the first group had the following hypothesis: Micromanagement is directly related to macromanagement, and vice-versa, both being interdependent, leading to the new data collection, originating the second sample group. In this, teaching nursing managers acting both in micro and macro management were interviewed. Figure   1 illustrates the composition of the sample groups, hypothesis and guiding questions.  (1) "condition" -answers questions about why, when and how a given phenomenon happens, designated by the action; (2) "action/interaction" -it is the express response of events or situations that in some way contributes to give meaning to the movements (strategies and intervening factors) that define the object of study; (3) "consequence" -which expresses expected or actual outcomes and results, effects of actions and interactions (14) .

Groups
Finally, in the integration phase, the categories and sub-categories found were compared, analyzed and refined (14) , emerging the phenomenon titled:

Results
The theoretical sample of this study was    The fourth subcategory, "Using participatory strategic planning as a strategy of teacher accountability with university management," evidences the use of this method of planning by the managing teachers, as a strategy to involve other teachers in the administrative life, in order to become with university management to achieve short, medium and long-term goals. Difficulties to understand the dimensions of the university management process by the teachers were identified by the participants of this study. In general, lack of understanding denotes a reduced view of the university, restricted only to classroom space, unrelated to all the processes necessary for its microspace to function.

Discussion
The workforce management, management of physical resources, materials and information (15)  encouraging greater professional satisfaction among those involved being a fundamental support (17) .
When seeking to describe the development of skills for managerial practice, the participants admitted that there are specificities of university management recognized and developed in daily practice. In this way, the professors assume the management positions without having specific knowledge or initial abilities for the exercise of the function, learning and being instrumentalized throughout their professional activity, observing daily labor processes and making empirical attempts that can be positive or negative depending on their errors and correctness (18) .
In fact, the participants declare the importance of learning in the daily practice of management in trying to overcome the demands imposed by the university context, but sustain the need for specific instrumentalization, through permanent education, so they can move forward and go beyond improvisation and creativity. A case study, with the purpose of reflecting on the importance of previous training to teachers who undertake administrative activities, describes bureaucratic referrals as one of the greatest challenges currently found in public university management (10) .
The reports evidenced participatory strategic planning as a strategy launched by the participants to deal with the bureaucracy found in the management processes. A study carried out at a university in the south of Brazil elucidates that collective, articulated and participatory work fosters new relationships and interactions to make safer decisions about the technical, administrative, didactic and pedagogical aspects aimed at attending the curricular dynamics, the demands teachers, students and the institution (19) .
Also referring to the challenges found by teachers when they hold university management positions, international studies launch mentoring programs that can serve as inspirations in preparing teachers to overcome the slowness of university administrative paths. These programs can be an efficient strategy of support between a mentor teacher and an apprentice teacher by encouraging, motivating, providing support and assisting professional growth, guiding the best administrative paths to be followed (20)(21) .
Regarding the repercussions of university management, the participants of this study emphasized that the management experience enabled the improvement of their teaching work. The teacher's experiences in university management had positive repercussions on his position as an educator and helped in his understanding of university structures (5) .
The quality university education is, in fact, the product of all the efforts made by the teaching nurse managers. They act indirectly in the care of patients and the community, but they play a fundamental role in developing an expanded, shared and articulated view to promoting the quality of nursing courses (22) .
Thus, when recognizing the efforts of the teaching staff nurses, it is evident that university management is feasible when linked to the establishment of

Conclusion
The findings of this study evidenced that the