Analysis of the technological production of three professional master’s programs in the field of nursing*

Objective: to analyze the technological production of three professional master programs in the area of Nursing. Method: documentary research on primary sources. A total of 100 graduate nurses from three professional master’s programs in Nursing in the Southeastern region of Brazil were analyzed, based on the following variables: time of training, typology of products; context of products and technological and educational classification, welfare and management. The study was guided by the question: “How is the technological production of the dissertation of the professional master’s degree according to typology, context and technological classification? The analysis of the data was based on the construction of a table that categorized the products according to the typology. Results: development of techniques was the main type of product found, being expressed by flowcharts, protocols, guidelines and training courses. The products were mostly developed in the hospital context, in the educational technology format. Conclusion: the technological production of the analyzed programs is restricted, diffuse and, in its majority, of low social impact and has no relevance in the body of the dissertation. Despite the wide possibility of conclusion work, the dissertation, accompanied by an article and/or technical productions, is the main form of presentation.

The data was collected through a structured script, which allowed obtaining information on the following variables: time of formation of students; typology of products; context of products and technological classification -educational, welfare and management.
As a parameter to classify the typology of the products, an instrument to classify the technical production of the Nursing area of CAPES was used, four years from 2013-2016 (4) .
The CAPES instrument evaluates technological productions along the following axes: patent-generating or off-patent product; training and continuing education; dissemination of production and specialized technical services (4) . This study will use only the product axis that may or may not generate patents.  Tertiary Care -Maternity, Hospital, Institute (7) .
The following areas were considered for training: technical vocational course; undergraduate; postgraduate lato sensu and stricto sensu.
To identify which type of technology was being developed in the Master's degree, the technological classification was used as a reference: educational, welfare and managerial (8) . are the set of theoretical and practical actions to manage health actions and services, whose objective is to intervene in professional practices in order to improve their quality (manuals, institutional routines, welcome and bonding) (8) .
These contents were organized in Excel spreadsheet. making the inference (6) . The results were discussed, following the instructions of the method, in the light of the CAPES legislation on professional master's degrees and related national scientific literature.

Results
The results were discussed, following the instructions of the method, in the light of the CAPES legislation on professional master's degrees and related national scientific literature. Table 1 shows the typology of the products of Master's dissertations in programs A, B and C. Rev. Latino-Am. Enfermagem 2020;28:e3276.
Technical development was the most produced type of product in the group, with 61%, followed by application development, with 19%, and didactic material development, with 13%.

Discussion
Initially, it is important to emphasize the difficulty encountered to identify and classify the typology of the products, being necessary to return to the material in its entirety, sometimes, for a better understanding and, consequently, to classify it correctly, because, many times, the author did not know how to determine the typology of the product or the classification was not consistent with the material presented.
This aspect deserves attention, since scientific articles and national forums still discuss the identity of the PM, the technological production developed in the programs, the implementation process and its consolidation, these being the main aspects to be resolved (10) . It must be considered that, until the year 2012, there was no technological Qualis for the evaluation of PM programs. Such evaluation was carried out following criteria and metrics of the academic master's degree (AM), with strong emphasis on intellectual production (11) .
Qualis technology was used for the first time in the four- year assessment 2013 to 2016 (4) , which may justify the difficulty of recording the technical productions pointed out in the evaluation report.
In the last four years, the books produced by the area (Qualis books) were incorporated into the evaluation process, fruit of discussions and contributions with peers in seminars and forums in the area (12) .
Although there are advances in the process of evaluating professional master's degrees, the publication of articles in well-classified journals in Qualis has even greater value within the stricto sensu post-graduate program. It is believed that this panorama will not change until the technical production is valued on an equal footing with the academic production, so-called intellectual (11) .
Despite this range of possibilities, the PM's conclusion papers are still presented in the classic academic dissertation model. This structure, accompanied by an article and/or technical product, has already been evidenced in a study that highlighted the difficulties in overcoming the academic model (14) . Another study (15) verified the academic influence in the PM's works through the similarity in the adoption of the verbs that conduct the objectives of the investigations, as well as the methodological designs adopted, highlighting the need for the PM to have its own identity in the construction of the product. It is also important to emphasize the difficulty found in the PM for the student's research to be accommodated in the dissertation model (16) . 3) the idea still largely crystallized that the PM, to have the same value as the AM, must require the same product (16) .
The three hypotheses show that there is still a strong influence of academic programs on the outcome of professionals associated with the lack of clarity on the principles of PM permeating the Brazilian graduate school. This is to the detriment of the perception of Higher Education Institutions (HEIs) about the PM's potentiality in its social mission. Hence the low valuation of this type of post-graduate courses (14) . CAPES itself, in one of its reports in 2016, admits that the PM is still impregnated with academic criteria (4) . The expectation is that this new sheet may be a transition to a multidimensional evaluation (18) .  (20) .
In this sense, continuing education has a strong contribution, since it occurs from the identification of daily problems and needs of services and users of the health system, which is involved with the responsibility to improve the health conditions of the population (21) .
Tertiary care was also the main context for the development of assistive and managerial technologies.
One justification for the great concentration of research in this context is that one of the courses focuses on technology in the hospital space.
The hospital area was the main scenario for the study and development of technological production of PM.
This shows that, in addition to assistance, hospitals are