Formação e práticas docentes sobre acessibilidade e inclusão no ensino universitário de enfermagem na universidade pública

OBJECTIVE: To analyze the knowledge, training, and practices of nursing faculty regarding the application of accessibility criteria in higher education. METHODS: A descriptive, cross-sectional, quantitative study with a qualitative component was conducted between November and December 2024 among faculty members of the Nursing Department at a Brazilian public university. Eighteen of the 38 eligible faculty members participated, yielding a response rate of 47.4%. Data were collected through a self-administered questionnaire. Closed-ended items were analyzed using descriptive statistics in Microsoft Excel, including absolute and relative frequencies, while the open-ended question was examined through Bardin's Content Analysis framework. RESULTS: Most participants were aged between 36 and 70 years (88.8%; n=16), self-identified as White (55.6%; n=10), and held a doctoral degree (94.4%; n=17). The majority reported previous experience with students with disabilities (77.8%; n=14). A lack of knowledge of Braille was observed among all participants, and 55.6% (n=10) reported not knowing Brazilian Sign Language (Libras). Regarding their ability to apply accessibility criteria, 50.0% (n=9) rated it as insufficient and 44.4% (n=8) as moderate. Furthermore, 94.4% (n=17) did not engage in teaching, research, or extension activities related to accessibility and had not received institutional training on the topic. CONCLUSION: Gaps were identified in faculty knowledge, training, and practices related to accessibility, highlighting the need for continuing education initiatives and institutional policies to strengthen inclusion in nursing education.