Navegando por Palavras-chave "Continuing"

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    As Ações Da Educação Permanente Para O Sus - Análise Do Processo De Implantação Em Uma Região Da Grande São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2017-10-20) Carotta, Flavia [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The National Policy of Permanent Education in Health, implemented by the Ministry of Health (MS) in 2004, sought to transform the way in which the training and qualification of the Nacional Health System (SUS) professionals were developed. Permanent Education in Health (EPS), as a transformative action, is based on the principle of meaningful learning and the problematization of local realities. EPS represents an important change in conceptions and training practices of health service workers, reversing the logic of the process and incorporating teaching and learning into the daily life of organizations. The practice of comanagement and creation of powerful collective spaces, strengthens the subjects and enables the construction of institutional democracy. Objective: to analyze the development of the policy of permanent education in health in a health region of the Metropolitan Region of São Paulo, based on the analysis of the functioning of its Permanent Education Nucleus (NEP), considering the perception of health professionals who participated in the education actions offered by it. Methods: case study with the components: documentary analysis of minutes and documents of the NEP; analysis of the perception of managers and professionals participating in educational actions, through content analysis of online questionnaires and transcripts of meetings of a focus group. Results and discussion: The functioning of the NEP was strongly influenced by the movements triggered by the MS and by the State Health Department of São Paulo. The multiple interpretations of the concept of EPS and the financing of professional qualification projects in the hour-class payment logic led to a reproduction of the model of continuing education provision in the region. The educational actions offered by the NEP used combined strategies; from the conceptual offer, more present in traditional teaching methodologies; as well as others closer to active teaching-learning methodologies such as: sharing of experiences; reflection-critical of everyday practice; discussion on work processes; and projects applications. Content analysis of the questionnaires and the focus group resulted in two sense nuclei: Participants' perception of the EPS concept; and the possibility of change in the practice of professionals from participation in educational action. The first nucleus presents two categories: EPS as a continuous process of formation; and EPS as a reflectioncritical space of work processes. The presence of these two strands was justified by the NEP's own way of acting. About the change in the practice of professionals, there was a graduation of possibilities: the non-perception of change; change perceived only as knowledge acquisition; change in professional practice, health services; or more broadly in scopemanagement. The possibility of professional transformation was related to the methodology used, showing that the teaching-learning process in adults requires an action-reflection-action movement, which Freire affirmed to be the viable path for the constant transformation of practice, through criticality and action. Considerations: from this work, questions arise about the limits and possibilities of the NEP to mobilize its participants to transform their daily life and their practice, continually questioning and always learning.
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    Avaliação do programa de educação permanente online para profissionais de enfermagem em um hospital universitário
    (Universidade Federal de São Paulo (UNIFESP), 2015-02-24) Carneiro, Ieda Aparecida [UNIFESP]; Carmagnani, Maria Isabel Sampaio [UNIFESP]; http://lattes.cnpq.br/9000331959925216; http://lattes.cnpq.br/7425469598447903; Universidade Federal de São Paulo (UNIFESP)
    A Educação a Distância facilita a inclusão e democratização do acesso à capacitação de um número cada vez maior de profissionais; porém poucas avaliações sistemáticas são realizadas pelas organizações de saúde. Este estudo baseou-se nos princípios da Andragogia e nos seguintes modelos de avaliação de treinamentos: Modelo de Avaliação Integrado e Somativo e no Modelo Integrado de Avaliação do Impacto do Treinamento no Trabalho. Objetivos: descrever a implementação e realizar a avaliação de um Programa de Educação Permanente, utilizando a plataforma Moodle, para capacitação de profissionais de enfermagem em um Hospital de Ensino; adaptar ao contexto deste estudo, realizar a validação de conteúdo, semântica e estatística, e aplicar os instrumentos de coleta de dados; descrever o perfil dos participantes do programa; comparar os resultados obtidos pela avaliação somativa do grupo de treinandos com um grupo controle; verificar se há relação entre nota de avaliação final, variáveis demográficas e funcionais, e os resultados dos instrumentos aplicados. Método: estudo descritivo, não experimental correlacional, de abordagem quantitativa, realizado em um Hospital de Ensino ligado a uma Universidade Federal no município de São Paulo. O estudo foi realizado em quatro etapas. Atenderam aos critérios de inclusão no estudo 1.707 profissionais e foram analisadas as avaliações somativas de 1.447 treinandos que participaram do Programa de forma efetiva. A aplicação dos instrumentos validados ocorreu por meio eletrônico e presencial a 303 treinandos. As análises foram realizadas utilizando?se o pacote estatístico SPSS 20.0 e STATA 12, sendo adotado um nível de significância de 5%. Resultados: o Programa de Educação Permanente foi implementado em maio de 2012, sendo desenvolvidos 23 módulos, com duração de 30 dias e carga horária de 12 horas por módulo. Os treinandos são predominantemente do sexo feminino, cargo auxiliar de enfermagem, possuem mais de 36 anos de idade, estão na instituição há 11 anos ou mais e estão lotados no turno da noite e manhã com vínculo de servidor público. Na avaliação somativa, os enfermeiros apresentaram melhor desempenho em relação aos demais profissionais de enfermagem, assim como os profissionais em geral com mais de 16 anos na instituição e com idade acima de 60 anos. A média das notas obtidas pelos treinandos foi de 8.9 com desvio padrão de 0,8, sendo a nota mínima de 3,4 e a máxima de 10. Quando comparados ao grupo controle, o grupo que realizou os módulos apresentou média superior. Os instrumentos de ?Reação ao Treinamento?, ?Suporte à Transferência de Treinamento?, ?Avaliação do Impacto em Amplitude? e ?Estratégias de Aprendizagem? foram validados e aplicados aos treinandos do Programa, alcançando bons índices de precisão e confiabilidade e apresentando entre si, correlações significantes e positivas. As Estratégias de Aprendizagem utilizadas pelos treinandos foram as comportamentais "Elaboração e Aplicação Prática" que apresentaram em sua análise estatística três fatores. Observou-se uma relação significante entre satisfação com os procedimentos instrucionais e o Impacto no Trabalho medido em Amplitude e entre a satisfação com os Resultados do Treinamento e as Estratégias de Aprendizagem. O Impacto no Trabalho medido em Amplitude apresentou também correlações com as Estratégias de Aprendizagem e o Suporte à Transferência do Treinamento. Conclusões: houve condições favoráveis ao processo de ensino?aprendizagem e foram registrados níveis elevados de satisfação com os quesitos avaliados. A avaliação do Impacto em Amplitude indicou que as habilidades aprendidas passaram a ser utilizadas na prática profissional. Observou-se que poucas variáveis estudadas apresentaram correlação com a média das notas da avaliação final. Sobre a contribuição dos módulos, segundo a opinião dos profissionais, observou? se que os módulos referentes à Terapia Intravenosa e Sepse apresentaram contribuição acima de 91% e os demais módulos acima de 81%. Considera-se que os objetivos propostos foram alcançados, uma vez que a implementação do Programa foi descrita e avaliada, os instrumentos foram validados e representam uma contribuição para os profissionais da área da saúde. Recomenda-se que a avaliação somativa seja realizada antes e após as ações educativas para profissionais da área da saúde.
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    Competências do preceptor enfermeiro: uma análise da percepção de enfermeiros de uma instituição hospitalar privada
    (Universidade Federal de São Paulo, 2015) Miyazato, Helena Scaranello Araújo; Araújo, Pola Maria Poli de; Rossit, Rosana Aparecida Salvador; http://lattes.cnpq.br/3333865775403342; http://lattes.cnpq.br/2974525500021107; http://lattes.cnpq.br/6360970435537253
    This study had as objective to analyze, in the perception of nurses, the necessary competences to the preceptory of nurses in a hospital institution. It's a qualitative research, with descriptive and exploratory character. The study was accomplished in a medium-sized hospital in Marilia-SP. The data were collected by a semi-structured interview with the nurses who work on the hospital institution in the nurse function, of both genders, who agreed with the research objective and signed the Free and Informed Consent Term. The interviews were recorded, transcribed and analyzed using the content analysis technique, thematic modality. The study is in consonance with the ethical principles of research and had an authorization granted by the Ethics Committee on Research of the Federal University of São Paulo, by CAAE: 41473814.3.3001.5496 and number of the opinion: 992.076. When the respondents defined 'preceptor', they attributed characteristics instead of defining them. The data show that the preceptor nurses must equip themselves with vast technical and scientific knowledge to prepare to be a formator of other professionals in nursing, however, there's a need for specific capacity to act in education, due to the variety of roles that the teacher must execute: facilitator of students learning, planner of courses, advisor of individuals or groups, producer of educational material, evaluator of learning and model of professional behavior. The nurse preceptor should be an example of professional, responsible, patient and base their actions on respect for the students' individuality, with the finality to promote the articulation between teaching, service and learning. From the analysis and categorization of the interviews, a matrix with competences was built to map the profile of preceptor nurses who work in admission training. The definition of the assignments of nurse preceptor may contribute to the permanent education of the professionals who are in the working world and weren't formed based on the National Curriculum Guidelines, in order to qualify them for the resolutivity of current demands and to the improvement of the quality of care in health. In front of this scenario, the challenge of health institutions is to choose professionals or empower them to exercise preceptory of newly hired nurses, adjusting the nursing assistance to the real needs of users.
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    Educational intervention in Primary Care for the prevention of congenital syphilis
    (Univ Sao Paulo, Escola De Enfermagem De Ribeirao Preto, 2017) Lazarini, Flaviane Mello; Barbosa, Dulce Aparecida [UNIFESP]
    Objectives: to evaluate the efficiency of educational interventions related to the knowledge of health care professionals of Primary Care and to verify the impact on the vertical transmission rates of congenital syphilis. Method: a quasi-experimental study conducted in the city of Londrina, Parana, between 2013 and 2015. An educational intervention on diagnosis, treatment and notification was carried out with 102 professionals with knowledge measurement before and after the intervention. Incidence and mortality data from congenital syphilis were taken from the system for notifiable diseases (SINAN) and the Mortality Information System (SIM). Excel tabulation and statistical analysis was done in the Statistical Package for Social Sciences, version 2.1. A descriptive and inferential analysis was performed. Results: the mean number of correct responses increased from 53% to 74.3% after the intervention (p < 0.01). The adherence to professional training was 92.6%. There was a significant reduction in the vertical transmission rate of syphilis from 75% in 2013 to 40.2% in 2015. In 2014 and 2015 there were no records of infant mortality from this condition. Conclusion: the educational intervention significantly increased the knowledge of health professionals about syphilis and collaborated to reduce the rate of vertical transmission of the disease.
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    Residência Médica Em Centro De Atenção Psicossocial: Reflexões Sobre Uma Formação Singular Em Psiquiatria Santos
    (Universidade Federal de São Paulo (UNIFESP), 2017-11-07) Unzueta, Leandro Bernardello [UNIFESP]; Uchôa-Figueiredo, Lúcia da Rocha [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Inaugurated in 2014 in the city of São Bernardo do Campo, a medical residency in psychiatry with a unique format until then, which is developed entirely within the scope of psychiatric reform, using the units of the Psychosocial Attention Network (RAPS) as training spaces. In addition, it is also a medical residency associated with a Municipal Health Department and not a Higher Education Institution (HEI), a unique difference that brings important singularities to the formation. The main objective of this research is to analyze and discuss the training experience of these residents through the analysis of their respective discourses. For this, semi-structured interviews were conducted with all residents of the first and second year, and the first academic year was given almost exclusively in a Psychosocial Care Center (CAPS). The collected data were analyzed using Discourse Analysis, in an attempt to identify contradictory, contrasting or similar meanings of dispute or partnership, thus evidencing the discursive positioning of the residents and their learning in the course of their experience. It is based on the hypothesis that there are differences between the traditional medical training, based on the guidelines of the Flexner Report, with the training model experienced in the CAPS that differs by its structure and practice. The results point out that a CAPS training provides greater challenges, as well as greater opportunities for learning and reflection according to the present characteristic elements, which we tried to highlight in this research. As a consequence, there is a training model that provides the psychiatrist with a broader perception of health users, as well as a more critical perspective on their actions.