Permanent education in relation to Family Health Strategy: a descriptive-exploratory study

Study of Permanent Education (PE) in relation to Family Health Strategy (FHS). Issue: the existence of conflict between professionals and authors about the concepts of health education processes and the impact of these conflicts on the implementation of PE. Aims: to identify the concept of PE as understood by the multiprofessional FHS team; to experiment with a technology with the group in order to enlarge the concept of PE; to develop a PE experience within FHS. Method: study, descriptive, exploratory, with qualitative approach. Results: the study produced three categories: Permanent Education in the daily practice of health services: concept understood by professionals: the Health Ministry policy. Discussion: the concept of PE became clearer to the majority of the professionals who participated in the intervention. Conclusion: the experiment was significant and gave the possibility for the team to consider and rethink the unit working process...

Educação permanente no contexto da estratégia de saúde da família: uma construção de conhecimentos em serviço / Permanent education in the context of the family health strategy: a construction of knowledge in service

O presente estudo tem por objetivos: Identificar o conceito de educação permanente trazido pela equipe multiprofissional da Estratégia de Saúde da Família; Experimentar uma tecnologia com o grupo para ampliar o conceito de educação permanente; Desenvolver uma experiência de Educação Permanente na Estratégia de Saúde da Família. A problemática que levou ao desenvolvimento desta pesquisa surgiu a partir da percepção pelos autores, na prática e em pesquisa, da existência de conflitos por parte dos profissionais da prática assistencial e em alguns estudos acerca dos conceitos dos processos educativos em saúde e do possível impacto desse conflito de conceitos sobre a implementação da educação permanente. Estudo de campo, descritivo e exploratório com abordagem qualitativa realizado em uma unidade básica do município do Rio de Janeiro. Os sujeitos foram profissionais de todas as categorias que atuam na unidade. Os dados foram coletados, na primeira etapa, através da aplicação de um questionário com uma pergunta aberta sobre o conceito de educação permanente e nesta etapa trabalhou-se com 26 sujeitos, na segunda etapa foram desenvolvidas sete oficinas de educação permanente, e para o desenvolvimento desta etapa trabalhou-se com 13 sujeitos, foi proposta a construção de um mapa conceitual sobre EPS no primeiro encontro e outro no último encontro, a fim de comparar e avaliar a realização das oficinas e o impacto destas sobre as respostas dadas pelos profissionais. Como terceira etapa da pesquisa foi reaplicado o questionário utilizado na primeira etapa, e trabalhou-se novamente com os 26 sujeitos do início, a fim de avaliar as respostas individuais e o impacto das oficinas. Os dados dos questionários foram analisados conforme a análise de conteúdo (Bardin) e, dessa forma, surgiram três categorias, sendo elas: "Educação Permanente no cotidiano dos serviços de saúde: o conceito trazido pelos profissionais e a política do Ministério da Saúde"; "Educação Permanente e Educação Continuada: diferentes concepções e práticas complementares" e "Educação permanente, prevenção de doenças, promoção à saúde e educação em saúde: distinção de conceitos." Foi realizada descrição das categorias e análise dos dados fundamentada no Referencial Teórico de Paulo Freire. Quanto à análise dos mapas conceituais esta se deu à luz da Política Brasileira de EPS. Na análise do conceito de educação permanente verificou-se que antes das oficinas poucos profissionais definiam a EPS de acordo com a proposta da política do Ministério da saúde, muitos confundiam o conceito de EPS com o conceito de educação continuada e outros ainda ao definirem a EPS apresentaram conceitos de prevenção de doenças, promoção à saúde e educação em saúde, e após as oficinas percebeu-se que o conceito de EPS tornou-se mais claro para a maioria dos sujeitos que participaram da intervenção. Em relação ao mapa conceitual, o mesmo foi mais retificado do que ratificado, mostrando a importância das oficinas. Como produto deste estudo tem-se: tecnologia aplicada e avaliada através das oficinas, e como subprodutos os mapas conceituais e a proposta de implantação da EPS na unidade. Destaca-se que entender os conceitos dos processos educativos em saúde e discuti-los com a equipe multiprofissional é de grande importância para que EPS seja efetivamente implementada no cotidiano dos serviços. A experiência vivida foi significativa e possibilitou a equipe refletir e repensar o processo de trabalho da unidade

The present study aims to: Identify the permanent education concept brought by the multiprofessional team of the Family Health Strategy; Experiment a technology with the group to extend the concept of permanent education; Initiate an experience of Permanent Education in the Family Health Strategy. The problem that led to the development of this research came from the perception by the authors, in practice and in research, the existence of conflicts by the professionals of the care practice and in some studies on the concepts of educational processes in health and the possible impact of this conflict of concepts on the implementation of permanent education. Field study, descriptive and exploratory with qualitative approach carried out in a basic unit of the city of Rio de Janeiro. The participants were professionals of all categories who work in the unit. Data were collected in the first stage, by applying a questionnaire with an open question about the concept of permanent education and in this stage we worked with 26 participants, in the second stage seven workshops of permanent education were developed, and for the development of this stage, we worked with 13 participants, the construction of a concept map on EPS in the first meeting and another in the last meeting was proposed, in order to compare and evaluate the workshops and their impact on the answers given by the professionals. As a third step of the research the questionnaire used in the first step was reapplied, and it worked again with the 26 participants of the beginning in order to assess individual responses and the impact of the workshops. Data from the questionnaires were analyzed according to content analysis (Bardin) and, thus, three categories emerged, namely: " Permanent Education in everyday health services: the concept brought by professionals and policy of the Ministry of Health"; Permanent Education and Continuing Education: different conceptions and practices complementary and " Permanent Education, disease prevention, promotion to health and education in health: distinction of concepts." Categories description and data analysis based on the Theoretical Reference of Paulo Freire was conducted. As for the analysis of this conceptual maps it was made in light of the Brazilian Policy of EPS. In the analysis of the concept of permanent education it was found that before the workshops few professionals defined the EPS in accordance with the policy proposal of the Ministry of Health, many confused the concept of EPS with the concept of continuing education and others in defining still the EPS presented concepts of disease prevention, health promotion and education in health, and after the workshopss it was perceived that the concept of EPS has become more clear to the majority of the subjects who participated in the intervention. Regarding the conceptual map, the same has been more rectified than ratified, showing the importance of the workshops. As a product of this study has been: technology applied and evaluated through workshops, and sub products the conceptual maps and the proposal of the EPS implantation in the unit. It is noteworthy to understand the concepts of educational processes in health and discuss them with the multidisciplinary team is of great importance for EPS is effectively implemented in everyday services. The experience was significant and allowed the team to reflect and rethink the process work unit. It is noteworthy to understand the concepts of educational processes in health and discuss them with the multidisciplinary team is of great importance for EPS is effectively implemented in everyday services. The experience was significant and allowed the team to reflect and rethink the process work unit

Continuous education in health and the implementation of nursing diagnoses: a descriptive study

This is a dissertation project for the Professional Masters in Health Education from Fluminense Federal University. In this we aim to describe the nursing process in a public hospital specializing in hematology; to analyze the problems and challenges identified by the multidisciplinary team in terms of nursing diagnoses; to discuss the contribution of continuing education with regard to using nursing diagnoses; to propose a facilitating pedagogical strategy for the use of nursing diagnoses as the basis for the implementation of care and evaluation of results based in the National Policy on Permanent Health Education. This is a descriptive exploratory study in which we have adopted a qualitative approach. The research will be undertaken in a public hospital located in the city of Rio de Janeiro. The subjects are professionals of all categories who are part of a pilot unit in which the research will be held. The ethical aspects will be respected according to Resolution 196/96.