Sistematización de una sistematización: aprendizajes sobre el método / Systematization of a systematization: learning about the method / Sistematização de uma sistematização: aprendizagem sobre o método

Resumen Objetivo: presentar los aprendizajes de una sistematización como método, para la construcción de conocimiento basado en la experiencia vivida por los propios investigadores de varios proyectos sobre la educación en crianza, en el campo de la salud pública, llevado a cabo en la vereda Granizal, Antioquia, durante el período 2013-2019. Materiales y método: se empleó la sistematización de experiencias y los participantes fueron los mismos investigadores. Se inició con la organización de los materiales, los diarios de campo de los círculos de investigación temática y relatorías de las reuniones del equipo de investigación y de los actores comunitarios. Se siguió con la elaboración de una matriz con la recuperación histórica. Y, finalmente, de las reflexiones grupales, surgieron categorías y relaciones para la construcción teórica de visión de conjunto. Resultados: se presenta la propuesta teórica de la sistematización y los procedimientos para implementarla, orientada por cinco momentos: vivir la experiencia, formular un plan de sistematización, recuperar el proceso vivido, las reflexiones de fondo y los puntos de llegada. Se destacan cuatro rasgos de la sistematización: una investigación creativa; basada en un proceso de construcción colectiva; para aprender de la práctica y construir conocimiento; y como escenario transformador de esta y de quienes la realizaron. Conclusión: la "sistematización de la sistematización" permitió hacer conciencia sobre la propia praxis investigativa. Muestra la comprensión del grupo acerca de la conceptualización y metodología de esta perspectiva investigativa. Trasciende la recopilación y organización de la información del proceso vivido en la medida en que la reconstrucción de la experiencia es una comprensión más amplia que transforma la práctica de los sujetos involucrados.

Abstract Objective: to present the learning of a systematization as a method, for the construction of knowledge based on the experience lived by the researchers of several projects on parenting education in the field of public health carried out in the rural settlement of Granizal, Antioquia, during the period 2013-2019. Materials and method: the systematization of experiences was used and the participants were the researchers. It began with the organization of the materials, the field diaries of the thematic research circles and reports of the meetings of the research team and community actors. It was continued with the elaboration of a matrix with the historical recovery. And, finally, reflections, categories and relationships emerged from the group for the theoretical construction of the overall vision. Results: the theoretical proposal of the systematization and the procedures to implement it are presented, guided by five moments: living the experience, formulating a systematization plan, recovering the lived process, the background reflections and the arrival points. Four features of systematization stand out: creative research; research based on a process of collective construction; learning from practice and building knowledge; and as a transforming scenario of this research and of those who carried it out. Conclusion: the "systematization of the systematization" allowed raising awareness of the research praxis itself. It shows the understanding of the group on conceptualization and methodology of this research perspective. It transcends the collection and organization of the information of the process lived to the extent that the reconstruction of the experience is a broader understanding that transforms the practice of the subjects involved.

Resumo Objetivo: apresentar as aprendizagens de uma sistematização como método, para a construção de conhecimento baseado na experiência vivida pelos próprios pesquisadores de vários projetos sobre a educação em criação, no campo da saúde pública, levado a cabo no povoado Granizal, Antioquia, durante o período 2013-2019. Materiais e método: utilizou-se a sistematização de experiências os participantes foram os mesmos pesquisadores. Iniciou-se com a organização dos materiais, os diários de campo dos círculos de pesquisa temática e relatorias das reuniões da equipe de pesquisa e dos atores comunitários. Conseguiu-se com a elaboração de uma matriz com a recuperação histórica. E, finalmente, das reflexões grupais, surgiram categorias e relações para a construção teórica de visão de conjunto. Resultados: apresenta-se a proposta teórica da sistematização e os procedimentos para implementá-la, orientada por cinco momentos: viver a experiência, formular um plano de sistematização, recuperar os processos vividos, as reflexões de fundo e os pontos de chegada. Destacam-se quatro rasgos da sistematização: uma pesquisa criativa; baseada em um processo de construção coletiva; para aprender da prática e construir conhecimento; e como cenário transformador desta e de quem a realizaram. Conclusão: a "sistematização da sistematização" permitiu fazer consciência sobre a própria práxis pesquisaria. Amostra a compreensão do grupo acerca da conceptualização e metodologia desta perspectiva pesquisaria. Trascende a recopilação e organização da informação do processo vivido na medida em que a reconstrução da experiência é uma compreensão mais ampla que transforma a prática dos sujeitos envolvidos.

Experiência de um estágio curricular em terapia ocupacional na atenção primária: foco nas necessidades em saúde infantil / Experience in a curricular internship in primary care occupational therapy: focus on infant health needs

INTRODUÇÃO: A atenção à saúde infantil no Brasil enfrenta problemas reais na execução efetiva de ações transformadoras de suas práticas, capazes de responder às demandas individuais e coletivas no que se refere a sua promoção, proteção e recuperação. RELATO DE EXPERIÊNCIA: Este estudo trata da experiência de alunos do quarto ano de Terapia Ocupacional (TO) - em uma unidade básica de saúde (UBS) da cidade de Santo André - na implantação e no desenvolvimento de ações voltadas à atenção primária à saúde infantil em um estágio curricular obrigatório desde 2010. Neste relato foram enfocadas as atividades - guiadas pelo princípio metodológico reflexão-ação-reflexão - desenvolvidas na brinquedoteca e no acompanhamento do desenvolvimento infantil. CONCLUSÃO: Essa experiência com crianças em situação de vulnerabilidade social e/ou biológica tem nos mostrado a urgência em aproximar a instituição de ensino superior das necessidades locais em saúde, tornando possível uma prática profissional com ações capazes de reconhecer e fornecer recursos para potencializar e acompanhar as características próprias da infância.

INTRODUCTION: Attention to infant health in Brazil faces real problems concerning the effective accomplishment of transforming actions related to its practices, capable of meeting individual and collective demands related to its promotion, protection and recovery. EXPERIENCE REPORT: This study deals with the experience acquired by 4th year students of the Occupational Therapy course in a Basic Health Unit in the Santo André city with the implantation and development of actions related to the primary attention to the infant health in a Mandatory Curricular Probation since 2010. This report focuses the activities - guided by the methodological principle - reflection-action-reflection, developed in the toy room and in the monitoring of infant development. CONCLUSION: This experience acquired from children in a situation of social and/or biological vulnerability has shown us the urgent necessity of approaching the university to the local health necessities,thus enabling a professional practice with actions capable of recognizing and providing resources to empower and monitor the infant own characteristics.

Applications of experience-based health education in maternal nursing in community / 现代临床护理

Objective To explore the applications and effect of experience-based health education in maternal nursing in community.Methods According to the random number table,150 women pregnant for the first time were divided into control group and observation group with 75 in each group. In the control group,the traditional method for health education was used and in the observation group the experience-based teaching based on traditional health education.The two groups were compared in terms of the awareness rate of knowledge about maternal and infant health care and the incidence of postpartum depression.Result The awareness of knowledge about maternal and infant health care in the observation group was significantly higher than that of the control group and the incidence of postpartum depression in the observation group was significantly lower than that of the control group(P<0.01).Conclusion Experience-based health education can improve the level of knowledge about maternal and infant health care and reduce the incidence of maternal postpartum depression.

Blended Learning y estilos de aprendizaje en estudiantes universitarios del área de la salud / Blended learning and learning styles in university students of the health areas

El presente artículo describe el desarrollo de un proceso de investigación que dio cuenta del favorecimiento de los estilos de aprendizaje como consecuencia de la interacción de estudiantes universitarios pertenecientes al área de la salud, a través de un ambiente blended learning diseñado desde una perspectiva de aprendizaje experiencial. La investigación se llevó a cabo en dos fases con un enfoque mixto. La primera, a través de una aproximación cuantitativa con un diseño descriptivo y transversal, cuyo propósito fue identificar los estilos de aprendizaje y su correlación con el rendimiento académico. La segunda fase, de corte cualitativo se desarrolló como un estudio de caso, cuyo objetivo fue analizar la percepción de satisfacción y las dificultades de los estudiantes con relación a la estrategia blended learning diseñada. Las conclusiones de la investigación hacen especial énfasis en las relaciones entre estilos de aprendizaje, rendimiento académico, satisfacción y factores que limitan el aprendizaje.

This article described the development of a research study that revealed the encouragement of learning styles as a result of the interaction among university students from a health area, through the blended learning environment designed from an experiential learning perspective. This research study had two phases: the first one was a quantitative approach based on a descriptive cross-sectional design to identify the learning styles and their correlation with academic performance. The second one was qualitative-oriented and developed as a case study to analyze the perception of satisfaction of and the difficulties faced by the students in relation to this blended learning strategy. The final conclusions made special emphasis on the relationships among the learning styles, the academic performance, the level of satisfaction and the factors restricting the learning process.

Development of Medical Students Interpersonal Skills and Understanding of the Roles which Non-Faculty Hospital Personnel through an Experience-Based Learning Program / 한국의학교육

Gachon Medical School developed an "Experience-based Sharing Program" as a component of its "Patients, Doctors and Society" course. The program was designed to familiarize preclinical students with the various roles which patients and hospital personnel take on in the hospital setting by directly experiencing these roles and performing the same daily routines that these personnel perform. The unit was organized as a 6-day program for 2nd and 3rd year students during the winter recess. Distinguishing features of the course are that it encouraged (1) the active participation of students in the daily hospital activities which various hospital personnel perform other than providing direct medical care within the hospital setting, (2) non-faculty hospital personnel to function as educational facilitators, (3) the development of medical students interpersonal skills with various groups of hospital staff and patients, and (4) students to engage in self-evaluation by requiring them to report on their experience. We conclude that the program is useful and essential in motivating students to understand the roles of their future coworkers in medical practice, in developing students interpersonal skills with the goal that they will be better doctors, and in encouraging paramedical personnel to be facilitators in educating medical students.