Research progress of humanistic nursing training for nurses / 中国实用护理杂志

This paper expounds the concept of humanistic nursing and humanistic nursing training, and summarizes the current situation of humanistic nursing training. Mainly includes training courses based on humanistic care nursing theory, training courses based on humanistic medical practice skill training, training courses based on training mode, training courses guided by promoting hospital development, humanistic training aimed at developing humanistic nursing discipline, etc. Through summarizing the existing research results, to provide reference for the construction of systematic training courses of humanistic nursing practice ability.

Entre nós: educação permanente em saúde como parte do processo de trabalho dos Núcleos Ampliados de Saúde da Família e Atenção Básica / Among us: permanent health education as part of the work process of the Extended Nuclei for Family Healthcare and Basic Care

Resumo O artigo apresenta uma pesquisa cujo objetivo foi analisar o processo de trabalho de um Núcleo Ampliado de Saúde da Família e Atenção Básica (NASF-AB), sob as perguntas de quem apoia o apoiador matricial e como esses profissionais aprendem/apreendem seu fazer. A pesquisa estudou o processo de trabalho com os próprios apoiadores de NASF-AB e, articulado às perspectivas da servidão e liberdade em Baruch Spinoza, problematizou como sentem e como agem, evocando o pensamento-afecção e o pensamento-ação. As escolhas metodológicas envolveram a cartografia e o pesquisar-com. Foi possível identificar um comportamento de equipe, promotor da educação permanente em saúde e do necessário coletivo de enunciação que o NASF-AB deve representar. Compreendeu-se que o "apoio aos apoiadores" objetivamente se expressa pelos processos de autoanálise (institucional), providências de educação permanente em saúde (entre pares) e esforço por exaurir medo e esperança para que os afetos apareçam genuínos e encontros vicejem (liberdade). A ação entre pares, no interior do próprio NASF-AB para aprender, apreender e exercer o matriciamento levou à compreensão de que se trata de algo que acontece como um "entre nós" (os próprios apoiadores), investida a perseverança da liberdade ante a servidão.

Abstract The article presents a study aimed to analyze the work process of an Extended Nucleus of Family Health and Primary Care (NASF-AB), questioning: who are those that support the matrix supporter? and how these professionals learn/understand their work? The research studied the work process with the NASF-AB supporters and, articulated with the perspectives of servitude and freedom in Baruch Spinoza, problematized how they feel and how they act, evoking thought-affection and thought-action. Methodological choices involved cartography and research-with. It was possible to identify team behavior that promotes permanent education in the healthcare field and the necessary collective enunciation that the NASF-AB must represent. It can be understood that "support for supporters" is objectively expressed through the processes of self-analysis (institutional), measures of permanent health education (among peers) and efforts to allow fear and hope to be expressed so that affections appear genuine and encounters may thrive (freedom). The action among peers, within the NASF-AB to learn, get ownership and practice the matrix support led to the understanding that it is something that happens as "among us" (the supporters themselves), invested with the perseverance of freedom in the face of servitude.

Another way to teach family: family nursing game / Um modo de ensinar família: jogo para enfermagem de família

Current paper describes the application of an innovative strategy to teach family, within a hospital context, by sensitizing nurses on the family subject through the use of a game. Given the hospitalization of a relative, the family faces changes in its dynamics caused by the crisis it is exposed to. It is the relevance for including the family within the care process. Since nurses are expected to assume a key role for which they need specific competence to intervene in families when experiencing an eventual crisis. The in-service education becomes a strategy of generating new skills and enhances human capital to improve the quality of nursing care. Considering the importance of including family in the care context, a playful tool called Family Nursing Game has been invented for teaching the family, especially by passing a model of family intervention. The strategy is based on the belief of the existence of relationship between game and learning.

Artigo descreve aplicação de uma estratégia inovadora para ensinar família em contexto hospitalar, sensibilizando os enfermeiros sobre família através de um jogo. Perante a hospitalização de um de seus membros, a família é confrontada com alterações em sua dinâmica com o paciente, daí a relevância da inclusão da família no processo de atendimento e cuidados. O enfermeiro assume neste nível um papel preponderante de competência específica para intervir junto a família de pacientes por ocasião de vivência de possível crise acidental. A educação em serviço, torna-se estratégia geradora de inovadas competências e potencializa o capital humano para a melhoria da qualidade na assistência em enfermagem. Da importância de inclusão da família no contexto de cuidados, criou-se um instrumento lúdico denominado Family Nursing Game com o intuito de ensinar família, nomeadamente divulgando um modelo de avaliação e intervenção familiar. Tal estratégia fundamenta-se na convicção da existência de relação entre o jogo e a aprendizagem.

Integralidade, construção e socialização de conhecimentos no contexto da educação permanente e atuação de profissionais da área da saúde / Comprehensive health care, construction and socialization of knowledge in the context of permanent education and actions of health professionals / Integralidad, construcción y socialización de conocimientos en el contexto de la educación permanente y actuación de profesionales del área de la salud

O texto discute a fragmentação entre práticas desenvolvidas em serviços de saúde e saberes produzidos no contexto acadêmico, elaborando uma reflexão sobre o tema, enquanto fenômeno relacionado às concepções da ciência moderna, pautada pelo paradigma cartesiano. Discute a relevância de se estabelecerem novas concepções sobre a construção de conhecimentos, valorizando saberes desenvolvidos no cotidiano dos serviços e estabelecendo nova abordagem sobre o tema no âmbito dos cursos de graduação, pós-graduação e demais atividades realizadas dentro das propostas de educação permanente. Nesta perspectiva, é descrita uma experiência de realização de oficinas de elaboração de textos voltadas para profissionais que frequentam cursos de especialização na área da saúde, visando à sistematização e socialização de suas experiências. A atividade vem se mostrando um importante espaço de construção de saberes, permitindo que textos no formato de relatos de experiência sejam produzidos e divulgados nos meios científicos.

The paper discusses the fragmentation between practices developed in healthcare services and knowledge generated in the academic context, proposing a reflection on the subject as a phenomenon related to the concepts of modern science, guided by Cartesian paradigm. It discusses the relevance of establishing new conceptions of building knowledge, valuing those elaborated in routine services and proposing a new approach about this subject in undergraduate and graduate courses, and also other activities within inservice education proposals. From this perspective it describes an experience in conducting workshops of texts elaboration, focused for professionals who are performing specialization courses in health area, aiming the systematization and socialization of experiences developed in their fields of professional activities. This activity allowed an important place in building knowledge and the elaboration of texts in the form of experience reports, published in scientific journals.

El texto discute la fragmentación entre las prácticas desarrolladas en los servicios de salud y saberes que se producen en el contexto académico, proponiendo una reflexión sobre el tema, como un fenómeno relacionado con los conceptos de la ciencia moderna, cartesiana. En este sentido, discute la importancia de establecer nuevas concepciones acerca de la construcción de conocimientos, valorando saberes elaborados en los servicios cotidianos y estableciendo nuevos planteamientos sobre el tema en los cursos de graduación, pos-graduación y actividades de educación permanente. Se describe una experiencia con talleres de elaboración de textos destinados a los profesionales que realizan cursos de especialización en salud, a fin de sistematizar y socializar sus experiencias. La actividad se viene mostrando un importante espacio de construcción de saberes, lo cual permite que textos científicos, en forma de relatos de experiencia, se produzcan y se divulguen.

A Study on Nutrition Knowledge, Dietary Attitudes and Nutrition Education Needs among Child-Care Teachers / 대한지역사회영양학회지

This study was conducted on 175 child-care teachers, who participated in in-service education, to research the methods to improve child-care teacher's nutrition management capability for infants and children. Investigated results of child-care teachers' nutrition knowledge, dietary attitude status, and needs on nutrition education in child-care centers are as follows: The score of child-care teachers' nutrition knowledge was 10.83 points out of 15, which is about 72%. Total score increased as teachers' age but not significantly different from their career duration, since teachers who have a child-care career less than 5 years acquired 10.91 points, which is higher than 10.64 points of teachers having more than 5 years of child-care career. Teachers' average recognition to the nutrition knowledge was 90.6%, increased significantly by the older they are, and decreased according to the accumulation of their career. The average accuracy of the nutrition knowledge was 79.7%, increased in proportion to the teachers' age. The marks of child-care teachers' dietary attitude were 41.3 points (possible score range 5-50) and 83%, older teachers tended to have more desirable dietary attitude. As indicated by the increment of child-care career, the score of emotional attitude tended to be increased but which of cognitive and behavioral attitude showed a declining tendency. Nutrition information which child-care teachers were mainly interested in were correct selection of food (58.1%), obesity and weight management (52.7%), and nutrient content of food (44.9%). Nutrition education contents which child-care teachers needed were 'nutritious food and menu for child' (72.2%), 'health management of child' (69.2%) and meal management of child (40.2%). Nutrition education methods, which child-care teachers considered as of desirable ones, were cooking class of small scale (31.8%), visiting class at child-care center (26.5%). In consequence, the nutrition knowledge and dietary attitude of child-care teachers were not good and showed different issues by age and career duration. Therefore, it is requisite to intensify nutrition management courses in child-care teachers' qualification and in-service education courses which has actual necessity and suitability based on teachers' age, career, and the type of child-care center, and to disseminate these through public health centers and child-care & education information centers to pursue the efficient balance of nutrition education programs.

Atividades educativas de trabalhadores na atenção primária: concepções de educação permanente e de educação continuada em saúde presentes no cotidiano de Unidades Básicas de Saúde em São Paulo / Actividades educativas de trabajadores en la atención primaria: concepciones de educación permanente y de educación continuada en salud presentes en el quehacer cotidiano de Unidades Básicas de Salud en Sao Paulo, Brasil / Educational activities for primary healthcare workers: permanent education and inservice healthcare education concepts in the daily life of primary healthcare units in São Paulo

Esta pesquisa tem o objetivo de analisar a prática de atividades educativas de trabalhadores da saúde em Unidade Básica de Saúde (UBS) segundo as concepções de educação permanente em saúde (EPS) e de educação continuada (EC), processo de trabalho em saúde e enfermagem, trabalho em equipe e integralidade. Estudo do tipo transversal, realizado em dez UBS do Município de São Paulo, por meio de entrevista dirigida com 110 informantes-chave, representantes de todas as categorias profissionais e equipes das UBS, sobre as atividades educativas desenvolvidas em 2005. As informações foram classificadas segundo categorias operacionais para cada variável de estudo, com base no referencial teórico. Os trabalhadores relataram 396 atividades educativas, que revelam a complementaridade das concepções de EPS e EC. De acordo com a perspectiva do Sistema Único de Saúde (SUS) e da transformação das práticas de saúde, coloca-se a necessidade de ampliação do debate em torno da EPS como política pública.

The objective of this study was to analyze the educational activity practices among healthcare workers in primary healthcare units (PHUs) according to the concepts of permanent healthcare education (EPS) and continuing education (CE), healthcare and nursing work processes, teamwork and comprehensiveness. This was a cross-sectional study conducted in 10 PHUs in the municipality of São Paulo, through structured interviews with 110 key informants who represented all professional categories and teams at the PHUs. The interviews covered educational activities developed in 2005. The information was classified according to operational categories for each study variable, based on the theoretical framework. The workers reported 396 educational activities that demonstrated the complementary nature of the concepts of CFHE and CE. In accordance with the perspectives of the Brazilian Unified Health System (SUS) and the transformation of healthcare practices, there is a need to expand the debate relating to CFHE as public policy.

Investigación con el objeto de analizar la práctica de actividades educativas de trabajadores de salud en Unidad Básica de Salud (UBS) según las concepciones de educación permanente en salud (EPS) y de educación continuada (EC), proceso de trabajo en salud y enfermería, trabajo en equipo e atención integral. Estudio del tipo transversal realizado en diez UBS del municipio de São Paulo, por medio de entrevista dirigida con 110 informantes clave representantes de todas las categorías profesionales y equipos de las UBS, sobre las actividades educativas desarrolladas en 2005. Las informaciones se clasificaron según categorías operacionales para cada variable de estudio con base en el referencial teórico. Los trabajadores relataron 396 actividades educativas que revelan la complementariedad de las concepciones de EPS y EC. De acuerdo con la perspectiva del Sistema Unico de Salud (SUS) y de la transformación de las prácticas de salud se plantea la necesidad de ampliación en el debate en torno de la EPS como política pública.

Educação em serviço para profissionais de saúde do Serviço de Atendimento Móvel de Urgência (SAMU): relato da experiência de Porto Alegre-RS / Educación en servicio para profesionales de salud del Servicio de Cuidado Móvil de Urgencia: un relato de experiencia de Porto Alegre, capital del estado brasileño de Rio Grande do Sul / In-service training for health professionals of the Mobile Emergency Care Service: report on the experience of Porto Alegre, RS, Brazil

Relata-se a experiência realizada no Serviço de Atendimento Móvel de Urgência Samu 192, da Secretaria Municipal de Saúde de Porto Alegre - RS, quanto ao trabalho desenvolvido pelo Núcleo de Educação Permanente em Urgências. Consta das principais necessidades e dos principais avanços encontrados no desenvolvimento das atividades, apresentando uma reflexão crítica do processo desenvolvido. Reconhece-se que implantar e manter processos de Educação Permanente em Urgências junto aos Samu é de fundamental relevância para a qualificação dos serviços, entretanto, registram-se as dificuldades na sua execução, especialmente devidas à forma da organização do trabalho no componente pré-hospitalar móvel. Conclui-se que investir na educação incorporada à rotina de trabalho como um processo efetivo, contínuo e ajustado às necessidades do cotidiano e da evolução da estratégia constitui prioridade de gestão e de avaliação de sua qualidade.

This article reports on experience at the Mobile Emergency Care Service (Serviço de Atendimento Móvel de Urgência SAMU 192) of the Municipal Health Department of Porto Alegre, RS, relating to work developed by the Center for Continuing Emergency Care Education. The core needs and important advances in developing the activities are reported and a critical reflection on the process is presented. The article acknowledges the crucial relevance of establishing and maintaining processes of continuing education at SAMU units to improve services. However, it points out difficulties in accomplishing such processes, especially because of the way in which the mobile pre-hospital component of the work is organized. It concludes that investing in education incorporated within the work routine, as an effective continuous process adapted to everyday needs and strategy development needs, is a priority for management and for quality evaluation.

El articulo relata la experiencia realizada en el Servicio de Atención Móvil de Urgencia SAMU 192 de la Secretaría Municipal de Salud de Porto Alegre cuanto al trabajo desarrollado por el Núcleo de Educación Permanente en Urgencias. Se refiere a las principales necesidades y relevantes avances encontrados en le desarrollo de las actividades, presentando una reflexión crítica del proceso desarrollado. Reconoce que implantar y mantener procesos de calificación de los servicios; sin embargo, registra las dificultades en su ejecución, especialmente debidas a la forma de la organización del trabajo en el componente pre-hospitalario móvil. Concluye que invertir en la educación incorporada en la rutina de trabajo, como um proceso efectivo, continuado y ajustado a las necesidades del cotidiano y de la evolución de la estrategia constituye prioridad de la gestión y de la evaluación de su calidad.

Development of the In-service Education Program for Nurses on the Internet Using Multimedia Teaching Materials / 대한의료정보학회지

Most of health care professional obtain and update their new knowledge and skills through continuing education. Nurses who works three shifts per day are not easy to attend continuing education session usually offered during their working hours. One of solutions to this problem would be to develop a education program which does not limit time and place. The aim of this study is to develop and evaluate a web-based continuing education program, to help nurse improve their knowledge of transfusion therapy and medical law, and to enhance their ability to contribute to the quality of patient care. A wide range of contents regarding transfusion therapy are covered extensively, concentration on principles of transfusion therapy and administration of whole blood and blood components, transfusion reactions. In the medical law, contents on Korean law in general, medical law, history of revision of medical law, nursing related medical laws are covered, Many color illustrations have been included to help nurses learning process. Each unit has a set of multiple choice questions to provide feedback to nurses. Two sets of questionnaires were used for this study. First, a questionnaire was administered to 21 nurses to collect information on their general characteristics, opinions of inservice and continuing education, and experiences of using computer and internet before they were exposed to the program. Second, another questionnaire was administered to 21 nurses after they were exposed to the program. They were asked to evaluate program in terms of its easiness of use, contents and ways of presenting contents, and usefulness of program for learning. The program generally was well received by the nurses. The program is a useful adjunct to the existing continuing education program. It also could be used in nursing student education and other health sciences.