Educação profissional técnica de nível médio em enfermagem: em foco as metodologias de ensino / Medium level technical professional education in nursing: focus on teaching methodologies

A educação profissional técnica de nível médio (EPTNM) é uma modalidade da educação básica e, na especificidade da enfermagem, volta-se à formação de auxiliares e técnicos de enfermagem. Enfocá-la é primordial, pois são esses trabalhadores que compõem o maior contingente profissional da equipe de saúde. Nos últimos anos, tem havido, nas escolas técnicas, a partir das políticas e legislações, grande ênfase na realização de mudanças nas metodologias de ensino. O objetivo deste estudo é analisar quais são as tendências pedagógicas que estão na base dos documentos institucionais e das decisões dos professores em sala de aula, a partir de suas visões, no que se refere às metodologias de ensino que norteiam a formação dos técnicos de enfermagem. Trata-se de estudo descritivo-exploratório e documental, com abordagem qualitativa, realizado em uma escola técnica pública no interior do Estado de São Paulo. Foram analisados documentos institucionais e sete professoras do curso técnico em enfermagem participaram de uma entrevista semiestruturada. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da EERP/USP. Os dados foram analisados a partir da análise temática, sendo configuradas três temáticas: Indicações institucionais e político-legais em relação ao referencial metodológico; Metodologia de ensino: proposições e implicações e A finalidade da formação do técnico em enfermagem. A intencionalidade de transcender à perspectiva tradicional faz-se presente, todavia, as professoras enfocam a metodologia de ensino com ênfase técnica, referindo-se a estratégias, não sendo apontadas as teorias que alicerçam as decisões pedagógicas. Os documentos institucionais apontam, predominantemente, para conceitos oriundos do escolanovismo que vêm sendo retomados e ressignificados no cenário das políticas neoliberais. A formação do técnico de enfermagem segue, assim, voltada para o atendimento às demandas do mercado de trabalho, em contraposição à formação que tenha o SUS como eixo orientador. Investimentos na formação dos professores podem contribuir para a compreensão ampla e com criticidade acerca de metodologias de ensino e suas implicações

Medium level technical professional education (MLTPE) is a modality of basic education and, in the specificity of nursing; it focuses on the training of nursing assistants and technicians, Focusing on it is Paramount, as these workers make up the largest professional contingent of the health team. In recent years, in technical schools, based on policies and legislation, there has been great emphasis on making changes in teaching methodologies. The objective of this study is to analyze which are the pedagogical tendencies that are at the base of the institutional documents and of the decisions of the teachers in the classroom, through their visions, regarding the teaching methodologies that guide the training of nursing technicians. This is a descriptive-exploratory and documentary study, with a qualitative approach, carried out in a public technical school in the country of São Paulo State. Institutional documents have been analyzed and seven professors of the technical nursing course participated in a semi-structured interview. The EERP/USP Research Ethics Committee has approved the study. Data were analyzed based on thematic analysis, with three themes: Institutional and political-legal indications in relation to the methodological framework: Teaching methodology: propositions and implications, and The purpose of training nursing technicians. The intentionality of transcending the traditional perspective is present, however, the teachers focus on the teaching methodology with technical emphasis, referring to strategies, not pointing out the theories that support the pedagogical decisions. The institutional documents predominantly point to concepts originating from New Education that have been retaken and re-signified in the scenario of neoliberal policies. The training of nursing training that has the SUS as a guiding axis. Investments in teacher training can contribute to a broad and critical understanding of teaching methodologies and their implications

Educación en el trabajo en la enseñanza médica superior / Education at work in higher medical teaching

La formación de los profesionales de la salud se basa en el principio martiano y marxista de la vinculación estudio-trabajo, a lo que se denomina educación en el trabajo, como modalidad fundamental de organización del proceso docente educativo en el ciclo clínico de las diferentes carreras de la educación médica superior. A tales efectos, en el presente artículo se exponen los principales tipos de educación en el trabajo relacionados con la formación del estudiante universitario y del residente durante el período de especialización, así como las experiencias positivas aplicadas durante años por los autores. Este material será un instrumento útil para los profesores y contribuirá a elevar la calidad de la formación de médicos y especialistas.

Health professionals training is based on Martí and Marx principle of linking study-work, what is denominated education at work, as fundamental modality of organization of the teaching educational process in the clinical cycle for the different careers of the higher medical education. To such effects, the main types of education at work related to the university student and intern training during the period of specialization are exposed in this work, as well as the positive experiences implemented during years by the authors. This material will be a useful instrument for the professors and it will contribute to elevate the quality of doctors and specialists training.

Online continuing interprofessional education on hospital-acquired infections for Latin America

Abstract Introduction: Latin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. Methods: Participation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. Results: There were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. Discussion: Implementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a "New Challenges" course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions.

Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools.

PURPOSE: The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). METHOD: The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey. RESULTS: Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. CONCLUSION: The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

Online continuing interprofessional education on hospital-acquired infections for Latin America.

INTRODUCTION: Latin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. METHODS: Participation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. RESULTS: There were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. DISCUSSION: Implementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a "New Challenges" course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions.

A proposal for teaching undergraduate chemistry students carbohydrate biochemistry by problem-based learning activities.

This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental activities (8-12 hours) were related to the questions: (i) what does the Benedict's Reagent detect? and (ii) What is determined by glucose oxidase (GOD)? We also ask the students to compare the results with those obtained with the Lugol reagent, which detects starch. Usually, students inferred that the Benedict reagent detects reducing sugars, while GOD could be used to detect glucose. However, in GOD assay, an open question was left, because the results could be due to contamination of the sugars (particularly galactose) with glucose. Though not stressed, GOD does not oxidize the carbohydrates tested and all the positive results are due to contamination. The activities presented here can be easily done in the high school, because they are simple and non-expensive. Furthermore, in the case of Benedict reaction, it is possible to follow the reduction of Cu (II) "macroscopically" by following the formation of the brick-orange precipitate. The concrete observation of a chemical reaction can motivate and facilitate students understanding about chemistry of life.

[Contexts, impasses and challenges for training Public Health workers in Brazil]. / Contextos, impasses e desafios na formação de trabalhadores em Saúde Coletiva no Brasil.

An introductory comment is made on the historical background, institutional impasses and curriculum challenges for training Public Health workers in Brazil. Initially, a thesis is proposed, namely that the Brazilian state has not fulfilled its responsibility to ensure quality public services for the population, with access and equity, shaping "the four perversions of Brazilian education." Secondly, it analyzes the public health system, which is theoretically universal, but being underfunded and with acknowledged shortcomings, contributes to the increase in social exclusion. Lastly, it highlights the need for new models for training people who are technologically competent, suitable for teamwork, creative, autonomous, problem-solving, engaged in health promotion, open to social participation and committed to the humanization of health.

[Who teaches queer: the prospect of queer theory analysis in the health education process]. / Quem educa queer: a perspectiva de uma analítica queer aos processos de educação em saúde.

The scope of this essay is to reflect on the possibilities of inclusion of a queer analytical body to the processes of education in the health field. This is because the development of the Unified Health System, with its new set of health practices has revealed challenges that include broadening the knowledge set especially required for revitalization of the notion of subject. Queer theory is needed to understand how identities and in particular gender and sexuality are incorporated, in a social and cultural process, and how, in the micro-social spaces, it can determine educational practices with the power to reinforce the status of the so-called minority sexualities. Queer theory framed in so-called post-critical theories of education is analyzed from the categories of power, resistance, transgression in the context of standardization and subjectivity. It is assumed that processes of education in health, grounded in queer teaching, working in terms of difference and not diversity, proposing processes of deconstruction of binaries such as nature/culture, reason/passion, homosexual/heterosexual, working towards shaping more assertive cultural and social subjects.

Contextos, impasses e desafios na formação de trabalhadores em Saúde Coletiva no Brasil / Contexts, impasses and challenges for training Public Health workers in Brazil

Comentário introdutório sobre conjunturas históricas, impasses institucionais e desafios curriculares na formação de trabalhadores em Saúde Coletiva no Brasil. Em primeiro lugar, propõe-se a tese de que o estado brasileiro não tem cumprido sua responsabilidade de garantir à população serviços públicos de qualidade, com acesso pleno e equidade, conformando "as quatro perversões da educação brasileira". Em segundo lugar, analisa-se o sistema público de saúde, em tese universalista, mas que, subfinanciado e com carências reconhecidas, contribui para aumentar a exclusão social. Finalmente, destaca-e a necessidade de novos modelos de formação de pessoas tecnologicamente competentes, capazes de trabalhar em equipe, criativas, autônomas, resolutivas, engajadas na promoção da saúde, abertas à participação social, comprometidas com a humanização da saúde.

An introductory comment is made on the historical background, institutional impasses and curriculum challenges for training Public Health workers in Brazil. Initially, a thesis is proposed, namely that the Brazilian state has not fulfilled its responsibility to ensure quality public services for the population, with access and equity, shaping "the four perversions of Brazilian education." Secondly, it analyzes the public health system, which is theoretically universal, but being underfunded and with acknowledged shortcomings, contributes to the increase in social exclusion. Lastly, it highlights the need for new models for training people who are technologically competent, suitable for teamwork, creative, autonomous, problem-solving, engaged in health promotion, open to social participation and committed to the humanization of health.

Quem educa queer: a perspectiva de uma analítica queer aos processos de educação em saúde / Who teaches queer: the prospect of queer theory analysis in the health education process

Este ensaio tem o objetivo apresentar uma reflexão sobre as possibilidades de incorporação de um corpo analítico queer aos processos de educação no campo da saúde. Isto porque o desenvolvimento do Sistema Único de Saúde tem revelado desafios que passam pela ampliação de conhecimentos, necessários, principalmente quanto à revitalização da noção de sujeito. Tomamos a perspectiva queer para compreender como as identidades e, em particular, as de gênero e sexualidade, são naturalizadas e essencializadas em um processo social e cultural, e como isso pode determinar, nos micros espaços sociais, práticas educacionais com potência de reforçar a subalternidade das chamadas sexualidades minoritárias. A teoria queer , enquadrada nas chamadas teorias pós-críticas da educação, é analisada com base nas categorias: poder, resistência, transgressão em contextos de normalização e subjetivação. Assume-se que processos de educação na saúde, ancorados em uma pedagogia queer , trabalham no plano da diferença e não da diversidade, propondo processos de desconstrução dos binarismos tais como natureza/cultura, razão/paixão, homossexual/heterossexual, caminhando na conformação de sujeitos sociais e culturais mais transgressores.

The scope of this essay is to reflect on the possibilities of inclusion of a queer analytical body to the processes of education in the health field. This is because the development of the Unified Health System, with its new set of health practices has revealed challenges that include broadening the knowledge set especially required for revitalization of the notion of subject. Queer theory is needed to understand how identities and in particular gender and sexuality are incorporated, in a social and cultural process, and how, in the micro-social spaces, it can determine educational practices with the power to reinforce the status of the so-called minority sexualities. Queer theory framed in so-called post-critical theories of education is analyzed from the categories of power, resistance, transgression in the context of standardization and subjectivity. It is assumed that processes of education in health, grounded in queer teaching, working in terms of difference and not diversity, proposing processes of deconstruction of binaries such as nature/culture, reason/passion, homosexual/heterosexual, working towards shaping more assertive cultural and social subjects.

Educating for health equity: walking the walk.

"Transforming education to strengthen health systems in an interdependent world" is the subtitle to a report by a global commission on health professional education, Health Professionals for a New Century (HPNC). The report aspires to do for health professional education in this century what Flexner did for medical education in the last-spark a revolution.[1] And indeed a necessary one if we are to see global health equity in practice, not simply in print.

International service learning programs: ethical issues and recommendations.

Inequities in global health are increasingly of interest to health care providers in developed countries. In response, many academic healthcare programs have begun to offer international service learning programs. Participants in these programs are motivated by ethical principles, but this type of work presents significant ethical challenges, and no formalized ethical guidelines for these activities exist. In this paper the ethical issues presented by international service learning programs are described and recommendations are made for how academic healthcare programs can carry out international service learning programs in a way that minimizes ethical conflicts and maximizes benefits for all stakeholders. Issues related to project sustainability and community involvement are emphasized.

La educación en valores en la Educación Superior / Values education in higher education

Los tiempos que transcurren hacia el tercer milenio se caracterizan por la presencia de cambios muy acelerados en diferentes direcciones, por lo tanto los profesionales del siglo XXI necesitan de una formación que los haga capaces de incursionar en varias ramas del saber y para ello deben prepararse en un pensamiento propio y una capacidad de innovación, que les haga partícipes de su formación permanente, para poder asumir una posición digna en su contexto social y así sentirse comprometidos cabalmente con la misión que de ellos se exige. La universidad como institución social debe llevar en sus modelos de formación la solución de los problemas de la sociedad para poder transformarlos de modo que los estudiantes aprendan y los profesores enseñen con sentido y significación de la actividad esencial de ambos. En la universidad la educación de los valores tiene como centro: la práctica, de donde se desprende la actividad que desempeñan alumnos y profesores, la cual es enseñar-aprender, y que tiene como base el estudio y el trabajo. Esta problemática hay que analizarla desde un enfoque histórico concreto y se da mediante la relación sujeto-objeto. El objetivo de este trabajo es la socialización de algunas reflexiones teóricas y practicas sobre la educación de valores en la universidad y el papel del profesor en la formación de estos, en su misión formativa desde la instrucción(AU)

Present times are characterized by dramatic changes in different areas of life. Twenty-first century professionals need a special training that enables them to venture into various branches of knowledge. Therefore, they must have an original thinking and innovation skills; they must be part of their training, take a dignified position in the social context they live in and be committed to its mission. The University, as a social institution, should include in their training models social problems and transformation processes, so that students learn and teachers teach with true meaning and significance. At university level, values education is centered in the practical teaching-learning process and is based on study and work. This problem needs to be analyzed from a specific historical approach on subject-object relationship. This work is aimed at socializing some theoretical and practical reflections on values education at the university as well as teacher's role in their formation from an instructive perspective(AU)

[Relationship between the development of a stance and the precedents of teaching education and educational practice]. / Relación entre el desarrollo de postura y los antecedentes de formación docente y práctica educativa.

INTRODUCTION: A solid perspective is the result of knowledge building and constitutes a stance of the teacher on education. OBJECTIVES: To explore if there is a stance on education among professors in the health area and to investigate if teaching education has an influence on it, as well as if there is any relation-ship between stance and academic level in teaching. MATERIAL AND METHODS: A census was made among teachers in the medical units of the health area in Guadalajara. The sample was constituted by 126 professors, who accepted to fill out the questionnaire. To explore the stance, an instrument was made from the passive and participative perspectives of education. The items were grouped in pairs: two statements that approach the same topic from opposing points of view. The criterion of obtaining an indiscriminate agreement of 0.50 or lower and a consequence of 0.50 or higher was established to consider the existence of a stance. Once the measurement was made, the professors' results were compared, taking into account the precedent of teaching background and academic level of educational practice. RESULTS: no existence of a stance was certified in any of the individuals. The results did not show any significant differences in any of the contrasting events. CONCLUSIONS: The predominance of the passive perspective shows an absence of a stance in the group. It is necessary to create educational spaces that bring about a stance in teachers that give greater consistence, scope and direction to their educational performance.

Formación de valores y trabajo político ideológico en la disciplina informática médica / Formation of values and politic- Ideological work in Medical Informatic discipline

Las nuevas tecnologías informáticas propician la introducción de nuevos métodos y procedimientos en los sistemas educacionales, permiten la participación activa de los estudiantes en el proceso instructivo y una mejor atención a las diferencias individuales. A pesar de estas bondades se ha comprobado que propicia: la pérdida del carácter colectivo de la enseñanza, la vida sedentaria, la afectación de la higiene física y mental, y la probabilidad de pérdida de valores humanos, tales como: el colectivismo, sentimientos, las emociones y la solidaridad, solo por mencionar algunos.Este estudio prospectivo se desarrolló con los estudiantes del ciclo básico de las carreras de Medicina y Estomatología de la Filial de Ciencias Médicas de Bayamo en la provincia Granma, durante el curso 2006- 2007. Los autores determinaron los principales valores humanos a formar en los futuros profesionales de la salud y pusieron en práctica una estrategia didáctico-metodológica, en el contexto de la disciplina Informática Médica, para propiciar la formación de estos valores y contribuir al desarrollo del trabajo político- ideológico(AU)

The new informatic technologies favor the introduction of new methods and procedures in the educational systems, allow the active participation of the students in the instruction process and a further attention towards the individual differencies. In spite of these facts it has been confirmed that they also favor the loss of collective character of teaching, sedentary life, the influence in physics and mental hygiene and the chance to loose human values such as: collectivism, feelings, emotions and solidarity among others. This prospective study was developed with students of the basic cycle of Medicine and Stomatology careers from Medical Science Filial in Bayamo Granma Province, during 2006-07 course. The authors determined the main human values to be formed in the future health professionals and they put into practice a methodologic-dialectic strategy in the context of Medical-Informatic discipline, to favour the formation of these values and to contribute to the development of ideologic-political work(EU)

Rendimiento académico y su relación con las características sociales del estudiante en la carrera de nutrición y dietética de la Facultad de Medicina gestión 1994 a 1998 / Academic performance and its relationship with the social characteristics of the students in the nutrition and dietetics school of the medical school from 1994 to 1998

Pregunta de investigación. ¿ Cuál es la relación entre rendimiento académico y las características sociales de los estudiantes manifestados en motivación de ingreso a la carrera, condiciones socioeconómicas, hábitos de estudio, autoestima y actitud hacia la profesión, en la carrera de nutrición. Objtivos. Establecer el rendimiento académico dela población estudiada a través del promedio de califficaciones y su relación con algunas caracteristícas del estudiante como ser: motivación de ingreso a la carrera, condiciones socioeconómicas, hábitos de estudio, autoestima y actitude hacia la profesión. Diseño. Estudio descriptivo y retrospectivo. Lugar y población. Estudiantes de la Carrera de Nutrición y Dietética matriculados en las gestiones de 1994 a 1998. Métodos. El estudio se realizó en 112 estudiantes. La información sobre el rendimiento académico se obtuvo retrospectivamente de los registros de la Carrera. Para la variable independiente, características del estudiante, se aplico un cuestionario con preguntas estructuradas y abiertas. Se analizó la relación de variables independientes con el rendimiento académico, a través de dos modelos estadísticos: prueba de independencia y la prueba de diferencia de medias (ANOVA). Finalemnte, se seleccionaron aquellas variables que tuvieron diferencia significativa y mediante un modelo de regresión múltiple se estudió el efecto de las variables independientes en el rendimiento académico. Resultados. Los resultados de análisis de la diferencia de medias demuestran que: Los educandos de clase media alta obtienen puntajes mas altos en sus calificaciones en relación a los de clase baja p=0.031. Los educandos que indicaron motivos de comodidad o tan solo obtención de un título profesional, valor de p=0.001. Existe diferencia significativa en el promedió de alificaciones según autoestima, a ,ayor autoestima le corresponde un mayor promedio en sus notas, valor de p= 0,000. El tiempo dedicado al estudio tambien presenta diferencia significativa, valor de p= 0,006. No existe diferencia en el promedio de claificaciones entre los estudiantes con actitud favorable hacia la profesión y aquellos con actitud desfavorables, valor de p= 0.841.