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1.
Viana do Castelo; s.n; 20221202. il., tab..
Thesis in Portuguese | BDENF - Nursing | ID: biblio-1397105

ABSTRACT

Considerando que a pessoa em situação crítica tem a vida ameaçada por falência iminente de uma ou mais funções vitais e que para sobreviver depende de meios avançados de monitorização, vigilância e terapêutica, requer cuidados altamente qualificados e contínuos, como resposta às necessidades afetadas, no sentido de prevenir complicações e limitar incapacidades, tendo em vista a sua recuperação total. Estas crescentes exigências dos cuidados de saúde, conduzem os enfermeiros, como estratégia de desenvolvimento profissional, a investir na sua formação procurando níveis cada vez mais específicos e elevados para que sejam cada vez mais competentes. A abordagem de enfermagem à pessoa em situação critica exige que o enfermeiro seja detentor de competências especificas e de uma formação estruturada e organizada que lhe permita maximizar a sua práxis clínica. Com base nestes pressupostos, pretendemos com este estudo analisar a influência da Simulação de Alta-fidelidade (SAF) na satisfação e nos ganhos percebidos pelos estudantes do curso de mestrado em Enfermagem Médico-cirúrgica, na abordagem à pessoa em situação critica Neste sentido, desenvolveu-se um estudo descritivo-correlacional, observacional e transversal com uma amostra de 38 enfermeiros, estudantes do Curso de Mestrado em Enfermagem Médico-cirúrgica de uma escola de saúde do Norte do país. Com instrumentos de colheita de dados, utilizou-se um questionário de caraterização socioprofissional, a Escala de Satisfação com Experiências Clínica Simulada (ESECS) e a Escala de Ganhos Percebidos com a Simulação de Alta-fidelidade (EGPSA), complementados com um conjunto de questões abertas dirigidas às expetativas e perceções dos estudantes quanto às experiências clínicas simuladas (ECS) em laboratório de alta-fidelidade, no âmbito de UC do plano curricular do curso de mestrado. Os resultados indicaram um elevado grau de Satisfação com a SAF, obtendo valores médios de 8,82 ± 0,82 na totalidade da escala (ESECS), em que o nível de satisfação varia entre 1 e 10, sendo a Dimensão Cognitiva a que obteve maior média de satisfação (9,09 ± 0,94) e a Dimensão Prática o menor valor médio com (8,71 ± 0,94). Não se observaram diferenças estatisticamente significativas entre variáveis sociodemográficas e profissionais e a satisfação com as experiências clínicas simuladas. Quanto aos Ganhos Percebidos com a SAF, de uma forma global, e na maioria das dimensões, os participantes posicionaram-se no atributo "melhorei consideravelmente" (M>4,0), à exceção das dimensões Atitudinal e Técnico-prática que obtiveram médias de 3,99 e 3,93, respetivamente, muito próximas da propriedade "melhorei consideravelmente". Na análise das correlações, apenas se verificaram correlações negativas, de baixas a moderadas, entre a aprendizagem global (p<0,05), e as suas dimensões Reconhecimento e Decisão, Cognitiva e Técnico-prática, (p<0,05), com o tempo de serviço, inferindo-se que quanto menor for o tempo de exercício profissional dos participantes, maiores são os ganhos percebidos. Não se constataram associações entre a satisfação e os ganhos percebidos com outras variáveis socioprofissionais. Por sua vez, observou-se associação muito significativa e positiva entre a ESECS total e a EGPSA total (p=0,01), concluindo que quanto maiores os ganhos percebidos pelos estudantes, maior a satisfação com a SAF. Pela análise de conteúdo das questões abertas, os estudantes demonstram elevadas expectativas relativamente às ECS com recurso a SAF, alegando que serão uma mais-valia na aquisição/desenvolvimento de aprendizagens, permitindo a consolidação/desenvolvimento de conhecimentos e competências, favorecendo o trabalho em equipa e melhorando a prática profissional. O realismo dos cenários, o debriefing, assim como, a segurança, foram apontados como aspetos positivos das práticas clínicas simuladas, para o desenvolvimento da aprendizagem. No entanto, o planeamento das ECS e a diversidade de cenários são aspetos a ser melhorados. Em síntese, considerando estes resultados é notória a importância que as ECS com recurso a SAF têm, como estratégia formativa, sugerindo que promove a aquisição/desenvolvimento de competências, traduzindo-se numa melhor prestação de cuidados, comprovando a mais-valia desta, como recurso na formação contínua de enfermeiros.


Considering that the person in critical condition is life threatened by the imminent failure of one or more vital functions, and that, for surviving they depend on advanced means of monitoring, surveillance and therapy, they require highly qualified and continuous care, in response to the affected needs, in the sense to prevent complications and limit disabilities, with a view to their full recovery. These growing health care demands, lead nurses, as a professional development strategy to invest in their training, seeking increasingly high and specific levels so that they became increasingly competent. The nursing approach to the patient in critical situation requires that nurses have specific skills and a structured and organized training that allows them to maximize nursing practices. Based on these assumptions, we intend with this study to analyze the influence of High-Fidelity Simulation (HFS) on the satisfaction and gains perceived by students of the Master's course in Medical-surgical Nursing, in the approach to people in critical situations. In this sense, a descriptive, correlational and cross-sectional study was developed with a sample that included 38 nurses, students of the Master's Course in Medical-surgical Nursing at a health school in the North of the country. As data collection instruments, the Scale of Satisfaction with Simulated Clinical Experiences (SSSCE) and Scale of Perception of Gains with the High-fidelity Simulation (PGHFS), were used, complemented with a set of open questions aimed to the expectation and perception of the students regarding the simulated clinical experiences in a High-fidelity laboratory, within the scope of CU of the master's course curriculum The results indicate a high degree of satisfaction with the HFS, obtaining mean values of 8,82 ± 0,82 in the entire scale of Satisfaction of Simulated Clinical Experiments (SSCE), in which the level of satisfaction varies between 1 and 10, being the Cognitive Dimension the one that obtained highest mean of satisfaction (9,09 ± 0,94) and the Practical Dimension the lowest mean value with (8,71 ± 0,94). There were no statistically significant differences between sociodemographic and professional variables and satisfaction with simulated clinical experiences. Regarding the Gains Perceived with HFS, in a global way, an in most of the dimensions, the participants positioned themselves in the attribute "I improved considerably" (M>4,0), except for the attitudinal and technical-practical dimensions that obtained averages of 3.99 and 3.93, respectively, very close to the property "improved considerably".In the analysis of the correlations, there were only negative correlations, from low to moderate, between global learning (p<0.05), and its Recognition and Decision, Cognitive and Technical-practice dimensions, (p<0.05), with the length of service, inferring that the shorter the professional exercise time of the participants, the greater the perceived gains. There were no associations between satisfaction and perceived gains with other socio-professional variables. In turn, a very significant positive association was also observed between the total Scale of Satisfaction of Simulated Clinical Experiments and the total Scale of Perception of Learning with the High-fidelity Simulation (p=0,01), inferring that the greater the Gains Perceived by the students, the greater is the satisfaction with the HFS. By analyzing the content of the open questions, students demonstrate high expectations regarding the Simulated Clinical Experiments (SCE) employing the HFS, claiming that it will be an asset in the acquisition/development of learning, allowing the consolidation/development of knowledge and skills, favoring the teamwork and improving professional practice. The realism of the scenarios, the debriefing, as well as the safety, were pointed out as positive aspects of the simulated clinical practices, for the development of learning. However, the planning of the SCE and the diversity of the scenarios are aspects to be improved. In summary, considering these results, the importance of ECS using the SAF is notorious as a training strategy, suggesting that it promotes the acquisition/development of skills, resulting in better care provision, proving its added value, as resource in the continuing education of nurses.


Subject(s)
Personal Satisfaction , Simulation Exercise , Education, Continuing
2.
Rev Gaucha Enferm ; 43(spe): e20220112, 2022.
Article in English, Portuguese | MEDLINE | ID: mdl-36449838

ABSTRACT

OBJECTIVE: To build and validate an educational video about the immersion bath of the newborn. METHOD: Methodological research, of technological production, developed in the phases: pre-production, production and post-production in the period from December 2020 to February 2022, validated by nurse practitioners, professionals in the area of social communication, nursing team, puerperal women and family members. The Content Validity Index was used to assess consistency and Cronbrach's Alpha reliability. RESULTS: The video is eight minutes and 34 seconds long and was organized into before, during and after the shower. The script/script and storyboard were evaluated regarding the objective, content, relevance, environment, verbal language and inclusion of topics and the video regarding functionality, usability, efficiency, audiovisual technique, environment and procedure, all of which achieved indices equal to or greater than 0,80. CONCLUSION: The video has technological potential to be used during health education actions and in continuing education practices.


Subject(s)
Education, Continuing , Immersion , Infant, Newborn , Female , Humans , Reproducibility of Results , Educational Status , Health Education
3.
Nihon Yakurigaku Zasshi ; 157(6): 411-415, 2022.
Article in Japanese | MEDLINE | ID: mdl-36328549

ABSTRACT

In 2015, accreditation system for Japanese midwives was started by Japan Institute of Midwifery Evaluation. In the present practice, midwives are not able to acquire advanced competencies. Because of Japan's declining birth rate and uneven distribution of work places for midwives, opportunities for midwives to experience midwifery practice are decreasing and proficiency cannot be enhanced easily. The Japanese Nursing Association realized the need for strategic enhancement of midwifery practice, and consequently developed the Clinical Ladder of Competencies for Midwifery Practice (CLoCMiP) to be made available wherever it was needed. Five midwifery-related associations (Japanese Nursing Association, Japanese Midwives Association, Japan Academy of Midwifery, Japan Society Midwifery Education, and Japan Institute of Midwifery Evaluation) each shared a sense of crisis that the current situation hindered the ability of midwives to improve their ability and performance, so they decided to establish a certification system based on CLoCMiP. CLoCMiP evaluates midwifery core competencies and comprises 5 levels from Novice to Level IV to provide midwifery care autonomously. To be linked to this, designation rules of midwifery education was changed by Ministry of Health, Labor and Welfare. It increases from 28 credits to 31 credits, and applied from 2022. It should be strengthened in perinatal mental health, clinical judgment skills, and comprehensive support for the child-rearing in the community. Then, we reviewed our midwifery program and created core curriculum in preferred midwifery education by Japan Society Midwifery Education. It is important for midwives to collaborate interprofessional and continuing Education.


Subject(s)
Midwifery , Nurse Midwives , Pregnancy , Female , Humans , Midwifery/education , Nurse Midwives/education , Curriculum , Clinical Competence , Education, Continuing
5.
Am J Occup Ther ; 76(6)2022 Nov 01.
Article in English | MEDLINE | ID: mdl-36410406

ABSTRACT

IMPORTANCE: The use of standard family-centered measures (FCMs) is imperative to guide family-centered care (FCC) interventions and monitor their outcomes. OBJECTIVE: To measure the frequency of FCM use and evaluate the effectiveness of experiential learning and reflection to increase their use. DESIGN: Descriptive and two-group pre-post comparative training study. SETTING: Continuing education center. PARTICIPANTS: Phase 1 included 145 health care providers. Phase 2 included 44 school-based occupational therapists who participated in Phase 1. INTERVENTION: Phase 2 participants enrolled in 30-hr FCC training that included a 2-hr workshop on FCM. One group (n = 22) conducted an FCM with a family and wrote a reflective report. OUTCOMES AND MEASURES: All participants completed the Measure of Processes of Care-Service Provider (MPOC-SP) questionnaire and reported how frequently they used FCMs. RESULTS: FCM use rates were low (50%, not at all; 26%, to a very small extent). The extent of FCC was correlated with FCM use (r = .24-.30, p < .01). A Wilcoxon signed-rank test demonstrated that participants who administered an FCM with a family and reflected on this experience showed significant increases (Z = 176.0, p = .001) in FCM use compared with participants who were only instructed about available FCM. A Mann-Whitney U test confirmed the difference (U = 3.54, p = .012). CONCLUSIONS AND RELEVANCE: FCM use is sparse, but experiential and reflective activities are simple keys to promoting FCC and integrating FCM into practice. What This Article Adds: Training designers, educators, and managers should consider integrating experiential learning to enhance providers' expertise and quality of care.


Subject(s)
Health Personnel , Occupational Therapists , Humans , Surveys and Questionnaires , Education, Continuing , Attitude of Health Personnel
6.
Cad Saude Publica ; 38(10): e00072322, 2022.
Article in Portuguese | MEDLINE | ID: mdl-36449847

ABSTRACT

We are unable to deny the iniquities which are directly involved in the ways of being born, living, falling ill, and dying of the rural population. To analyze these people's accessibility to health care, we considered four barriers pertinent to accessibility to primary care: geography, organization, finance, and information. This study stresses the accessibility barriers to primary care which the population of a Pernambuco, Brazil, settlement faces from the perspective of settlers, professionals, and management. This is a descriptive, cross-sectional, qualitative, single-case research conducted in a Pernambuco agrarian reform settlement and in the family health unit responsible for caring for this territory. We interviewed a primary care municipal management representative and conducted two focus groups, one with settlers and another with the healthcare providers of the family health team. To analyze data, the Discourse of the Collective Subject method was used. Geographical accessibility barriers showed a distance between unity and settlement without guaranteeing transportation; organizational ones showed high user demand and precarious physical structure; financial ones, threats of new financing and precarious socioeconomic conditions of this population; and information ones revealed the scarcity of continuing education and the prejudice associated with communication gaps between professionals and settlers. In view of the numerous accessibility barriers and their consequences for the studied population, we must improve primary care adequacy to expand access to the evinced health needs.


São inegáveis as iniquidades envolvidas diretamente nos modos de nascer, viver, adoecer e morrer da população do campo. Para analisar a acessibilidade ao cuidado em saúde desse povo, consideramos quatro barreiras pertinentes à acessibilidade aos serviços de atenção básica: as geográficas, organizacionais, financeiras e de informação. O estudo objetivou evidenciar as barreiras de acessibilidade à atenção básica pela população de um assentamento em Pernambuco, Brasil, sob a perspectiva de assentadas, profissionais e gestão. Trata-se de uma pesquisa descritiva, transversal, qualitativa, do tipo caso único realizada em um assentamento de reforma agrária pernambucano e na unidade de saúde da família responsável pela assistência desse território. Um representante da gestão municipal em atenção básica foi entrevistado e dois grupos focais foram realizados, um com as assentadas e outro com os profissionais de saúde da equipe de saúde da família. Para a análise dos dados utilizou-se o método do Discurso do Sujeito Coletivo. As barreiras de acessibilidade geográfica evidenciaram distância entre unidade e assentamento sem a garantia de um transporte; as barreiras organizacionais expuseram alta demanda de usuários e estrutura física precária; as barreiras financeiras demonstraram ameaças do novo financiamento e condições socioeconômicas precárias da população; e as barreiras de informação revelaram a escassez da educação permanente e o preconceito associado às lacunas de comunicação entre profissionais e assentados. Ante às inúmeras barreiras de acessibilidade e suas consequências para a população do estudo, cabe avançar na adequação da atenção básica, com vistas a ampliar o acesso às necessidades de saúde evidenciadas.


Son innegables las iniquidades involucradas directamente en las formas de nacer, vivir, enfermarse y morir de la población del campo. Para analizar la accesibilidad al cuidado en salud de estas personas, consideramos cuatro barreras relacionadas a la accesibilidad a los servicios de atención primaria: geográficas, organizativas, financieras y de información. Este estudio tuvo como objetivo identificar las barreras de accesibilidad a la atención primaria para la población de un asentamiento de Pernambuco, Brasil, desde la perspectiva de asentadas, profesionales y la gestión. Se trata de una investigación descriptiva, transversal, cualitativa, de caso único, realizada en un asentamiento de reforma agraria de Pernambuco y en la unidad de salud de la familia responsable de la asistencia de este territorio. Se entrevistó a un representante de la gestión municipal en atención primaria y se realizaron dos grupos focales, uno con las asentadas y el otro con los profesionales de la salud del equipo de salud de la familia. Para el análisis de datos se utilizó el método del Discurso del Sujeto Colectivo. Las barreras de accesibilidad geográfica revelaron la distancia entre la unidad y el asentamiento sin la garantía de transporte; las barreras organizativas expusieron la alta demanda de los usuarios y la precariedad de la estructura física; las barreras financieras demostraron las amenazas de la nueva financiación y las precarias condiciones socioeconómicas de la población; y las barreras de información revelaron la escasez de educación permanente y el prejuicio asociado con las lagunas de comunicación entre los profesionales y los asentados. Ante las numerosas barreras de accesibilidad y sus consecuencias para la población del estudio, cabe avanzar en la adecuación de la atención primaria para ampliar el acceso a las necesidades de salud evidenciadas.


Subject(s)
Education, Continuing , Health Personnel , Humans , Brazil , Cross-Sectional Studies , Primary Health Care
7.
Rev Bras Enferm ; 76(1): e20210315, 2022.
Article in English, Portuguese | MEDLINE | ID: mdl-36449970

ABSTRACT

OBJECTIVE: to assess the Chronic Care Model implementation in Specialized Outpatient Care and its repercussions for health care. METHODS: qualitative evaluative research, conducted by the Chronic Care Model. We used observation techniques, document analysis and interviews with 21 health professionals from specialized care. Analysis was conducted by triangulation, with the aid of MAXQDA software for initial and focused coding. All ethical aspects were respected. RESULTS: professionals recognized that the model reorganized service care and administrative practices, presenting positive repercussions for the health of people assisted. The absence of continuing education for service professionals compromised the complete model implementation. FINAL CONSIDERATIONS: the implementation, even if partial, of the model brings contributions to service improvement. The weaknesses that are still present are compatible with professionals' difficulty in distancing themselves from the biomedical model.


Subject(s)
Ambulatory Care , Outpatients , Humans , Long-Term Care , Health Facilities , Education, Continuing
8.
Rev Bras Enferm ; 75(5): e20200391, 2022.
Article in English, Portuguese | MEDLINE | ID: mdl-36287432

ABSTRACT

OBJECTIVE: to construct a prototype of a mobile application on psychological violence against women to facilitate nurses' continuing education. METHOD: an applied methodological research of technological development, based on the Contextualized Instructional Design method. RESULTS: the prototype content was based on the learning objectives developed through a narrative review, which guided an integrative review to compile the information. The prototype is called "EmpodereEnf", and is composed of an initial screen, bringing nurses as a target audience, and, soon after, offering nine general moblets for access to information such as: concepts, causes, manifestations and consequences of psychological violence; means for identification and approach in nursing consultation and health education; compulsory notification and referral; examples of cases of psychological violence and references. FINAL CONSIDERATIONS: the prototype is a possibility for future coping interventions and a work tool for nurses in the face of psychological violence against women.


Subject(s)
Nurses , Violence , Female , Humans , Education, Continuing , Adaptation, Psychological , Learning
9.
Article in English | MEDLINE | ID: mdl-36293940

ABSTRACT

This study aimed to identify (1) what newly graduated dental hygienists and reinstated dental hygienists consider important for preventing early turnover in their own professions and for encouraging them to continue in the profession more generally and (2) relevant factors among hygienists intending to continue working in the field. An anonymous, self-administered questionnaire survey was distributed to 215 Japanese dental hygienists who participated in the technical training programs (response rate: 72.6%). Of them, 143 participants were classified into two groups: newly graduated (NGDH, n = 32) and those reinstated to work (RDH, n = 111). Follow-up for lack of skills was most often selected as important for preventing early turnover among both groups and follow-up for lack of knowledge was significantly selected in the RDH group (p < 0.001). Regarding factors important for career continuation, NGDHs significantly selected gaining job satisfaction, whereas RDHs significantly selected working support. Relevant factors contributing to participants' intentions to continue in the profession were job satisfaction (NGDH, OR = 8.37; RDH, OR = 8.83), career outlook (RDH, OR = 3.11), and job turnover experience because of marriage and parenting (RDH, OR = 2.70), thereby suggesting the importance of raising awareness regarding career progression and job-related rewards among dental hygienists, their educators, and the government through ongoing career education.


Subject(s)
Dental Hygienists , Job Satisfaction , Humans , Japan , Surveys and Questionnaires , Education, Continuing
11.
Arq. ciências saúde UNIPAR ; 26(3): 328-349, set-dez. 2022.
Article in Portuguese | LILACS | ID: biblio-1399068

ABSTRACT

educação na saúde integra um conjunto de estratégias que possibilitam o desenvolvimento pessoal, profissional, cultural e social dos trabalhadores da saúde. Nesse sentido, o uso de tecnologias educacionais associado aos conhecimentos que os profissionais já detêm mostra- se como uma boa ferramenta para formação e consequente melhoria na qualidade do serviço prestado. Sendo assim, este trabalho buscou identificar na literatura as tecnologias educacionais utilizadas na educação na saúde. Tratou-se de uma revisão integrativa da literatura que teve como questão norteadora: quais têm sido as tecnologias educacionais utilizadas na educação na saúde identificadas na literatura? A busca eletrônica ocorreu no período de agosto a outubro de 2021, por meio das bases: SCOPUS (Elsevier); Cummulative Index to Nursing and Allied Health Literature; Web of Science; Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Base de Dados em Enfermagem e Índice Bibliográfico Español en Ciencias de la Salud via Biblioteca Virtual em Saúde; Scientific Medical Literature Analysis and Retrieval System via PUBMED e a biblioteca virtual Scientific Electronic Library Online. Foram incluídos 11 artigos primários indexados. Verificou-se uma variedade de tecnologias utilizadas como estratégias de educação na saúde, evidenciado que, em sua maioria, são do tipo leve-duras ou duras. Enfatiza-se, entre elas, as tecnologias de informação e comunicação que possuem potencial de abrangência, sendo implementadas em diversos contextos. PALAVRAS-CHAVE: Educação permanente em saúde; Educação; Tecnologia educacional; Capacitação de recursos humanos em saúde.


Health education is presented to enable the personal, professional, cultural and social development of health workers. In this sense, the use of educational technologies associated with the knowledge that professionals already have is shown to be a good strategy for training and consequent improvement in the quality of the service provided. Therefore, this work sought to identify in the literature the educational technologies used for the development of health education. This is an integrative literature review whose guiding question is: what educational technologies have been used in health education identified in the literature? The electronic search was carried out from August to October 2020, using the SCOPUS (Elsevier); Cummulative Index to Nursing and Allied Health Literature; Web of Science; Literatura Latino-Americana e do Caribe em Ciências da Saúde, Base de Dados em Enfermagem e Índice Bibliográfico Español en Ciencias de la Salud via Biblioteca Virtual em Saúde; Scientific Medical Literature Analysis and Retrieval System via PUBMED and biblioteca virtual Scientific Electronic Library Online. Eleven indexed primary articles were included. A variety of technologies used to develop health education strategies were found in the literature, showing that most of them are of the light-hard or hard type. Emphasis is placed, among them, on information and communication technologies that have the potential for coverage, being implemented in different contexts.


La educación sanitaria integra un conjunto de estrategias que permiten el desarrollo personal, profesional, cultural y social del personal sanitario. En este sentido, el uso de tecnologías educativas asociadas a los conocimientos que ya tienen los profesionales es una buena herramienta para la formación y la consiguiente mejora de la calidad del servicio prestado. Por lo tanto, este estudio buscó identificar en la literatura las tecnologías educativas utilizadas en la educación sanitaria. Se trató de una revisión bibliográfica integradora cuya pregunta guía fue: ¿cuáles han sido las tecnologías educativas utilizadas en la educación sanitaria identificadas en la literatura? La búsqueda electrónica se realizó entre agosto y octubre de 2021, a través de las siguientes bases de datos: SCOPUS (Elsevier); Cummulative Index to Nursing and Allied Health Literature; Web of Science; Latin American and Caribbean Literature on Health Sciences (LILACS), Nursing Database y Spanish Bibliographic Index on Health Sciences vía Virtual Health Library; Scientific Medical Literature Analysis and Retrieval System vía PUBMED y la biblioteca virtual Scientific Electronic Library Online. Se incluyeron once artículos primarios indexados. Se verificó una variedad de tecnologías utilizadas como estrategias de educación en salud, evidenciando que, en su mayoría, son del tipo leve- dura o duras. Entre otras cosas, se enfatizan las tecnologías de la información y la comunicación que tienen potencial de crecimiento, siendo implementadas en diversos contextos.


Subject(s)
Health Education , Education, Continuing/methods , Information Technology , Health Strategies , Health Personnel/education , Educational Technology/education , Libraries, Digital , Health Human Resource Training , Health Services
12.
Porto Alegre; Editora Rede Unida; 20221008. 189 p.
Monography in Portuguese | LILACS | ID: biblio-1397661

ABSTRACT

Neste livro temos a intenção de publicizar o processo de trabalho realizado pelos alunos da Residência Multiprofissional em Saúde da Família da Escola Nacional de Saúde Pública Sergio Arouca (ENSP/FIOCRUZ) constituída e desenvolvida em parceria com as Secretarias Municipais de Saúde do Município do Rio de Janeiro (SMS-RJ), do Município de Mesquita e o Ministério da Saúde. A proposta é apresentar esse percurso formativo na Atenção Primária à Saúde em um contexto sem precedentes: a pandemia de COVID-19 e seu impacto sobre a vida e a saúde das famílias brasileiras, especialmente àquelas em maior situação de vulnerabilidade. Essa publicação busca apontar os caminhos percorridos pelos residentes em saúde da família, nos seus cenários de prática, em que profissionais de diferentes categorias profissionais ­ enfermeiro (a), dentista, nutricionista, farmacêutico (a), psicólogo (a), profissional de educação física e assistente social ­ junto com as equipes de saúde da família, gerentes e comunidade, precisaram rever e adequar processos e práticas, a fim de garantir o cuidado em saúde para populações de territórios extremamente vulneráveis, da cidade do Rio de Janeiro e Mesquita, durante o percurso mesmo da pandemia. Apesar do contexto altamente desfavorável e por situações de precarização que a APS já vinha enfrentando, o que encontramos nos capítulos desse livro, é animador: as experiências reforçam a capilaridade da APS, principalmente em atender aos mais vulneráveis, sua capacidade de resposta rápidas e diversificadas, considerando o perfil do território sobre sua responsabilidade, seu protagonismo para ações de prevenção, vigilância e educação em saúde, adicionados à criatividade, inventividade e potencialidade da atuação multiprofissional dos residentes multiprofissionais em saúde da família, na produção do cuidado e na proteção das pessoas. Para tanto, organizamos esta publicação a partir das reflexões, discussões e experiências dos conjunto de atores deste programa ­ discentes, docentes, coordenação, preceptores ­ em formato de uma coletânea de textos. Os capítulos estão articulados entre si, trazendo uma relevante contribuição para a sistematização e ampliação do conhecimento produzido a partir da experiência deste Programa da RMSF da ENSP/Fiocruz que tem como expectativa a formação para o SUS, como motor de mudanças das práticas em saúde.


Subject(s)
Humans , Primary Health Care , National Health Strategies , Education, Continuing , COVID-19 , Primary Health Care , Unified Health System , Health Education
13.
Porto Alegre; Editora Rede Unida; 20221018. 429 p.
Monography in Portuguese | LILACS | ID: biblio-1397767

ABSTRACT

Esta coletânea é uma obra de muitas mãos e muitas referências! Seus 22 capítulos, foram organizados em 3 partes, a saber: Aproximações Conceituais; Educação Interprofissional em Saúde como estratégia de formação e prática; e Avaliação em Educação Interprofissional em saúde. Com a obra, busca-se retratar parte das experiências e das pesquisas produzidas no Instituto Saúde e Sociedade do Campus Baixada Santista da Universidade Federal de São Paulo (Unifesp/BS), no Grupo de Estudos e Pesquisas em Educação Interprofissional em Saúde (GPEIS), nos Programas de Pós-Graduação Interdisciplinar em Ciências da Saúde (níveis Mestrado e Doutorado) e no de Ensino em Ciências da Saúde (nível Mestrado Profissional). Através da obra expressamos o compromisso com a qualidade da formação profissional e com o sistema de saúde público e universal, assim como esperamos estar colaborando com o avanço do conhecimento sobre a formação interprofissional no país.


Subject(s)
Education, Continuing , Health Human Resource Training , Professional Training , Interprofessional Education , Health Systems , Health Strategies , Total Quality Management , Health Sciences
14.
BMJ Open ; 12(10): e064663, 2022 10 05.
Article in English | MEDLINE | ID: mdl-36198472

ABSTRACT

OBJECTIVES: To explore a macrolevel Learning Health System (LHS) and examine if an intentionally designed network can foster a collaborative learning community over time. The secondary aim was to demonstrate the application of social network research to the field of LHS. DESIGN: Two longitudinal online questionnaires of the Australian Genomics learning community considering relationships between network members at three time points: 2016, 2018, 2019. The questionnaire included closed Likert response questions on collaborative learning patterns and open-response questions to capture general perceptions of the community. Social network data were analysed and visually constructed using Gephi V.0.9.2 software, Likert questions were analysed using SPSS, and open responses were analysed thematically using NVivo. SETTING: Australian Genomic Health Alliance. PARTICIPANTS: Clinicians, scientists, researchers and community representatives. RESULTS: Australian Genomics members highlighted the collaborative benefits of the network as a learning community to foster continuous learning in the ever-evolving field of clinical genomics. The learning community grew from 186 members (2016), to 384 (2018), to 439 (2019). Network density increased (2016=0.023, 2018=0.043), then decreased (2019=0.036). Key players remained consistent with potential for new members to achieve focal positions in the network. Informal learning was identified as the most influential learning method for genomic practice. CONCLUSIONS: This study shows that intentionally building a network provides a platform for continuous learning-a fundamental component for establishing an LHS. The Australian Genomics learning community shows evidence of maturity and sustainability in supporting the continuous learning culture of clinical genomics. The network provides a practical means to spread new knowledge and best practice across the entire field. We show that intentionally designed networks provide the opportunity and means for interdisciplinary learning between diverse agents over time and demonstrate the application of social network research to the LHS field.


Subject(s)
Learning Health System , Australia , Education, Continuing , Genomics , Humans , Social Networking
15.
BMC Med Educ ; 22(1): 713, 2022 Oct 10.
Article in English | MEDLINE | ID: mdl-36217143

ABSTRACT

BACKGROUND: Continuing education (CE) is essential for health professionals to improve competence in clinical practice, yet many medical technologists still experience barriers to learning in complex clinical settings. To better manage CE and address medical technologists' learning needs, we developed a learner-centred electronic book (e-book) to promote self-directed learning for medical technologists. METHODS: A cross-sectional study was conducted to explore the acceptability and learning impacts of the e-book as CE material for medical technologists in two medical centres in Taiwan. We designed the learner-centred context in the e-book based on medical technologists' practice requirements and learning needs. Moreover, we adopted The New World Kirkpatrick Model with four levels (reactions, learning, behaviours and results) to evaluate the e-book's learning impacts on medical technologists. A total of 280 medical technologists were invited to complete a questionnaire and a post-test, providing learning patterns as well as their satisfaction with the e-book and their learning outcomes after using it. RESULTS: Most readers had positive learning experiences and better learning outcomes, including knowledge acquisition and behavioural change, after reading the e-book. The e-book became a new CE activity and reached medical technologists in various types of laboratories. CONCLUSIONS: The low-cost and learner-centred e-book effectively overcame CE learning barriers for medical technologists. The interactivity and flexibility of e-learning particularly helped learners to engage in clinical scenarios in laboratory medicine. This study could pave the way for medical educators to build a high-quality e-learning model in CE.


Subject(s)
Education, Continuing , Medical Laboratory Personnel , Books , Cross-Sectional Studies , Electronics , Humans
16.
Article in Spanish | PAHO-IRIS | ID: phr-56477

ABSTRACT

[RESUMEN]. El Campus Virtual de Salud Pública es la plataforma educativa de la Organización Panamericana de la Salud, concebida como herramienta para la cooperación técnica. Los objetivos de este artículo son caracterizar la oferta de formación del Campus Virtual de Salud Pública identificando las propuestas de cursos virtuales; caracterizar a los participantes de los cursos; describir los procesos de actualización tecnológica y sus avances en términos de accesibilidad; e identificar su relación con las principales líneas de cooperación de la Organización Panamericana de la Salud. El Campus Virtual de Salud Pública ha desarrollado 210 cursos con tutoría y 226 de autoaprendizaje desde 2007, relacionados con las políticas de la Organización. Se verificó un uso heterogéneo del campus en las distintas temáticas de la cooperación. La cantidad de cursos autoadministrados realizados durante la pande- mia superó la cifra total acumulada en años previos. Los participantes provienen principalmente de Latinoamérica. Un 67,5% son mujeres, con edades entre 26 y 45 años. Un 57,1% posee educación universitaria, principalmente en enfermería o medicina. La mitad trabaja en hospitales y un 35,8% en el primer nivel. Más de un 90% de los participantes evaluaron favorablemente los temas abordados, recursos de conoci- miento y características del aula virtual. Como dificultades, señalan escasa disponibilidad de tiempo y bajo acceso a internet. Como ventajas, destacan autonomía de horarios y acceso a diversas fuentes de infor- mación. Las herramientas de evaluación disponibles no son suficientes para reconocer el impacto de los programas educativos. Se plantean los desafíos de profundizar en la accesibilidad y calidad de las propuestas educativas, fortalecer la relación con los temas de cooperación y mejorar la evaluación de los cursos y el conocimiento sobre los usuarios.


[ABSTRACT]. The Virtual Campus for Public Health (VCPH) is the educational platform of the Pan American Health Organi- zation, conceived as a tool for technical cooperation. The objectives of this article are to: characterize the training offered at the VCPH, identifying its virtual cour- ses; characterize course participants; describe technological updating processes and the advances made in terms of accessibility; and identify the VCPH's relationship with the main lines of cooperation of the Pan American Health Organization. The VCPH has developed 210 tutored courses and 226 self-learning courses since 2007, related to the Orga- nization’s policies. Heterogeneous use of the campus was observed in the different areas of cooperation. The number of self-learning courses conducted during the pandemic surpassed the total figure accumulated in previous years. Participants are mainly from Latin America; 67.5% are women between 26 and 45 years of age; 57.1% have a university education, mainly in nursing or medicine; half of them work in hospitals and 35.8% at the first level of care. More than 90% of the participants had a favorable opinion of the topics addressed, the learning resources offe- red, and the characteristics of the virtual classroom. Among difficulties, they indicated little available time and poor internet access; among advantages, they emphasized independent schedules and access to various sources of information. The available assessment tools are not sufficient to determine the impact of VCPH educational programs. The challenges are to deepen the accessibility and quality of education offered, strengthen links with areas of cooperation, and improve course evaluations and knowledge about VCPH users.


[RESUMO]. O Campus Virtual de Saúde Pública é a plataforma educacional da Organização Pan-Americana da Saúde, concebida como uma ferramenta de cooperação técnica. Os objetivos deste artigo são caracterizar os treinamentos oferecidos pelo Campus Virtual de Saúde Pública, identificando as propostas de cursos virtuais; caracterizar os participantes desses cursos; descrever os pro- cessos de atualização tecnológica e seu progresso em termos de acessibilidade; e identificar sua relação com as principais linhas de cooperação da Organização Pan-Americana da Saúde. Desde 2007, o Campus Virtual de Saúde Pública desenvolveu 210 cursos com orientação e 226 cursos de autoaprendizagem relacionados às políticas da Organização. Houve um uso heterogêneo do campus em relação aos diferentes temas de cooperação. O número de cursos de autoaprendizagem realizados durante a pandemia excedeu o número total acumulado nos anos anteriores. Os participantes são oriundos principalmente da América Latina. No total, 67,5% são mulheres, com idade entre 26 e 45 anos, e 57,1% têm formação universitária, principalmente em enfermagem ou medicina. Metade trabalha em hospitais e 35,8% na atenção primária. Mais de 90% dos participantes fizeram uma avaliação favorável dos tópicos abordados, recursos de conhe- cimento e características da sala de aula virtual. Como dificuldades, destacam-se a pouca disponibilidade de tempo e o acesso limitado à Internet. As vantagens incluem a autonomia de horários e o acesso a várias fontes de informação. As ferramentas de avaliação disponíveis não são suficientes para reconhecer o impacto dos programas educacionais. Os desafios são aprofundar a acessibilidade e a qualidade das propostas educacionais, fortalecer sua relação com os temas de cooperação e melhorar a avaliação dos cursos e o conhecimento dos usuários.


Subject(s)
Education, Continuing , Education, Distance , Health Human Resource Training , Health Workforce , Technical Cooperation , Education, Continuing , Education, Distance , Health Human Resource Training , Health Workforce , Technical Cooperation , Education, Continuing , Education, Distance , Health Human Resource Training , Health Workforce , Technical Cooperation
18.
Eval Health Prof ; 45(4): 420-424, 2022 Dec.
Article in English | MEDLINE | ID: mdl-36070355

ABSTRACT

The implementation of continuing education programs for pharmacists in Lebanon is emerging and needs to be further developed and strengthened to fill the gaps between knowledge acquisition and its application in the workplace. This study examined the perceptions of pharmacist preferences for and barriers to access programs. A crosssectional descriptive study was undertaken with a convenience sample of 142 pharmacists who were surveyed in their workplace. Almost 83.1% of pharmacists reported their day-to-day workplace experiences were the best way to learn. The high cost (50%) and time away from work (37.8%) were the main barriers to continuing education. Pharmacists reported a mean satisfaction of 5.8 (sd = 2.2)/10 with programs suggesting a need for routine needs assessments and adaptation of programs to better meet their learning needs.


Subject(s)
Education, Pharmacy, Continuing , Pharmacists , Humans , Lebanon , Cross-Sectional Studies , Education, Continuing
19.
Sensors (Basel) ; 22(18)2022 Sep 12.
Article in English | MEDLINE | ID: mdl-36146230

ABSTRACT

Continual learning (CL), also known as lifelong learning, is an emerging research topic that has been attracting increasing interest in the field of machine learning. With human activity recognition (HAR) playing a key role in enabling numerous real-world applications, an essential step towards the long-term deployment of such systems is to extend the activity model to dynamically adapt to changes in people's everyday behavior. Current research in CL applied to the HAR domain is still under-explored with researchers exploring existing methods developed for computer vision in HAR. Moreover, analysis has so far focused on task-incremental or class-incremental learning paradigms where task boundaries are known. This impedes the applicability of such methods for real-world systems. To push this field forward, we build on recent advances in the area of continual learning and design a lifelong adaptive learning framework using Prototypical Networks, LAPNet-HAR, that processes sensor-based data streams in a task-free data-incremental fashion and mitigates catastrophic forgetting using experience replay and continual prototype adaptation. Online learning is further facilitated using contrastive loss to enforce inter-class separation. LAPNet-HAR is evaluated on five publicly available activity datasets in terms of its ability to acquire new information while preserving previous knowledge. Our extensive empirical results demonstrate the effectiveness of LAPNet-HAR in task-free CL and uncover useful insights for future challenges.


Subject(s)
Human Activities , Machine Learning , Education, Continuing , Humans , Problem Solving
20.
J Contin Educ Nurs ; 53(10): 432-435, 2022 Oct.
Article in English | MEDLINE | ID: mdl-36178760

ABSTRACT

Interprofessional (IP) continuing education (IPCE) has evolved to focus on team performance and a commitment to education delivery that enables team members to learn from, with, and about each other. Evidence shows substantial benefits from IPCE that improve team-work, care delivery, and patient outcomes. Continuing professional development and IPCE faculty and presenters play a key role in IPCE and must understand the tenets of IPCE and how to facilitate the learning of an IP team. This column will focus on the role of faculty and presenters in IPCE activities to enhance effective collaboration and improve health outcomes. [J Contin Educ Nurs. 2022;53(10):432-435.].


Subject(s)
Education, Continuing , Interprofessional Relations , Faculty , Humans , Interprofessional Education
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