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1.
BMJ Open Qual ; 9(4)2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-33148602

RESUMO

Practice-based learning via clinical placement is a core part of a physiotherapy degree with the Chartered Society of Physiotherapy requiring completion of 1000 placement hours over a preregistration degree programme. In April 2020, as a result of the COVID-19 pandemic and subsequent lockdown Connect Health had to cancel 10 student placements as we transitioned to virtual consultations for all clinics. This cancellation of student placements was replicated across the nation with many Higher Education Institutes reporting a backlog of student placements. Without the requisite placement hours students are unable to progress into the next academic year or are unable to graduate. This then reduces the flow of new-graduate physiotherapists into the workforce at a time when there is a plan to grow the physiotherapy workforce to meet primary care demand. In response to this problem a novel placement model to facilitate virtual student placements ('virtual placements') was developed, tested and then rolled out across Connect Health using the Plan-Do-Study-Act quality improvement methodology. The model combines shadowing a broad range of virtual clinics with delivery of patient-facing online exercise classes via the Facebook Live platform and completion of virtual projects to support knowledge consolidation. This virtual student placement model enabled an increase in student capacity of over 400% compared with 2018-2019 with 182 students starting between May and August 2020. The model runs using widely available technology, requires no additional investment and has enabled these students to continue their studies and progress towards qualifying as physiotherapists.


Assuntos
Infecções por Coronavirus , Internato não Médico/métodos , Modelos Educacionais , Pandemias , Fisioterapeutas/educação , Pneumonia Viral , Telemedicina/métodos , Betacoronavirus , Humanos , Fisioterapeutas/provisão & distribução , Estudantes de Ciências da Saúde
3.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-194191

RESUMO

OBJECTIVE: Entrustable Professional Activities (EPAs) are a list of professional tasks (with associated competency ratings) that pharmacy educational organizations support, and accreditation organizations require, for assessment by colleges and schools of pharmacy. This manuscript assesses the perceived frequency of performing EPAs in the population health promoter (PHP) domain among pharmacists practicing in North Dakota. METHODS: This survey assessed the self-reported EPA activities (inclusive of the PHP domain) of registered pharmacists living and practicing in North Dakota. There were 990 pharmacists surveyed, and 457 (46.1%) of pharmacists responded. RESULTS: Within the PHP domain, pharmacists reported performing "Minimize adverse drug events and medication errors" most frequently (mean=3.4, SD=2.0), followed by "Ensure that patients have been immunized against vaccine-preventable diseases" (mean=2.3, SD 2.3), "Maximize the appropriate use of medications in a population" (mean=2.2, SD 2.3), and "Identify patients at risk for prevalent diseases in a population" (mean=1.3, SD=1.9). In these Core EPAs PHP domains, the clinical pharmacists reported the highest level, followed by pharmacy managers and staff pharmacists. CONCLUSION: Pharmacists in North Dakota reported that EPAs in the PHP domain are practiced regularly. Thus, EPAs in the PHP domain have potential as a means to assess outcomes in pharmacy education and practice


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Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Avaliação Educacional/métodos , Educação em Farmácia , Assistência Farmacêutica/normas , Promoção da Saúde/métodos , Estados Unidos , Educação Baseada em Competências , Internato não Médico/métodos , Erros de Medicação/prevenção & controle
5.
Clin Neuropsychol ; 34(7-8): 1284-1313, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32842877

RESUMO

Objective: To conduct an online survey in order to understand neuropsychology trainees' perspectives during the COVID-19 pandemic and identify pertinent concerns, training gaps, and recommendations.Method: A total of 874 neuropsychology trainees (81% female) completed the 69-item survey. Of the included trainees, 48% were doctoral students, 17% were interns, and 35% were postdoctoral residents (50% of resident respondents were in their first year).Results: The majority of neuropsychology trainees reported some impact of the pandemic on their professional and/or personal life. Overall, the impact did not differ by training level, geographic location, or demographic factors. Trainees' primary professional concerns included uncertainty about the impact of the pandemic on their professional future, loss of clinical hours, and desire for increased and ongoing communication from their leadership. A notable percentage of trainees reported increased personal mental health symptoms (i.e. anxiety/depression; 74%/54%), as well as a number of other personal stressors. Despite the transition to telehealth (mostly interviews/feedback sessions), few trainees have prior training or experience in providing neuropsychological services via phone or video platform. A limited proportion of trainees (approximately 10%) were still seeing patients face-to-face for neuropsychological evaluations during the COVID-19 pandemic as of 14 April 2020.Conclusions: The COVID-19 pandemic is impacting neuropsychological training and the well-being of trainees. This survey highlights the importance of communication with trainees during uncertain times. Based on the survey results, recommendations were developed to assist neuropsychology organizations in developing initiatives to support trainees during the current pandemic and in the future.


Assuntos
Academias e Institutos , Betacoronavirus , Infecções por Coronavirus/psicologia , Neuropsicologia/educação , Pneumonia Viral/psicologia , Estudantes de Ciências da Saúde/psicologia , Inquéritos e Questionários , Academias e Institutos/tendências , Adulto , Comitês Consultivos/tendências , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/terapia , Feminino , Humanos , Internato não Médico/tendências , Masculino , Transtornos Mentais/epidemiologia , Transtornos Mentais/psicologia , Transtornos Mentais/terapia , Testes Neuropsicológicos , Neuropsicologia/tendências , Pandemias , Pneumonia Viral/epidemiologia , Pneumonia Viral/terapia , Estados Unidos/epidemiologia
6.
Farm Hosp ; 44(7): 71-73, 2020 06 13.
Artigo em Inglês | MEDLINE | ID: mdl-32533676

RESUMO

The health crisis situation we have experienced caused by the SARSCoV-2 virus  has changed our daily life in numerous aspects, including those related to  training (undergraduate, postgraduate, and continuing education, etc). Training  activities, conferences, lectures, face-to-face workshops were suspended until  the Health Situation was over. Alternatives to face-to-face training were needed  to guarantee the continuity of these activities. Online training, teaching and  evaluation emerged as a relatively fast, simple, operational and flexible solution. Universities and faculties promoted online teaching through virtual  classes. The Spanish Society of Hospital Pharmacy supported this initiative by  signing an agreement with the Board of Deans and Chancellors of Pharmacy to  make it possible for undergraduate students to continue their studies and  supervised practices in hospital pharmacy departments. Specialized training was  affected. Pharmacy residency programs were significantly modified by hospital  pharmacies to be able to provide the new clinical and research activities  required, everyday, by the pandemic situation. Postgraduate and residency  training were also negatively affected. Again, online activities made up for  restrictions to face-to-face teaching and training. The Spanish Society of Hospital Pharmacy promoted continuing education and provided updated information on  the SARS-CoV-2 virus through its website. Thus, numerous virtual sessions,  lectures and webinars have been held, and high-quality material was offered to  provide up-todate knowledge, on the pharmacological management of patients  with COVID-19. Online teaching and education has demonstrated to be an  invaluable tool for hard times. During the lockdown, technology has kept us  closer and has emerged as an ally. Many of us have found a new means of  communication, information, and training. The Spanish Society of Hospital  Pharmacy has substantially contributed to make it possible.


Assuntos
Educação a Distância/métodos , Educação em Farmácia/métodos , Educação em Farmácia/organização & administração , Betacoronavirus , Infecções por Coronavirus , Educação a Distância/organização & administração , Educação Continuada em Farmácia/métodos , Educação Continuada em Farmácia/organização & administração , Previsões , Humanos , Internet , Internato não Médico/métodos , Internato não Médico/organização & administração , Pandemias , Pneumonia Viral , Sociedades Científicas
7.
Occup Ther Int ; 2020: 4746813, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32425717

RESUMO

Background: Service-learning constitutes the main practical component of an undergraduate health profession training programme. However, limited exploration of the potential occupational risks that students face during their service-learning placement is noted in the literature. Aim: This study in South Africa explored occupational risk factors as reported by occupational therapy students whilst engaged in service-learning. Methods: In this explorative qualitative study, purposeful homogenous sampling was used to recruit third and fourth level occupational therapy students who completed a Bachelor of Occupational Therapy degree. Three focus groups were conducted with seventeen students who voluntarily participated. Audio-recorded data were transcribed and analysed thematically using deductive reasoning. Results: Several concerns over potential occupational risks were reported, namely, anxiety over contracting infectious diseases, concerns around musculoskeletal injuries due to manual handling requirements, and inappropriate behaviour of clients, which made the students feel unsafe. Concerns around the implementation of infection control measures, the lack of resources allocated to infection control at some service-learning sites, as well as the coping strategies used during service-learning were highlighted. Conclusion: Varied occupational risk factors during service-learning were reported by students. These insights into the perceived occupational risk factors can be translated into actionable strategies to improve the preparation of health science students for service-learning, including coping skills to deal with the demands of service-learning.


Assuntos
Internato não Médico , Terapia Ocupacional/educação , Adaptação Psicológica , Ansiedade , Medo , Feminino , Grupos Focais , Humanos , Terapia Ocupacional/psicologia , Pesquisa Qualitativa , Fatores de Risco , África do Sul , Estudantes/psicologia , Adulto Jovem
9.
J Med Libr Assoc ; 108(1): 106-112, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31897058

RESUMO

Background: A joint practicum gives library and information science (LIS) students the opportunity to compare two health sciences libraries' structures and workflows. The goal of this case report is to describe how a joint health sciences practicum can help LIS students and recent graduates develop skills that may be beneficial for their future positions in health sciences or other libraries.Case Presentation: Six participants in a joint health sciences library practicum underwent two interviews: the first interview focused on their practicum experiences, and the second interview sought to determine whether the participants had found employment and were using any skills in their new positions that they acquired during their practicums. Participants gave mostly positive feedback regarding their practicum experiences and expressed openness to applying for health sciences library positions. Although the participants who found employment did not work in health sciences libraries, their practicum projects served as supporting materials for their job applications, and they were using the skills they had gained from their practicums in their new positions. Conclusions: While most joint practicum participants were not working in a health sciences library, the practicum was beneficial to their new careers. This case report highlights that a joint health sciences practicum program can be beneficial in showing LIS students different approaches to health sciences librarianship.


Assuntos
Currículo , Ciência da Informação/educação , Internato não Médico/organização & administração , Bibliotecas Médicas/organização & administração , Biblioteconomia/educação , Preceptoria/organização & administração , Estudantes/estatística & dados numéricos , Adulto , Feminino , Humanos , Ciência da Informação/estatística & dados numéricos , Internato não Médico/estatística & dados numéricos , Bibliotecas Médicas/estatística & dados numéricos , Biblioteconomia/estatística & dados numéricos , Masculino , Estudos de Casos Organizacionais , Preceptoria/estatística & dados numéricos , Estados Unidos , Adulto Jovem
10.
J Nurses Prof Dev ; 36(2): 94-98, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31977757

RESUMO

The purpose of this pilot study was to evaluate the impact of mindfulness education of new graduate nurse residents' awareness and use of mindfulness strategies. This pre-post education design study was approved by the university institutional review board. Mindfulness has been shown to improve focus on patient care and reduce job stress and nurse turnover. Improved awareness and use of mindfulness strategies have the potential to improve patient outcomes and reduce the cost of nurse turnover.


Assuntos
Avaliação Educacional/estatística & dados numéricos , Internato não Médico , Atenção Plena , Enfermeiras e Enfermeiros/psicologia , Assistência Centrada no Paciente , Adulto , Educação de Pós-Graduação em Enfermagem , Feminino , Humanos , Masculino , Estresse Ocupacional/prevenção & controle , Reorganização de Recursos Humanos/tendências , Projetos Piloto , Adulto Jovem
11.
Farm. hosp ; 44(supl.1): 71-73, 2020.
Artigo em Espanhol | IBECS | ID: ibc-190483

RESUMO

La situación de crisis sanitaria que hemos vivido con motivo de la pandemia causada por el virus SARS-CoV-2 ha cambiado nuestro día a día en muchos aspectos, incluidos los relacionados con nuestra formación (de pregrado, especializada, continuada, etc.). Se suspendieron las actividades docentes, congresos, charlas y talleres presenciales hasta la resolución de la situación sanitaria. Era necesario buscar alternativas a la presencialidad que garantizasen la continuidad de estas actividades. La formación, docencia y evaluación en línea se presentaba como una solución relativamente rápida, sencilla, operativa y flexible. Desde las universidades y facultades se promovía la docencia en remoto con material docente y clases virtuales. La Sociedad Española de Farmacia Hospitalaria ha facilitado esta iniciativa al firmar un convenio con la Conferencia de Decanos de Farmacia para que estudiantes matriculados en Prácticas tuteladas, y en formación en un servicio de farmacia hospitalaria, pudieran seguir con sus estudios de pregrado. La formación especializada resultó afectada. Los planes de formación de los farmacéuticos internos residentes requirieron cambios importantes por la necesidad de dar respuesta desde los servicios de farmacia a las nuevas actividades asistenciales y de investigación que se producían, cada día de manera cambiante, en la situación de pandemia. La formación continuada de los especialistas (y residentes) quedó también alterada. De nuevo, las actividades en línea permitieron salvar, en cierto grado, el déficit de actividades docentes y formativas. A través de su página web, la Sociedad Española de Farmacia Hospitalaria promovió la formación continuada y el seguimiento de la actualidad sobre la pandemia por el virus SARS-CoV-2; organizó sesiones virtuales, jornadas y talleres en formato webinar y proporcionó material de alta calidad que facilitaba el conocimiento, en tiempo real, de la gestión del tratamiento farmacológico en pacientes con COVID-19. La aplicación de la docencia y formación en línea ha demostrado ser una herramienta imprescindible en tiempos complicados, como los vividos. Durante el confinamiento, la tecnología nos ha acercado y se ha convertido en la gran aliada. También ha supuesto el descubrimiento, para muchos de nosotros, de una nueva manera de comunicarnos, informarnos y formarnos. La Sociedad Española de Farmacia Hospitalaria ha colaborado de manera importante a que esto sea así


The health crisis situation we have experienced caused by the SARS-CoV-2 virus has changed our daily life in numerous aspects, including those related to training (undergraduate, postgraduate, and continuing education, etc). Training activities, conferences, lectures, face-to-face workshops were suspended until the Health Situation was over. Alternatives to face-to-face training were needed to guarantee the continuity of these activities. Online training, teaching and evaluation emerged as a relatively fast, simple, operational and flexible solution. Universities and faculties promoted online teaching through virtual classes. The Spanish Society of Hospital Pharmacy supported this initiative by signing an agreement with the Board of Deans and Chancellors of Pharmacy to make it possible for undergraduate students to continue their studies and supervised practices in hospital pharmacy departments. Specialized training was affected. Pharmacy residency programs were significantly modified by hospital pharmacies to be able to provide the new clinical and research activities required, everyday, by the pandemic situation. Postgraduate and residency training were also negatively affected. Again, online activities made up for restrictions to face-to-face teaching and training. The Spanish Society of Hospital Pharmacy promoted continuing education and provided updated information on the SARS-CoV-2 virus through its website. Thus, numerous virtual sessions, lectures and webinars have been held, and high-quality material was offered to provide up-to-date knowledge, on the pharmacological management of patients with COV I D -19. Online teaching and education has demonstrated to be an invaluable tool for hard times. During the lockdown, technology has kept us closer and has emerged as an ally. Many of us have found a new means of communication, information, and training. The Spanish Society of Hospital Pharmacy has substantially contributed to make it posible


Assuntos
Humanos , Educação a Distância/métodos , Educação em Farmácia/métodos , Educação Continuada em Farmácia/organização & administração , Internato não Médico/métodos , Betacoronavirus , Infecções por Coronavirus , Educação a Distância/organização & administração , Educação Continuada em Farmácia/métodos , Educação em Farmácia/organização & administração , Internet , Internato não Médico/organização & administração , Pandemias , Pneumonia Viral , Sociedades Científicas
12.
Rev. baiana enferm ; 34: e34905, 2020.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1115318

RESUMO

Objetivo discutir as contribuições da Residência Multiprofissional em Planejamento e Gestão para a formação e atuação em Vigilância Sanitária com base em um relato de experiência. Método vivência dentro da Vigilância Sanitária em um dos 12 distritos sanitários do município de Salvador, Bahia, Brasil, nos meses de julho a setembro de 2019. Resultados foi possível experienciar diversas atividades do setor destacando entre elas a própria rotina do setor no que se refere à emissão de alvarás sanitários, posterior aos processos de inspeção/fiscalização dos estabelecimentos/unidades de saúde e a elaboração do Relatório das Condições Sanitárias das Unidades. Conclusão a inserção de um residente dentro da Vigilância Sanitária, além de contribuir para o serviço, destacou a potencialidade da atuação conjunta entre a Residência e a Vigilância Sanitária.


Objetivo analizar las contribuciones de la Residencia Multiprofesional en Planificación y Gestión en la formación y las acciones de Vigilancia Sanitaria con base en un relato de experiencia. Método experiencia en la Vigilancia Sanitaria en uno de los 12 distritos sanitarios de la ciudad de Salvador, Bahia, Brasil, en los meses de julio a septiembre de 2019. Resultados se pudo disfrutar de varias actividades en el sector, destacando la propia rutina del sector en relación con la expedición de los permisos sanitarios, posterior a los procesos de inspección y supervisión de los establecimientos/unidades sanitarias y el Informe de las Condiciones Sanitarias de las Unidades. Conclusión la inserción de un residente dentro de la Vigilancia Sanitaria, además de contribuir al servicio, destacó el potencial de acción conjunta entre la Residencia y la Vigilancia Sanitaria.


Objective to discuss the contributions of the Planning and Management Multiprofessional Residency for the training and actions in Health Surveillance based on an experience report. Method experience within the Health Surveillance in one of the 12 health districts of the city of Salvador, Bahia, Brazil, in the months from July to September 2019. Results various activities were experienced in the sector, with emphasis on the sector's own routine in relation to the issuance of health charters, subsequently to the processes of inspection/monitoring of health establishments/units and the elaboration of the Report on Health Conditions of the Units. Conclusion the intern's insertion in the Health Surveillance, in addition to contributing to the service, highlighted the potential of joint action between the Residency and the Health Surveillance.


Assuntos
Humanos , Vigilância Sanitária , Gestão em Saúde , Educação Profissional em Saúde Pública , Capacitação de Recursos Humanos em Saúde , Planejamento em Saúde , Enfermagem em Saúde Pública , Sistema Único de Saúde , Internato não Médico
13.
Rev. enferm. UFPE on line ; 14: [1-5], 2020. ilus, tab
Artigo em Português | BDENF - Enfermagem | ID: biblio-1096020

RESUMO

Objetivo: analisar a percepção de residentes de enfermagem quanto à contribuição do debriefing para a sua aprendizagem a partir de uma experiência de Simulação de Alta Fidelidade. Método: trata-se de um estudo quantitativo, descritivo, transversal, com 103 enfermeiros do 1o ano do Programa de Residência de Enfermagem de uma universidade federal brasileira. Criou-se o workshop "Simulação na assistência de enfermagem ao paciente em alta complexidade" em cinco etapas: aula expositiva sobre o Protocolo ACLS 2015 da American Heart Association; oficina de habilidades práticas; instrução sobre o ambiente de simulação e as funções dos membros da equipe para a atuação nos cenários; debriefing e preenchimento do instrumento "Escala de Experiência com o debriefing" (EED). Considerou-se, para a análise e classificação dos dados, o ponto de corte de 70% de concordância entre os itens avaliados pela EED. Resultados: indicou-se, por 75% dos respondentes, o índice Likert "concordo totalmente" e 25%, o índice "concordo parcialmente". Conclusão: demonstra-se, no estudo, que residentes de Enfermagem consideraram o processo de debriefing como fator de grande contribuição para sua aprendizagem e formação profissional.(AU)


Objective: to analyze the perception of nursing residents regarding the contribution of debriefing to their learning from a High Fidelity Simulation experience. Method: this is a quantitative, descriptive, cross-sectional study with 103 nurses from the 1st year of the Nursing Residency Program of a Brazilian federal university. The workshop "Simulation in nursing care for highly complex patients" was created in five stages: lecture on the ACLS Protocol 2015 of the American Heart Association; practical skills workshop; instruction on the simulation environment and the functions of the team members to act in the scenarios; debriefing and filling in the instrument "Debriefing Experience Scale" (DES). For the analysis and classification of the data, the cut-off point of 70% of agreement between the items evaluated by the DES was considered. Results: the Likert index "totally agree" and 25% the "partially agree" index was indicated by 75% of respondents. Conclusion: in the study, it is shown that nursing residents considered the debriefing process as a factor of great contribution to their learning and professional training.(AU)


Objetivo: analizar la percepción de los residentes de enfermería con respecto a la contribución del debriefing para su aprendizaje a partir de una experiencia de Simulación de Alta Fidelidad. Método: este es un estudio cuantitativo, descriptivo, transversal con 103 enfermeros del primer año del Programa de Residencia de Enfermería de una universidad federal brasileña. El taller "Simulación de la atención de pacientes de enfermería altamente compleja" se creó en cinco pasos: conferencia sobre el Protocolo ACLS 2015 de la American Heart Association; taller de habilidades prácticas; instrucción sobre el entorno de simulación y los roles de los miembros del equipo para desempeñarse en los escenarios; debriefing y completar el instrumento "Debriefing Experience Scale" (DES). Para el análisis y la clasificación de los datos, se consideró el punto de corte del 70% de acuerdo entre los elementos evaluados por el DSE. Resultados: el 75% de los encuestados indicó el índice Likert "totalmente de acuerdo" y el 25% índice "parcialmente de acuerdo". Conclusión: el estudio muestra que los residentes de Enfermería consideraron el proceso de debriefing como un factor de gran contribución a su aprendizaje y formación profesional.(AU)


Assuntos
Humanos , Masculino , Feminino , Educação em Enfermagem , Capacitação de Recursos Humanos em Saúde , Treinamento com Simulação de Alta Fidelidade , Internato não Médico , Aprendizagem , Cuidados de Enfermagem , Epidemiologia Descritiva , Estudos Transversais
14.
Enferm. clín. (Ed. impr.) ; 29(6): 336-343, nov.-dic. 2019. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-184653

RESUMO

Objetivo: Conocer el grado el interés de los residentes en áreas formativas transversales de Enfermería Familiar y Comunitaria (EFyC) al inicio de su formación. Valorar el desarrollo de actividades comunitarias en los centros de salud y determinar el grado de satisfacción de los residentes con la formación recibida y actividades realizadas. Método: Se presenta una experiencia sobre metodología docente en salud pública y comunitaria en los residentes de EFyC desde el 2014 hasta el 2017. La formación se dividió en 3módulos formativos de 21h y se completó con 2actividades de campo: un programa de Educación para la Salud (EpS) y un mapeo de activos en la zona básica de salud (ZBS). Se cumplimentó un cuestionario de satisfacción del curso y de las actividades realizadas. Resultado: Durante este período se formaron 27 residentes. El 86,9% consideró la formación en atención comunitaria como muy necesaria. Se realizaron 26 programas de EpS y 17 mapeos de activos de sus ZBS. Con respecto a la satisfacción de la formación, se obtuvo una media global de 4,5 ± 0,1 sobre 5. Conclusiones: Los resultados evidencian un alto grado de interés en atención comunitaria, así como una valoración muy alta sobre las actividades realizadas y la formación recibida. La formación en salud comunitaria durante el período de residencia es un elemento esencial para integrar estas competencias en el rol profesional. Resulta imprescindible la dedicación por parte de las Unidades Docentes en el impulso en esta competencia, capacitando a los residentes en la integración del abordaje biopsicosocial, la orientación comunitaria y el trabajo en equipo en Atención Primaria


Objective: To determine the interest of nursing residents in the training areas of Family and Community Nursing (EFyC) at the beginning of their training, to evaluate community activities in health centres and to determine satisfaction with the training received and activities carried out. Method: We present the experience of training in the public and community health competencies of EFyC Nursing from 2014 to 2017 in a multiprofessional teaching unit. The training was divided into 3 theoretical modules. The training was completed with 2 activities: the design and development of a health education programme and an asset mapping in the basic health area. A questionnaire was completed on satisfaction with the course and the activities carried out. Result: During this period, 27 residents received training. As part of the training process, 26 health education programmes and 17 asset mappings were conducted in accredited health centres. The areas of intervention addressed were: lifestyles, life transitions and health problems. The overall satisfaction with the course was 4.5 ±.1 out of 5. Conclusions: The results show a high degree of interest in this area, as well as high evaluation of the activities carried out and the training received. Training in community health and health education during the period of residence is essential to include these competencies in the professional role. The dedication and involvement of the multiprofessional teaching units is essential in the development of these competences, training the residents through the integration of a biopsychosocial approach, community health and teamwork in primary care


Assuntos
Humanos , Enfermagem em Saúde Comunitária/educação , Enfermagem Familiar/educação , Educação em Enfermagem/tendências , Enfermeiras Especialistas/educação , Saúde Pública/educação , Estudos Transversais , Inquéritos e Questionários , Análise de Dados , Internato não Médico/métodos , Internato não Médico/organização & administração
15.
Rev. enferm. UERJ ; 27: e25017, jan.-dez. 2019.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1016016

RESUMO

Objetivo: analisar a concepção dos docentes de um Programa de Residência Multiprofissional em Saúde acerca da integração ensino-serviço na formação dos residentes. Método: pesquisa qualitativa realizado com 13 docentes envolvidos em ações de ensino do referido Programa, no período de março a junho de 2015, no sul do Brasil. Os dados foram coletados, após aprovação por Comitê de Ética em Pesquisa, por meio de entrevistas semiestruturadas e observações sistemáticas e, em seguida submetidos a análise temática. Resultados: a integração ensino-serviço foi compreendida a partir da práxis para a construção do conhecimento, apresentando-se como uma estratégia para aprendizagem significativa. Conclusão: os docentes, ao conceberem a integração ensino-serviço como uma estratégia que possibilita a práxis para a construção do (re)conhecimento, vislumbraram um movimento dialético, de alternância entre a prática e a teoria.


Objective: to examine the teachers' conception of a multi-professional health residency program as to integration between teaching and services in the training given to residents. Method: this qualitative study was conducted, from March to June 2015, in southern Brazil, with 13 professors involved in teaching actions on the program. After approval by the research ethics committee, data were collected by semi-structured interviews and systematic observations, and then subjected to thematic analysis. Results: integration between teaching and services was understood as fostering praxis for the construction of knowledge, and constituted a strategy for meaningful learning. Conclusion: when conceiving integration between teaching and services as a strategy that allows praxis for building recognition and knowledge, professors envisaged a dialectical movement alternating between practice and theory.


Objetivo: analizar la concepción de los maestros de un Programa de Residencia Multiprofesional en Salud acerca de la integración enseñanza-servicio en la formación de los residentes. Método: investigación cualitativa realizada junto 13 maestros involucrados en acciones de enseñanza del referido Programa, en el período de marzo a junio de 2015, en el Sur de Brasil. Los datos se recolectaron, tras aprobación por el Comité de Ética en Investigación, por medio de entrevistas semiestructuradas y observaciones sistemáticas y, después, sometidos a análisis temáticos. Resultados: la integración enseñanza-servicio se comprendió a partir de la praxis para la construcción del conocimiento, presentándose como una estrategia para el aprendizaje significativo. Conclusión: los maestros, al concebir la integración enseñanza-servicio como una estrategia que posibilita la praxis para la construcción del (re)conocimiento, vislumbraron un movimiento dialéctico de alternancia entre la práctica y la teoría.


Assuntos
Humanos , Masculino , Feminino , Serviços de Integração Docente-Assistencial , Pesquisa Qualitativa , Capacitação de Recursos Humanos em Saúde , Internato não Médico , Educação em Saúde
16.
Rev. enferm. UERJ ; 27: e39165, jan.-dez. 2019. tab
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1024387

RESUMO

Objetivos: verificar a suspeição de transtornos mentais comuns (TMC) em residentes de enfermagem e analisar os fatores preditores. Método: estudo transversal com uma amostra de 130 residentes de um hospital universitário, situado no município do Rio de Janeiro, que responderam ao Self Reporting Questionnaire (SRQ-20) e questões sociodemográficas, em 2018. Os dados foram analisados por meio da estatística descritiva. Estudo aprovado por Comitê de Ética em Pesquisa. Resultados: a amostra foi composta, em sua maioria, por jovens, solteiros e do sexo feminino, cuja suspeição de transtornos mentais comuns atingiu 52%. Dos fatores preditores mais frequentes, 87,53% afirmaram sentirem-se nervosos, tensos e preocupados, 60,7%, cansados o tempo todo e 57,7% dormem mal. Conclusão: a suspeição de TMC na amostra encontra-se bem acima de estudos realizados com profissionais da saúde e áreas afins, cujos fatores preditores evidenciam sofrimento psíquico e risco de evolução para quadros psiquiátricos severos.


Objective: to detect suspected common mental disorders (CMDs) in nursing residents, and identify related predictive factors. Method: this cross-sectional study examined a sample of 130 residents at a Rio de Janeiro city university hospital who answered the Self Reporting Questionnaire (SRQ-20) and sociodemographic questions, in 2018. The resulting data were analyzed using descriptive statistics. The study was approved by the research ethics committee. Results: the results revealed suspected CMDs in 52% of the sample, which was mainly young, single and female. Of the frequent predictors, 87.53% said they felt nervous, tense and worried, 60.7% felt tired all the time, and 57.7% slept poorly. Conclusion: the level of suspected CMDs in the sample was well above those found in studies of professionals of the health and related fields, and the predictors revealed psychological distress and risk of evolution to severe psychiatric conditions.


Objetivo: verificar la sospecha de trastornos mentales comunes (TMC) en residentes de enfermería y analizar los factores predictores. Método: estudio transversal con una muestra de 130 residentes de un hospital universitario, situado en el municipio de Río de Janeiro, que contestaron al Self Reporting Questionnaire (SRQ-20) y cuestiones sociodemográficas, en 2018. Los datos fueron analizados por medio de la estadística descriptiva. El estudio fue aprobado por el Comité de Ética en Investigación. Resultados: la muestra estaba compuesta, en su mayoría, por jóvenes, solteros y del sexo femenino, siendo que del 52% se sospechaba trastornos mentales comunes. En cuanto a los factores predictores más frecuentes, un 87,53% afirmó sentirse nervioso, tenso y preocupado, el 60,7% sentirse cansado todo el tiempo y el 57,7% dormir mal. Conclusión: la sospecha de TMC en la muestra está muy por encima de los estudios realizados junto a profesionales de la salud y áreas relacionadas cuyos predictores evidencian sufrimiento psicológico y riesgo de evolución hacia cuadros psiquiátricos severos.


Assuntos
Humanos , Masculino , Feminino , Especialização , Saúde do Trabalhador , Enfermagem , Internato não Médico , Transtornos Mentais , Estudos Transversais , Hospitais Universitários
17.
J Nurses Prof Dev ; 35(6): 344-350, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31609789

RESUMO

With so few nurse scientists, it is important to increase the research activities of nurses. A nurse scientist and a librarian investigated if increasing library skills in a hospital-based research internship increases nurses' scholarship. Library-related content was added throughout the internship; interns were surveyed to measure specific skills. All interns improved their skills and valued librarians. Most interns conducted literature searches and utilized library resources. Research internships increased nurses' capacity for library-related skills.


Assuntos
Comportamento Cooperativo , Docentes , Hospitais , Internato não Médico , Bibliotecários , Pesquisa em Enfermagem , Educação Continuada em Enfermagem , Medicina Baseada em Evidências , Humanos , Bibliotecas Médicas
19.
ABCS health sci ; 44(2): 138-146, 11 out 2019. tab, ilus
Artigo em Português | LILACS | ID: biblio-1022407

RESUMO

Os Programas de Residência Multiprofissionais em Saúde estão em plena expansão no território brasileiro, tornando-se uma estratégia de formação em saúde que busca o fortalecimento da qualidade da atenção à saúde da população. Esta revisão objetivou identificar as evidências disponíveis nos artigos científicos sobre os fatores que interferem no ensino e aprendizagem de residentes multiprofissionais em saúde. Trata-se de uma revisão integrativa de literatura desenvolvida nas bases de dados LILACS, Medline e Scopus, na qual foram incluídos 35 estudos, a partir de palavras-chave e descritores, no período de 2005 a 2017. Nos resultados evidenciou-se fatores relacionados à compreensão do papel do residente; a importância da formação dos apoiadores pedagógicos e a interação entre as profissões; a pactuação das atividades entre as instituições de ensino e serviço; a relação entre a teoria e a prática e o desenvolvimento das ações de Educação Permanente em Saúde; a formulação das estratégias de aprendizagem, do planejamento e execução dos espaços formativos; e, os processos avaliativos. Em conclusão o estudo possibilitou identificar os fatores que interferem no ensino e aprendizagem de residentes multiprofissionais em saúde, os quais perpassam por aspectos da construção do aprender e fazer no trabalho coletivo, da integração ensino-serviço e da organização didática-pedagógica.


Multiprofessional Health Residency Programs are in full expansion in Brazil, becoming a health training strategy that seeks to strengthen the quality of health care for the population. This review aims to identify available scientific articles about the factors that interfere in the teaching and learning of residents in multiprofessional health. This is an integrative review of the literature from the databases LILACS, Medline and Scopus, which included 35 studies, using defined key words and descriptors, during the period of 2005 through 2017. The results revealed factors related to the understanding of the resident role; the importance of the training of the pedagogical supporters and the interaction among professionals; the pacing of activities between the teaching and health facility; the relation between theory and practice and the development of the actions of Permanent Education in Health; the formulation of learning strategies; planning and execution in training spaces; and the evaluation processes. In conclusion the study made possible to understand the factors that interfere in teaching and learning of multiprofessional residents in health, which involve aspects the learning construction and practice in collective work, teaching-service integration and pedagogical organization.


Assuntos
Humanos , Desenvolvimento de Pessoal , Educação Superior , Capacitação em Serviço , Internato não Médico
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