Mestrado Profissional em Ensino na Saúde (FM)
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Navegando Mestrado Profissional em Ensino na Saúde (FM) por Por Orientador "Pereira, Edna Regina Silva"
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Item Adaptação e validação da versão brasileira da Escala Jefferson de Atitudes Relacionadas à Colaboração Interprofissional: um estudo em profissionais da atenção básica(Universidade Federal de Goiás, 2015-10-23) Abed, Marcelo Musa; Grosseman, Suely; http://lattes.cnpq.br/0370187050750881; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Menezes, Ida Helena Carvalho F.; Rocha, Bárbara SouzaInterprofessional collaboration is in the focal point of the transformation of the working process between professionals from various categories, in the quest to provide complete care to patients. Interprofessional education can ensure the cooperative practice in health services. That`s why tools are necessary to assess how this collaboration occurs. Hojat et al. drew up a scale for evaluating interprofessional collaboration. The aim of this study is the crosscultural adaptation and validation of the Jefferson Scale Of Attitudes Toward Trade Collaboration (JeffSATIC) on primary health care in Brazil. The final version, in Portuguese, of the Escala Jefferson de Atitudes Relacionadas à Colaboração Interprofissional (EJARCI), followed all the steps for its adaptation, ending with the evaluation by four experts of the translated content: cultural and conceptual equivalence in relation to its purpose and use in a sample of 30 primary health care professionals. One hundred and twenty-eight professionals of the health family team members participated in the validation process responding the translated scale. In the content validation the content validation index (CVI) was 0.99, which demonstrates that the scale is able to measure what it intend to. To appraise the internal consistency was used the Cronbach's alpha Coefficient, α value of 0.71, being acceptable to set their reliability. It is concluded that the cross-cultural adaptation has been properly performed and their application is valid in primary care.Item Ensino à distância de cirurgia segura na graduação em Medicina(Universidade Federal de Goiás, 2017-03-28) Amaral, Adriana Gondim do; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Moraes Neto, Daniel Messias; Moraes, Vardeli Alves deIntroduction: Any health-related procedure involves risks; however, they can be reduced with preventive attitudes, avoiding adverse events. The learning of the World Health Organization (WHO) safe surgery checklist is a means of generating preventive measures in the operating room and training leaders for safe practices. Objective: To analyze the results of a Distance Education (EAD) in a safe surgery for undergraduates of medicine. Methodology: A quasi-experimental study, with an approach of before-and-after educational intervention, carried out in a Teaching Hospital of the Center-West Region from November 10, 2015 to January 24. The intervention was an educational action complementary to the traditional teaching module and offered through a course of 20 hours in EaD, using The Moodle Platform, about safe surgery for 45 days. The students were divided into two non-randomized groups: intervention group (n = 48) and comparison group (n = 47). Descriptive statistics, Wilcoxon test, Mann-Whitney, Chi-Square and item discrimination analysis were performed. Pre-and post-test were carried out with ten closed questions with four alternatives to verify knowledge before and after the course in EaD. After the intervention, students in the intervention and comparison group were evaluated for performance on the Objective Structured Clinical Examination (OSCE). Results: Of the 95 participants, the majority were female (67.2%), with a predominance of students under the age of 25 (53.7%). In the intervention group, 28 students (58.3%) did not know the safe surgery checklist instrument. When asked about the importance of the subject for training and for the benefit of the patient, 100% of the students answered affirmatively, and 100% also answered that errors can be avoided with the use of the checklist. In the evaluation of knowledge, students in the intervention group presented a significant increase in the mean score, from 5.10 in the pre-test to 6.16 in the post-test (p = 0.006). The means obtained in the OSCE were significantly higher (9.07) in the intervention group, when compared to the comparison group (1.06) (p <0.001). Conclusion: Students in the intervention group who participated in the EaD course presented knowledge acquisition. And a better performance in the OSCE compared to the comparison group.Item Desenvolvendo uma estratégia de educação permanente em saúde em unidade de terapia renal substitutiva(Universidade Federal de Goiás, 2019-02-26) Lima, Ana Paula Freitas; Menezes, Ida Helena Carvalho Francescantonio; http://lattes.cnpq.br/8722459243487573; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Mortoza, Andrea Sugai; Rocha, Bárbara Souza; Queiroz, Maria Goretti; Assis, Thais RochaThe Health Permanent Education, considered also as a pedagogical concept, has been understood as a significant learning at work through problematization of reality and possibility of transformation of practices. Moreover, must be guaranteed by the establishments of care of patients with chronic kidney disease. This study aimed analyze the perceptions and practice of Health Permanent Education, between professionals from a unit of renal replacement therapy. This is a qualitative study, of the research-action type, based on the problematization methodology, as proposed in Maguerez’s Arc. The data were collected through focus groups and participant observation with notes in field diary during the implementation of a strategy of health permanent education with graduate professionals who provide care in a reference service of hemodialysis and peritoneal dialysis, and analyzed according to content analysis, proposed by Bardin. The results showed persistence of a model of education action in the institution as a discontinuous training resource, focused on uniprofissionais categories and the need for institutionalization of the Health Permanent Education with the support of management. In addition to recognizing the motivation to work with problems inherent to the service work process, the implementation of a strategy with the use of problematization methodology led participants to develop the sense of responsibility for their learning and the possibility of change in the service reality in which they are inserted. The persistence of care practices in a fragmented way, besides represent a challenge, reinforces the need for implementation of Health Permanent Education Policy. Discuss problems and situations of the service actually led the participants to reflect on their practices and need to participate in all the health education process in the service.Item A preceptoria em serviço de emergência e urgência hospitalar na perspectiva de médicos(Universidade Federal de Goiás, 2014-02-26) Sant'Ana, Elisete Regina Rubin de Bortoli; Pereira, Edna Regina Silva; Pereira, Edna Regina Silva; Costa, Nilce Maria da Silva Campos; Oliveira, Cacilda Pedrosa de; Naghettini, Alessandra Vittorino; Lima, Jaqueline RodriguesThe human resources formation in the health care area has been suffering from a series of reconstructions with the purpose of supplying the failures related to solving the population health problems. One of the current challenges is the competent formation of the health care staff, in a way that they are able to act in emergency and urgency situations. And in this scenario, the training hospitals are of utmost importance as they receive a great number of students to be trained. In this context, there was an option to develop a case study with a qualitative approach, with the objective of analyzing the tutorship in the perspective of fifteen doctors who worked in and emergency and urgency health care system from a Federal Teaching Institution in Goiânia-Goiás. The data were collected from January 2013 to March 2013, through very close questionnaires and also semi-structured interviews, followed by a guide with open questions. For the analysis of the data collected in the interviews, Bardin (2009) technique of content analysis was used. From the data analysis, it was established that doctors consider tutoring a key element in the learning process in a practical way and it was also established that being a tutor means provide students the knowledge but also be responsible for their future formation. There were many tutoring activities mentioned, most ofthem related to clinic and surgery cases. Another outcome was that the tutoring enables the tutor to continue developing his or her studies, learning through their pupilswho also can be benefited in becoming well-trained professionals. The interest, a good formation in theories, and a good rapport between the staff was also highlighted as a key to help achieve the goal. On the other hand, the lack of structure, the little time awarded to procedures, the teachers’ lack of communication among themselves, tutors and students, the double-shift involving teaching and preceptor and the lack of tutor training were reported as negative points that hinder the process. In conclusion, in the doctors’ point of view, the tutoring contributes in the formation of the future professional. However, there are many difficulties facing this area. Some structural changes have been developed in order to make the process more efficient such as applying more time. But, there is also a great need of improvement in the emergency and urgency areas, and there is also a search for projects focused on training tutors allied to the Institutions for Graduation Courses related to the health care area.Item Competência em saúde mental sob a perspectiva de profissionais de saúde que atuam em CAPS(Universidade Federal de Goiás, 2017-12-13) Soares, Juliana Paula Balestra; Lima, Jacqueline Rodrigues de; CV: http://lattes.cnpq.br/4506057454261027; Pereira, Edna Regina Silva; CV: http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Caixeta, Camila Cardoso; Ribeiro, Tadeu João Batista; Menezes, Ida Helena Carvalho Francescantonio; Lima, Dione MarçalThe Psychiatric Reform began in the mid-1970s as a complex political and social process presenting challenges that need to be debated in the network and territory plans, care, clinic, policy, human resources training in relation to treatment and care of people with mental disorders. The Psychosocial Care Centers are strategic devices to strengthen the Psychiatric Reform, with a more humane look and new forms of care that enable the construction of new knowledge and practices in relation to mental health. Within this construction of knowledge and practices are the skills that can be developed in the process of training or work. This research aims to investigate the conception of competence of mental health professionals working in the Centers for Psychosocial Care in the city of Goiânia-GO. This is a qualitative research with an exploratory approach. The subjects of the research consisted of sixteen health professionals from different categories, among them: psychiatrist, psychologist, social worker, pharmacist, music therapist, art therapist, Physical Education teacher, speech therapist and occupational therapist working at CAPS in the city of Goiânia. For the data collection, a profile profile was used. The data show that the profile of the professionals is relatively juvenile (average of forty years), most of them female, all of them being taken on by the Municipal Health Department of the municipality, with a stay in the CAPS for approximately nine years and only 25 % have postgraduate / specialization in mental health. In addition, two focus groups were carried out. For the analysis of data, we used the interpretative analysis. As a result of this study, two articles are presented: article 01 reveals the integrative review on the concept of professional competence, showing that there is no single concept of competence, however pointing to the influence of the main conceptions about competence, from the country or the region of origin, being: French, American, English, Australian and South American. The French concept is the one that presented the most articles revealing the concept of competence as synonymous with articulation, integration and mobilization of multiple knowledges (knowledge, know-how, knowing to be, knowing to engage, knowing to communicate, knowing to live) helpers to solve complex situations and / or decision-making. Article 02 is the study of two focus groups and presents four categories: Training and Permanent Education; Worker (personal characteristics and satisfaction of the CAPS worker); Institutionalization of the CAPS and Work Process, revealing the institutionalization of CAPS competences and that the professional, regardless of the training, has to adapt to them when it will act in that space.