Mestrado Profissional em Ensino na Saúde (FM)

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Humanização em gestão - percepção da equipe de enfermagem em uma maternidade escola
(Universidade Federal de Goiás, 2014-02-28) Adorno, Alexandrina Maria Nogueira Guerra; Martins, Cleusa Alves; http://lattes.cnpq.br/3673049551991956; Martins, Cleusa Alves; Lima, Jacqueline Rodrigues de; Costa Neto, Sebastião Benício; Costa, Nilce Maria da Silva Campos; Queiroz, Ana Lucia Bezerra
The humanization policy in the context of health constitutes a relevant actions sedimentary health care of the population direction and determines the reflection on the formative processes in human resources for health. Qualitative study, aimed at analyzing the humanization management of human resources, the perception of nursing staff in a public maternity hospital. Collecting data through semi-structured interviews with 29 respondents recorded, with 06 nurses and 23 nursing technique, the period February to May 2013 collection The material was literally transcribed and subjected to content analysis technique developed by five thematic categories: Humanization Policy of the SUS; Assistance and Processes promoters humanization of nursing services; Skills and managerial skills of the nurse; Quality of nursing care. It is understood that, in the view of the interviewed nurses to fit the humanization of nursing services, the development of managerial skills of staff. Humanizing nursing service in maternity is a complex process that requires professional expertise in health management, the institution must carry continuing education discussing actions based practices and clinical evidence hinged to technological advances, promote host environments for nursing staff, enable workers to suitable conditions for quality care to women during pregnancy and puerperal period.
Educação permanente na gestão de resíduos em hospital universitário
(Universidade Federal de Goiás, 2016-07-27) Meira, S. R. C.; Moraes, V. A.; http://lattes.cnpq.br/2078225868415338; Moraes, V. A.; http://lattes.cnpq.br/2078225868415338; Martins, Cleusa Alves; Barbosa, Maria Alves; Pereira, Edna Regina Silva; Queiroz, Maria da Conceição de C. A. M. de
Introduction: The Healthcare Services Waste is a source of risk to the human health and the environment, specially, by the lack of technical knowledge adequate to the management of waste, such as biological materials, sharp objects, toxic and radioactive substances. Due to the increase of health problems regarding human beings, the issue of hospital waste in the world, has become alarming, and the problem is a major threat to the environment and occupational safety. The hospital waste, if disposed without proper treatment or without compliance with the current legislation, is dangerous to the people, health professionals and all those workers involved in the waste management process. Continuing education here is understood in a health context, involving the teaching throughout the service, in which the nursing staff must have skills and competencies related to the management of hospital waste. Objective: To discuss the relation of continuing education as a tool for the management of hospital waste. We sought to assess the knowledge of the nursing staff regarding hospital waste. Methodology: Exploratory, descriptive study, with qualitative, transversal approach. Data collection among 31 healthcare professionals, 11 nurses and 20 nursing technicians, held in a teaching hospital in the Midwest region of Brazil, through semi-structured interviews with open and closed questions. The collect of data took place from June to September 2015, after approval by the Research Ethics Committee in Human Beings UFG No. 1.093.310 of 05/29/2015, meeting the requirements of ethical and legal aspects of the Resolution No. 466/12, of the National Health Council. The interviews were inserted in the software database Atlas Ti7.0, which generated frequency data, percentage in the analyzed categories and subcategories and the semantic network. Results: The participants of this research were categorized regarding general aspects - gender, occupation, schooling degree – and specific aspects – major degree, period he/she has worked in that hospital. Regarding schooling degree, six finished High School and, besides the nurses, 14 graduated from college. Regarding major degree, 22.58% are post-graduated (28.57% of nursing technicians and 71.42% of nurses), 16.12% has Master’s degree (40% of nursing technicians and 60% of nurses) and 3.22% holds a PhD (one nurse). From the analysis of the contents obtained from interviews, emerged the following categories: waste training, knowledge of nursing professionals about the management of hospital waste, sharp objects accidents and the importance of waste management for the institution. Among the participants, 54.84% did not receive any training related to waste management, 38.71% were nursing technicians, and 16.13% were nurses. 51.6% of respondents believe they do not discardcorrectly the waste produced in their workplace, and 77.42% have witnessed an accident with waste management in the hospital under study. 93.55% of respondents consider important the GRSS (Management of Hospital Waste Program) for the institution. Conclusion: Major obstacles to the proper handling of hospital waste were the lack of information of respondents and the lack of adequate material resources for disposal. Thus, it is essential that continuing education and specific training should be offered to all health professionals, employees of the cleaning service and collection, to ensure the inherent understanding of the proper handling of waste.
Contribuições do Pronto Sorriso na formação do profissional de saúde
(Universidade Federal de Goiás, 2013-12-18) Paiva, Maria Luiza de Faria; Lima, Fátima Maria Lindoso da Silva; http://lattes.cnpq.br/5289890813807831; Lima, Fátima Maria Lindoso da Silva; Moraes, Vardeli Alves de; Neves, Denise Carmem de Andrade
The research aimed to analyze the participants' perception of discipline Pronto Sorriso, FMUFG (Faculdade de Medicina da Universidade Federal de Goiás) regarding the contribution of this project in the professional training, describe the individual characteristics of the participants, identify through interviews major changes in the lives of the professional result of their participation in the project, analyze the contributions and impact on their training and identify the motivation for participation in Pronto Sorriso. This is a qualitative, cross-sectional, exploratory research. This project subjects twenty ( 20 ) professionals in the health fields, Pronto Sorriso discipline participants in 2006 and 2007. After signing TCLE the informed began data collecting through individual interviews, using as a tool to search a roadmap that consists of seven semi-structured questions, as well as a biographical questionnaire containing seven socio items. This research allowed us to trace the profile of the respondents: the majority were students of medicine, female, aged between twenty and thirty years and completed the graduation between the years 2008 and 2011 . It was found that the majority of professionals reported as positive: the contribution in teaching and learning for academic training , changes and their effects on personal and professional life and changes in attitudes and attitude towards patients, colleagues and the team work. This author also improves the communication performance in multi coexistence , making a difference in their lives. We concluded that the Projeto Pronto Sorriso has provided new knowledge and experiences, and added values brought about the development of skills related to professional practice extremely important in building good health practices .
Percepção do discente de medicina sobre o exame clínico objetivo estruturado na formação acadêmica
(Universidade Federal de Goiás, 2014-10-13) Sampaio, Arabela Maria Barbosa; Pereira, Edna Regina Silva; Naghetttini, Alessandra Vitorino; http://lattes.cnpq.br/2496399309339551; Naghettini, Alessandra Vitorino; Lima, Dione Marçal; Martins, Vaneila Moraes Ferreira
The Objective clinical Structural Examination (objective Structured Clinical Examination OSCE-) is a methodology for assessing clinical competence, which has been used worldwide since 1975 after being described by Harden while in Brazil, its use is more recent. However, studies evaluating the efficacy and acceptability among students are scarce. This research has the scope to collaborate in the production of data that can substantiate the efficiency of the model in question by describing and analyzing qualitative and quantitative aspects. To achieve such results, is outlined as a general goal, to investigate the perception of medical students over the course of the OSCE in the academic education pediatrics. With a quantitative and qualitative approach, assessing statistically describes and analyzes the data according to the method advocated by Bardin, bipolarizando subcategories under positive and negative aspects and sometimes neutral. We used an online semi-structured via Google Drive questionnaire to 330 students and gave a return of 123 respondents. Responses were categorized and frequenciada, so it came to the main results: 89.4% of students the OSCE assessed the clinical skills appropriately; 87.7% considered organized examination and 82.1% were satisfied with the scenery and staging. On the time available to perform the tasks 91.1% believed that was enough. When asked about the feedback given 87% agreed that learning opportunity offered, 88.6% agreed that feedback contributed to the academic and 75.6% thought that the evaluators were well prepared to give feedback. The qualitative categories of the OSCE environment was negative in 75.9%; 54.7% of the responses related to vocational training were positive; 60.4% recognized that feedback has positive aspects; OSCE model evaluation was positive in 90.6%; while the evaluation of the OSCE Pediatrics was negative for 52.2% of the respondents. We conclude that the OSCE is the accepted practice of evaluation, and that contributes to academic and learning, mainly because the feedback.
Avaliação dos residentes de ortopedia e traumatologia utilizando o mini-cex com foco no exame físico
(Universidade Federal de Goiás, 2017-02-22) Silva, Bruno Air Machado da; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira , Edna Regina Silva; Lima , Dione Marçal; Fernandes , Marcos Rassi
Introduction: The ability to perform physical exam is essential in clinical practice in any medicine field. Observation, teaching and performing the physical examination is often poorly emphasized during the residency of Orthopedics and Traumatology. In order to promote staff’s observation American Boar of Internal Medicine proposed the Mini-Clinical Evaluation Exercise (mini-CEX). Our goal is assess Orthopaedic and Traumatology’s resident, using min-CEx, focusing on physical exam performance. Methods: It is study quantitative, transversal, descriptive and exploratory. The data were obtained using questionnaire and mini-Cex from March to June 2016, in four meetings. 21 residents were evaluated, totalizing 84 assessments. The evolution of the residents (R1, R2 and R3) evaluated by the Mini Cex was performed based on the Friedman test, followed by the analysis of multiple PosHoc comparisons. The comparative analysis of the assessments according to the resident's year at each meeting was performed using the Kruskal-Wallis test followed by the analysis of multiple PosHoc comparisons. Results: Through the Beran questionnaire, 81% of residents reported never / rarely or occasionally having been observed and criticized when performing the clinical examination. It was found that the residents presented a satisfactory result in the assessment of their clinical competences, in a scale ranging from 1 to 9. The scores obtained in the physical examination in mean ± standard deviation were 4,00 ± 1.89 for R1 (first year resident), 5.00 ± 1.82 for R2 (second year resident) and 5.09 ± 1.84 for R3 (third year resident). In the clinical history the scores were; 3.96 ± 2.08 for R1, 5.29 ± 1.63 for R2 and 5.56 ± 1.78 for R3. In the clinical reasoning we had 4.82 ± 1.63 for the R1, 6,13 ± 1,48 for the R2 and 6,31 ± 1,47 for the R3. It was observed a high satisfaction of the evaluated residents (R1 - 8.79 ± 0.63, R2 - 8.71 ± 0.46 and R3 - 8.78 ± 0.49), staffs were also satisfied (R1 - 8,15 ± 0,99; R2 - 8,21 ± 0,98; R3 - 8,38 ± 0,75). Despite satisfactory performance, there were some gaps in physical examination learning. In 75% of the evaluations performed, the residents had trouble in special orthopedic tests, 65.5% were not able to identify specific signs of physical examination that could assist in the diagnosis, and 91.7% did not follow a logical and effective order. Conclusion: The evaluation of the resident of Orthopedics and Traumatology through the mini-CEX was satisfactory, however learning gaps were identified especially in the physical examination. Educational intervention is suggested
O papel da psicoterapia de grupo na formação do residente em psiquiatria
(Universidade Federal de Goiás, 2014-11-07) Souza, Claudia de Paula Juliano; Lima, Fatima Maria Lindoso da Silva; http://lattes.cnpq.br/5289890813807831; Lima, Fatima Maria Lindoso da Silva; http://lattes.cnpq.br/5289890813807831; Costa, Nilce Maria da Silva Campos; http://lattes.cnpq.br/6977373149115047; Lima, Priscilla Melo Ribeiro de; http://lattes.cnpq.br/5233347099900059
The last decades, many interministerial initiatives related to Education and Health, have created a new conception of the teaching-learning process in the health professions. The discipline Group Psychotherapy with a psychodrama approach, inserted in the education of the Resident in Psychiatry of the Program of Medicine Residency in Psychiatry of the Mental Health and Legal Medicine Department at the Medical School of the Federal University of Goiás (PRMP/DSMML/FM/UFG), searches the education of a skilled professional able to work according to the psychosociocultural dimensions and the process health-illness-care with a holistic perspective. This proposition is based on a new paradigm of integrality, which is justified by the possibility of the resident in psychiatry be part of the Unified Health System (SUS) with a critical and reflexive attitude favoring, thus, the construction of a knowledge from an inseparable articulation between theory and practice. GOAL: Analyze, according to the resident and the former student‟s perspectives the role of the teaching in group psychotherapy in their education. METHODOLOY: This is a descriptive and exploratory study with a qualitative approach in medical education. The teaching practice of the group psychotherapy with a psychodrama approach had as study scenario the Psychiatry Ambulatory of the Hospital of Clínicas of the Federal University of Goiás (HC/UFG). The participants of the research were two residents from the second year, two from the third year and two former students from the Medicine Residency Program in Psychiatry. The data were collected through descriptive reports fulfilled by the residents from the second year and through semi-structured interviews with the six participants. The interviews were recorded, transcribed and submitted to the thematic-categorical content analysis according to Bardin‟s method. RESULTS AND DISCUSSION: From the data analysis emerged two categories: The Educational Actions of the Teaching in Group Psychotherapy and the Social Actions in the Teaching of Group Psychotherapy. The analysis of the first category – Educational Actions of the Teaching of Group Psychotherapy –, obtained five subcategories: Doctor-Patient relationship, Cognitive Learning, Affective Learning, Interdisciplinary Dialogue and Personal Development. We discussed these from the participants‟ perspectives related to the role of educational processes in the education, which is important the change of approach in the doctor patient-resident relationship, contributing with his practice and developing the “know-how”. The resident moved from restricting himself to the disease symptomology to a broader perception when he was closer to the patient, according to the psychosociocultural dimensions and the healthsickness process, motivating the integrity in the assistance. It also contributed to his personal development when he released his spontaneity-creativity with the motivation of interlocution between the “know-think” and the “know-feel”. In the second category analysis – Social Actions of the Teaching of Group Psychotherapy -, we obtained two subcategories: Socialization and Meeting. It was discussed from these ones the participants‟ perspectives related to the role of social processes in their education, which it is evident that there is a socio-interactive space between the tutor-resident-group who trained in the resident the aspects of the “know-live”. It was understood that care begins in the suffering dimension, but the psychotherapeutic strategies conducted it to the promotion of therapeutic love. CONCLUSIONS: The teaching of group psychotherapy reveals that it has an educational role, as it contributes with innovation in the practice scenarios, enabling changes in the relationship resident-patient and consolidating the expanded health concept in the integrality perspective. It also reveals its social role, considering its contribution for a socio-interactive approach between tutor-resident-group.

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