Navegando por Palavras-chave "Ensino Em Saúde"

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    Educação permanente em saúde: desafios e perspectivas no âmbito da gestão
    (Universidade Federal de São Paulo (UNIFESP), 2020-08-19) Antunes, Amanda Barbosa Monteiro Vasques Pereira [UNIFESP]; Batista, Nildo Alves [UNIFESP]; Universidade Federal de São Paulo
    INTRODUCTION: The practices of Ongoing Health Education (OHE) become paramount in the performance of the management actions of the Municipal Hospital Autarchy of the Municipal Health Secretariat of São Paulo (AHM/SMS-SP), providing the necessary changes to solve the problems raised in the daily practice and offering mechanisms of indispensable transformations and essential adaptations in comprehensive care for sustainable health. In this sense, OHE interventions must be present in a representative and frequent way in the work processes developed by management, including in the structuring and realization of possible and viable articulations for strategic, practical and effective planning. OBJECTIVE: This study analyzed the perspective and challenges of OHE within the scope of management at AHM/SMS-SP and its Hospital Units, and, more specifically, apprehended the perceptions of managers regarding the role of Autarquia in the development of OHE, its relevance in management, management practices for its realization and the challenges for its development. METHODOLOGY: It adopted a qualitative, transversal, exploratory and descriptive approach. The research was carried out in three hospitals in the city of São Paulo and, as part of its construction, it counted with the participation of 17 hospital managers. In the data collection, semi-structured interviews were used. The content analysis was carried out in the thematic modality, starting from four thematic nuclei: the role of AHM/SMS-SP; managers' perception of the relevance of OHE; practices in the perception of managers and their challenges. RESULT AND DISCUSSION: Definition and operationalization of the management guidelines for OHE were highlighted as the main role of AHM / SMS-SP. Everyone recognizes the importance of OHE in Hospital Units. The main practices of OHE management were the establishment of a policy aimed at the group of professionals, following the guidelines of the National Policy on Ongoing Health Education, the prior planning of the identification of actions, the use of diversity in the OHE development strategy, the organization of the practice and the use of new information and communication technologies. The main challenges in the perception of managers are the presence of an unfavorable culture, the lack of integration of management levels, the scarcity of financial resources, the difficulty of availability of personnel, the continuity in development and the commitment of the manager and the management. FINAL CONSIDERATIONS: This study was evaluated from a specific management perspective, with the need to expand and continue the research to enrich the understanding of the existing challenges for the development of OHE in the Hospital Units in the Municipality of São Paulo, making it possible to analyze other perspectives to understand the extent to which the role of AHM / SMS-SP can be improved.
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    A formação do fonoaudiólogo e suas práticas no atendimento a crianças surdas do sistema regular de ensino
    (Universidade Federal de São Paulo (UNIFESP), 2020-06-30) Valente, Vivian Renate [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Introduction: Based on the recontextualization of the human rights of people with disabilities and the Inclusive Education-based policymaking in Brazil, deaf children are enrolled in common classrooms in the regular education system. The inclusion of these children in regular schools demands a differentiated approach by the professionals involved so that these children are enabled to fully develop their potential. The speech therapist has a leading role in this context as a possible articulator of intersectoral actions between the child's school and health facilities. Objective: Understand how the students of the Speech Therapy course at UNIFESP perceive in their education the activities related to the care of deaf children inserted in the regular education system and attended at the Educational Audiology outpatient clinics and the Center for Interdisciplinary Care in Hearing, Language and Education. Methodology: Qualitative research, exploratory and descriptive, carried out with students of the Speech Therapy course working in the Educational Audiology outpatient clinics and in the Center for Interdisciplinary Care in Hearing, Language and Education of the Department of Speech Therapy at UNIFESP. For data collection, documental analysis of the Pedagogical Project and four focus groups with the students of the internship were carried out. Thematic content analysis was performed with the data obtained in the focus groups. Results: Through the analysis of the Pedagogical Project of the course, the subjects related to the theme Education were identified; the conceptual contents referring to the rights of people with disabilities; the actions taken by the students related to the schools of the children attended at the outpatient clinics. With the analysis of the focus groups, the students' perceptions emerged regarding the practices related to inclusive education carried out in the outpatient clinics, the perceptions regarding the role of speech therapy in the school inclusion process and about the concept of school inclusion. Conclusion: The educational process developed by the Speech Therapy students points to the need for curricular adjustments based on the assumptions of Special and Inclusive Education for deaf children, as well as on Interprofessional Education, which promote respect for difference, problematization and the development of collaborative practices and intersectoral.
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    Intervenção precoce em crianças com Transtorno do Espectro Autista: elementos para uma participação ativa da família
    (Universidade Federal de São Paulo (UNIFESP), 2020-06-16) Morato, Amanda Prado [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    With regard to care in the first years of life, early intervention programs are important for the identification of risks in child development, for comprehensive and caring care for children with family involvement. There are four types of early intervention approaches that consider the family, in some way in their intervention process: centered on the professional; allied to the family; focused on the family; and family- centered. In this perspective, the research aims to understand the perceptions of family members about the practice performed by the existing team at SIPTEA-CER- PG regarding the active participation of the family in the interventions. Through the option for a qualitative method, the study is characterized as cross-sectional, descriptive and exploratory. Therefore, data collection was performed using semi- structured interviews. The participants in this research were nine family members (mothers or fathers) of children with Autism Spectrum Disorder (ASD), aged zero to four years and 11 months, patients of CER-PG and inserted in the early intervention service. After data collection, thematic content analysis began, with four categories identified: 1) family participation; 2) the family as a promoter of the child's development; 3) how support for families in the intervention happens; 4) the difficulties encountered by families in the service. Based on the results, it is possible to observe that the practice of this service team is not exclusively related to a single model of support for families, there is an active participation of the family, even though it is mostly a practice aligned with the focused support model in the family. Therefore, in order to have a more specific approach, especially the one focused on the family, it is necessary for professionals to understand the importance of family participation in the entire intervention process and to train them on specific knowledge to support their action. It is hoped that this study can contribute to and encourage discussions on early intervention, on models of family support, especially on children with ASD.