Navegando por Palavras-chave "In-Service Training"

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    O Ensino Hibrido Na Educação Permanente Em Saúde: A Experiência De Um Curso Sobre A Evolução De Enfermagem
    (Universidade Federal de São Paulo (UNIFESP), 2017-11-30) Silva, Adriana Da [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Introduction: Continuing education in nursing, besides being one of the strategies of the SUS for training and development of workers, enables health organizations to achieve strategic results, since they evolve in the same way that their employees develop. For the effectiveness of learning processes and consequent positive results, the use of active methodologies is fundamental, and among these, blended learning points out as a possibility to facilitate efficiency and participation in corporate training, so this research had the objective: to analyze the experience of a course on nursing evolution carried out in the hybrid teaching format and its contribution to the permanent education in health. Method: field and documentary study, descriptive and exploratory, with a quantitative-qualitative approach using both the triangulation of methods and data, on a training developed in hybrid teaching format referring to one of the stages of the nursing process, called "nursing evolution" In a private hospital. Data collection took place in three phases, the first being: documental analysis of the indicators of the Continuing Education sector of the Hospital, treated quantitatively. While in the second phase, interviews were conducted with the nurses participating in the research through a structured questionnaire, in addition to the evaluation of their immediate managers by means of a script, both to be treated according to the technique of "content analysis "In thematic modality. In the third phase, the data was triangulated in order to obtain a complete and integrated evaluation of the participants' performance results. From the analysis of content emerged 63 contextual units, and from these, 28 registration units were extracted according to the four thematic nuclei established: 1) List of skills in professional development; 2) Development of competencies; 3) Experience with hybrid teaching and 4) Professional performance. From these thematic nuclei the categories of analysis were defined, being these: C1 - Process of teaching and learning in the work; C2 - Hybrid teaching possibilities in the corporate environment; C3 - Contributions of Permanent Education; And C4 - Skills developed. Conclusion: The development of learning proved effective, being evidenced in the short, medium and long term, resulting in the transformation of practices, improvement of care indicators and consequently contributing to professional, organizational and quality growth in patient care. The improvements identified were related to the risk management skills of care, decision making, clinical reasoning, administration and time management. Thus proving that hybrid education is capable of developing skills and improving professional performance, although it is not the solution of all obstacles to continuing education in health occur in its essence.
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    Estudo Das Vias De Sinalização Intracelular Envolvidas Na Atividade Citoprotetora Do Lopap (Lonomia Obliqua Prothrombin Activator Protease) E Peptídeos Derivados
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-31) Malavazzi, Gustavo Ricci [UNIFESP]; Nose, Walton [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Objective: To develop and implement a systematic method for the training of residents to perform the phacoemulsification surgery (PHACO), used for the treatment of cataracts, in a medical residency service in ophthalmology, based on stepwise evolution in chronological reverse order (reverse chaining), and in increasing degrees of difficulty; to develop a logbook for the registering of the completed steps by the residents, and to describe the preliminary results of the teaching method in a teaching unit comparing the period before and after the implementation. Methods: A method of training residents of ophthalmology in the PHACO technique was created, in which the procedures are described as steps in a learning process, in reverse chronological order, and in which one can advance in the teaching modules only when the learning of each one has been completed; thus moving from the final step to the start of surgery. The rates of possible surgery complications, especially posterior capsule rupture, were evaluated descriptively in the two years and compared with the period before the implementation of the teaching program. Results: The method of reverse chaining teaching was created and the logbook was developed. Before this, 392 medical records were analyzed in the institution, and the posterior capsule rupture rate was 19.89% in surgeries performed by second and third year residents. In 2009, after the method implementation, 1,817 PHACO surgeries were performed in the service, and other 1,860 in 2010 (total: 3,677 procedures). The average was 151 surgeries per month in 2009 and 155 in 2010. The absolute frequency of posterior capsule rupture was 153 events in 2009 and 147 in 2010, with rates of 8.42% and 7.9% of the surgeries performed, respectively. The posterior capsule rupture rate in the period before the introduction of the new training method (2007) compared to the years after (2009 and 2010) had a significant decrease (p < 0.001; chi-square test). When the resident is trained by the new method, the chance of the patient suffering a posterior capsule rupture is 63% (2009) and 65% (2010) lower. Conclusions: This study shows that controlling the steps when teaching PHACO techniques to residents results in low rates of intraoperative complications comparable to those in the literature. The method is sustainable and should be tested in other teaching facilities in Brazil.
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    A formação continuada para docentes no discurso dos organismos internacionais
    (Universidade Federal de São Paulo (UNIFESP), 2020-12-15) Rodrigues, Leticia Moraes [UNIFESP]; Novaes, Luiz Carlos [UNIFESP]; Universidade Federal de São Paulo
    This research deals with continuing education for teachers and had the general objective of identifying and discussing the recommendations and prescriptions present in documents from international organizations for teacher education, with emphasis on continuing education in the "in service" modality. As an unfolding of the general objective, the identification and discussion about the context of production of the speeches of international organizations regarding continuing education were established as specific objectives, as well as the verification of the existence of a pattern that guides the conceptions about such a formation process by international organizations. The hypothesis that guided the investigation was that there is a model of continuing education for teachers, defended by international organizations, that prescribe content and form for such actions and that, not always, meets the demands of teacher training with a view to improving the pedagogical practice. In order to carry out the investigation, we carried out the analysis of documents from the World Bank (BM), the Organization for Economic Cooperation and Development (OECD) and the United Nations Organization for Education, Science and Culture (UNESCO), identifying and discussing recommendations and / or prescriptions for teacher training, especially for teachers in office. As a theoretical reference, the Political Cycle approach was used (BOWE, BALL and GOLD, 1992) and, thus, the concept of context of influence in the scope of documentary analysis. We also count on the contributions Bardin (1977) with his concept of organization of analysis, of Azanha (1992), with the concept of pedagogical abstractionism and of Scheffler (1974), with the concept of slogans. The results of our study corroborate the hypothesis raised that there is a training model, prescribed by the international organizations analyzed. It was also possible for us to identify a strong tendency to put continuing training in opposition to initial training, making the former a correction tool. what organisms perceive to be mistakes in initial training; in this sense, we found through documentary analysis the existence of a discursive pattern, present in the documents of the international organizations analyzed, which deal with continuing education, carried out throughout the professional teaching practice, as an efficient way to align school content with the requirements of a global economy, valuing the “codes of modernity”, with a view to a more dynamic, flexible, productive, competitive and efficient market.