Navegando por Palavras-chave "Prática Colaborativa"

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    Avaliação da residência multiprofissional em saúde e o preparo para o trabalho em equipe: construção e validação de itens de uma escala atitudinal
    (Universidade Federal de São Paulo (UNIFESP), 2021) Calvo, Marcos Estevao [UNIFESP]; Batista, Nildo Alves [UNIFESP]; Universidade Federal de São Paulo
    Introduction - The Multiprofessional Residency in Health is a lato sensu postgraduate program. The aims of this program is to qualify health professionals with integrality and quality of care and preparing them for teamwork and collaborative practice. This type of program is having a great expansion in Brazil, so it becomes relevant to develop research to evaluation these professionals with a Interprofessional Education modality. The evaluation of experiences in Interprofessional Education is a complex process. Many evaluations studies have researched this and the most successful studies use attitudinal scales. Objectives - The aim of this study is to build and validate a set of items for an attitudinal scale to assess the preparation for Teamwork and Collaborative Practice in Multiprofessional Health Residency Programs. Method – For the construction of scales, the Pasquali's model was used. About the theory, the theoretical foundations were systematized based on research in the literature. The literature was used to support the choice of the items of the 1st version with 28 items and to subimit that to expert judges and judges of the target population. About the experimental part, we applied the 28 items of the instrument to 289 residents of the second year of Multiprofessional Residency Programs in Health (R2). With this, we reach the objective of 10 times the number of items of the instrument. About the analytical, statistical analysis of the instrument was used. Results - the Dispersion index was 0.771 and the Confiability was 0.87. It was validated 22 assertions structured in 03 dimensions: 1) The formative proposal of the Multiprofessional Residency in Health for Teamwork and Collaborative Practice (08 items); 2) The concept of Teamwork and Collaborative Practice for the resident after his residency experience (03 items) and 3) The collaborative skills developed by the resident (11 items). Final Considerations - Despite the limitations, the set of validated items can be used in future research to go deep in the study of evaluation in Multiprofessional Residency Programs in Health.
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    A formação do preceptor no contexto da residência multiprofissional em saúde: experiências colaborativas em cenários de prática
    (Universidade Federal de São Paulo, 2021-12-17) Silva, Guilherme Augusto Braga [UNIFESP]; Uchôa-Figueiredo, Lúcia da Rocha [UNIFESP]; http://lattes.cnpq.br/3179063226554474; http://lattes.cnpq.br/9104523194574501
    Introdução. No contexto da formação do preceptor em cenários de prática na Residência Multiprofissional em Saúde, evidenciam-se questões importantes que caracterizam a relação e a influência das experiências colaborativas no seu processo de ensino-aprendizagem. Objetivos. O presente estudo teve como objetivo analisar a percepção do preceptor sobre a sua formação em cenários de prática na Residência Multiprofissional em Saúde na perspectiva das experiências colaborativas. Método. Pesquisa exploratória descritiva com abordagem quali-quantitativa, realizada com os preceptores do Programa de Residência Multiprofissional em Saúde da Família e Comunidade do Município da Estância Balneária de Praia Grande/SP. Como instrumentos de coleta dos dados, foram aplicados, no primeiro momento, a Escala de Avaliação da Colaboração Interprofissional em Equipe- AITCS II-BR(BISPO; ROSSIT, 2018), com intuito de mensurar e avaliar a colaboração interprofissional entre os membros de uma equipe, e, no segundo momento, a Entrevista Semiestruturada para explorar, com maior profundidade, aspectos relacionados à significância e subjetividade contidos nas falas dos entrevistados. Como método de análise dos dados qualitativos, realizou-se a Análise Atitudinal a partir da aplicação do instrumento AITCS II-BR, por meio de escala do tipo Likert, e a Análise de Conteúdo, aplicada à Entrevista Semiestruturada, com uma abordagem metodológica que trabalha com a noção de tema, o qual está ligado a uma afirmação a respeito do objetivo analítico visado. Os dados quantitativos referentes à caracterização dos participantes foram analisados por meio da média aritmética simples. Resultados. Como resultados, evidenciou-se que a formação dos preceptores em cenários de prática se dá muito pela experiência e que esta pode funcionar como um fio condutor para a Educação Interprofissional materializar-se em competências para a Prática Colaborativa. Foi dada ênfase, na dimensão do cuidado, à interface com a Educação Permanente em Saúde na construção de cotidianos que valorizam a aprendizagem coletiva. Considerações Finais. Destarte, no processo formativo do preceptor em cenários de prática, o diálogo e a interação precisam estar presentes entre as diferentes áreas profissionais e devem ser impulsionados pela troca de saberes e de experiências para a aquisição das competências colaborativas. Nesse contexto, a experiência da aprendizagem interprofissional pode ser colocada como a chave para a prática colaborativa.
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    Formação e atuação interprofissional no Centro Pró-Sorriso da Universidade de Alfenas - Unifenas: Trabalho em equipe e educação interprofissional na atenção às deformidades craniofaciais: uma análise
    (Universidade Federal de São Paulo, 2017) Ferreira, Gustavo [UNIFESP]; Batista, Nildo Alves [UNIFESP]; http://lattes.cnpq.br/9347541615414055; Universidade Federal de São Paulo (UNIFESP)
    Introduction: Craniofacial deformities present a complex situation with psychological, physiological and social consequences that require the intervention of a team with a variety of professionals, such as physicians, dental surgeons, nutritionists, psychologists, social workers, from the perspective of a team of one Collaborative Practice. In this context, it is impossible not to mention the Interprofessional Training for this practice. This modality of Innovative Curriculum, whether in undergraduate, postgraduate, continuing education or in permanent formation has been a challenge today. According to WHO, inter-professional education occurs when students from two or more professions learn about each other, with each other and with each other to enable effective collaboration and improve health outcomes. General objective: To investigate the process of formation and permanent education for the teamwork of teachers and students who work in the care of patients with craniofacial deformities with a view to collaborative practice and integral care. Specific objectives: To understand the conceptions of team work and collaborative practice of professionals who work on craniofacial deformities, to raise the difficulties experienced by professionals in their process of permanent education as a health team, and value the incorporation of Interprofessional Education (EIP) to the permanent education of the teams. Method: The study was qualitative and quantitative, of descriptive and exploratory nature, observing the ethical precepts. The research was carried out in two stages: first was the application of the Likert type Attitudinal Instrument where 36 professionals answered, being this one constructed with 3 dimensions based on the objectives of the study. The second step was semi-structured interviews with 15 professionals (a number that occurred due to saturation of information). Likert data were analyzed statistically and content of the interviews by content analysis, thematic modality and the later triangulated data. Results: Respondents, for the most part, agree with the effectiveness of Collaborative Teamwork and understand that this practice should be improved, with the need to intersect areas of professional activity in the daily life of its activities and with the importance of joint planning of actions, understanding that this point should be intensified. Faced with the difficulties experienced in the Permanent Education of the Team, a predominance of the multiprofessional approach of action is observed, the predominance of a multiprofessional permanent education model; The need for practices with protected schedules, training and interprofessional work and with innovative methodologies, existence of variables such as lack of time, few resources, individualism, lack of personal motivation that disrupt the EP of the team. In relation to Interprofessional Education, professionals confuse IPE with fragmented multiprofessional training, recognize the IPE as a training strategy that allows them to acquire a holistic profile of performance and leave more prepared to act in teams with a collaborative profile, perceive that IPE improves professional relationships, increases resolution, decreases costs, reduces stress, humanizes the professional / patient relationship. Conclusions: We hope that this study will subsidize intervention proposals, in a dialogical way, that allow the constant evolution of care for patients with craniofacial deformities, relationship with the community and similar institutions.