Formação profissional em saúde na perspectiva do trabalho em equipe e da integralidade no cuidado: percepção de estudantes.
Data
2014-10-30
Autores
Souza, Alexandra de 
Orientadores
Rossit, Rosana Aparecida Salvador
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As políticas indutoras de Educação e Saúde têm impulsionado as universidades brasileiras a refletir e agir, no sentido de liderar a proposição, implementação e avaliação de ações educacionais e pedagógicas inovadoras, desafiadoras em prol de uma formação de profissionais da saúde aptos para atender as demandas e as necessidades da população com habilidades e competências que priorizem o trabalho em equipe, a humanização dos serviços de saúde, a interdisciplinaridade, a integralidade no cuidado e a melhoria da qualidade dos serviços ofertados à comunidade. Entende-se por competência, o resultado de um conjunto de conhecimentos, habilidades e atitudes, que conferem ao profissional de saúde condições para desenvolver seu trabalho na perspectiva do trabalho em equipe para conferir maior resolutividade nos serviços de saúde. Nesta perspectiva, o presente estudo teve como objetivo analisar a formação de profissionais da saúde na perspectiva da integralidade no cuidado e construir uma matriz que subsidie o planejamento e avaliação de competências. Primeiramente, foi realizada a análise documental dos projetos pedagógicos dos 11 cursos de formação em saúde da UNIFESP, dos princípios do Sistema Único de Saúde e das Diretrizes Curriculares Nacionais dos cursos da saúde. Em seguida, o questionário de Medida da Disponibilidade para Aprendizagem Interprofissional (PEDUZZI e NORMAN, 2012), em escala Likert, foi aplicado com a ampliação de outros dois fatores. A aplicação foi realizada de modo presencial em cada curso de graduação em saúde da UNIFESP: educação física, enfermagem, fisioterapia, fonoaudiologia, medicina, biomedicina, farmácia, nutrição, psicologia, serviço social e terapia ocupacional. Dentre 218 estudantes convidados a responder o questionário, 187 estudantes concluintes dos referidos cursos completaram o instrumento, que teve como ênfase avaliar o preparo para o trabalho em equipe e a integralidade no cuidado na percepção dos estudantes. Os dados receberam tratamento estatístico: análise exploratória dos dados com média, mediana, desvio padrão, frequência absoluta e relativa, Análise Fatorial, Alpha de Cronbach e o Teste do Sinal. Os resultados indicam que os currículos atendem aos princípios estabelecidos pelas DCNs e na percepção dos estudantes concluintes, o desenvolvimento de inúmeras competências foram facilidades durante o processo de formação. Analisando cada fator separadamente por curso, observou-se comportamentos muito similares entre os mesmos. Das 36 assertivas, a maioria encontra-se em zona de conforto, oito assertivas mostram-se em zona de alerta. Os cursos de farmácia, psicologia, serviço social e terapia ocupacional sinalizam zona de perigo apenas para a assertiva A20 que se refere à função do profissional par a atenção centrada no paciente. O produto resultante deste estudo foi a construção de uma matriz que tem por finalidade auxiliar no planejamento e avaliação de competências para a formação profissional nos cursos da área da saúde. Esse produto será socializado com os coordenadores dos cursos da UNIFESP no sentido de subsidiar o aprimoramento da formação em saúde.
The inductive policies on Education and Health Care have impelled the Brazilian universities into reflecting and acting towards leading the proposition, the inclusion and the evaluation of innovative educational and pedagogical actions, which lead into the formation of healthcare professionals who are apt to reach the demand and the necessities of the population with ability and that give priority to team work, humanization of Health services, interdisciplinarity, integrality in care and improvement of the quality of services which are offered to the community. For competence one should understand the result of a reunion of abilities, attitudes and knowledge that give the health professional the conditions to develop his job regarding team work in order to obtain better results. Through this perspective this study had as an objective evaluate the formation of healthcare professionals regarding the level of care and develop a matrix that can support the planning and evaluation of competences. First of all, there has been made a documental analysis of the pedagogical projects of the 11 courses of graduation in Health at UNIFESP, the principles of the SUS (Brasil’s National Health Care System) and of the Curricular National Guidelines of the Health courses. Right after that, a questionnaire on the Measure of the Disponibility for Interprofessional Learning Process (PEDUZZI and NORMAN, 2012) held on Likert scale, was applied with the addition of other two factors. This was done for every graduation course on Healthcare at UNIFESP in a presential manner such as: Physical Education, Nursing, Physical Therapy, Speech Therapy, Medicine, Biomedicine, Pharmacology, Nutrition, Psychology, Social Service and Occupational Therapy. Among the students who were asked to answer this questionnaire, 187 of them who were taking the final stages completed it, which had the target of evaluating the level of preparation for team work and the integrality in care. The data were dealt with regarding statistics: an exploratory data analysis considering average, median, standard deviation, absolute and relative frequency, Factorial Analysis, Alpha de Cronbach and the Signal Test. The results indicate that the curriculums were in accordance to the principles established by DCN’s and considering the graduating students perception, the development of various competencies were enhanced during the formation process. Analyzing each factor individually considering each course, similar behaviors among them could be observed. From the 36 statements, the majority is located in a comfort zone, while 8 of them are located in an alert zone. The courses on Pharmacology, Psychology, Social Service and Occupational Therapy have signaled an alert only for statement number20 which refers to “the main function of the professional while centering attention on the patient”. The resultant product of this study was the construction of a matrix of competencies that has the target of evaluating the presence/absence of competencies in the process of graduation on Health and helping the planning and evaluation of the courses. This product will be shared with the course coordinators in order to support the improvement of the pedagogical processes of the Health courses at UNIFESP.
The inductive policies on Education and Health Care have impelled the Brazilian universities into reflecting and acting towards leading the proposition, the inclusion and the evaluation of innovative educational and pedagogical actions, which lead into the formation of healthcare professionals who are apt to reach the demand and the necessities of the population with ability and that give priority to team work, humanization of Health services, interdisciplinarity, integrality in care and improvement of the quality of services which are offered to the community. For competence one should understand the result of a reunion of abilities, attitudes and knowledge that give the health professional the conditions to develop his job regarding team work in order to obtain better results. Through this perspective this study had as an objective evaluate the formation of healthcare professionals regarding the level of care and develop a matrix that can support the planning and evaluation of competences. First of all, there has been made a documental analysis of the pedagogical projects of the 11 courses of graduation in Health at UNIFESP, the principles of the SUS (Brasil’s National Health Care System) and of the Curricular National Guidelines of the Health courses. Right after that, a questionnaire on the Measure of the Disponibility for Interprofessional Learning Process (PEDUZZI and NORMAN, 2012) held on Likert scale, was applied with the addition of other two factors. This was done for every graduation course on Healthcare at UNIFESP in a presential manner such as: Physical Education, Nursing, Physical Therapy, Speech Therapy, Medicine, Biomedicine, Pharmacology, Nutrition, Psychology, Social Service and Occupational Therapy. Among the students who were asked to answer this questionnaire, 187 of them who were taking the final stages completed it, which had the target of evaluating the level of preparation for team work and the integrality in care. The data were dealt with regarding statistics: an exploratory data analysis considering average, median, standard deviation, absolute and relative frequency, Factorial Analysis, Alpha de Cronbach and the Signal Test. The results indicate that the curriculums were in accordance to the principles established by DCN’s and considering the graduating students perception, the development of various competencies were enhanced during the formation process. Analyzing each factor individually considering each course, similar behaviors among them could be observed. From the 36 statements, the majority is located in a comfort zone, while 8 of them are located in an alert zone. The courses on Pharmacology, Psychology, Social Service and Occupational Therapy have signaled an alert only for statement number20 which refers to “the main function of the professional while centering attention on the patient”. The resultant product of this study was the construction of a matrix of competencies that has the target of evaluating the presence/absence of competencies in the process of graduation on Health and helping the planning and evaluation of the courses. This product will be shared with the course coordinators in order to support the improvement of the pedagogical processes of the Health courses at UNIFESP.
Descrição
Citação
SOUZA, Alexandra de Formação profissional em saúde na perspectiva do trabalho em equipe e da integralidade no cuidado: percepção de estudantes. 2014. 97f. Dissertação (Mestrado Profissional em Ensino em Ciências da Saúde) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, 2014