Permanent education based on learning incubator: healht care (re)significance
DOI:
https://doi.org/10.33448/rsd-v9i5.2425Keywords:
Nursing care; Nursing Research; Technological development; Health education; Education continuing.Abstract
Objective: To (re)mean nursing care, through permanent education based on the Learning Incubator. Method: Research-action conducted from a process of permanent education in health, based on the Learning Incubator, between July and December 2018, with the participation of Nursing professionals. Among the demands suggested by nursing managers of a teaching hospital, the following themes were considered for the (re)significance of Nursing care: Vital signs, Body hygiene, Oral hygiene and Isolation precautions. Results: From the data analyzed, there were three thematic categories: Distinguishing the technical, routine and mechanized dimensions of care; Attributing meanings to Nursing care; (Re)thinking professional attitudes and postures. Final considerations: (Re)meaning nursing care implies the induction of critical-reflexive strategies. Permanent health education, based on the Learning Incubator, is a prospective artifice for the (re)thinking of professional attitudes and postures, crystallized by traditional reproductive and fragmented knowledge.
References
Backes, DS, Zamberlan, C, Colomé, J, Souza, MT, Marchiori, MT, Lorenzini, AE, & Salazar-Maya, AM. (2016). Interatividade sistémica entre os conceitos interdependentes de cuidado de enfermagem. Aquichan, 16(1): 24-31. https://dx.doi.org/10.5294/aqui.2016.16.1.4.
Backes, DS, Obem, MK, Pereira, SB, Gomes, CA, Backes, MTS & Erdmann, AL. (2015). Learning Incubator: an instrument to foster entrepreneurship in Nursing. Revista Brasileira de Enfermagem, 68(6): 1103-1108. https://dx.doi.org/10.1590/0034-7167.2015680615i.
Backes, DS, Zamberlan, C, Siqueira, HCH, Backes, MTS, Sousa, FGM, & Lomba, MLLF. (2018). Quality nursing education: a complex and multidimensional phenomenon. Texto & Contexto-Enfermagem, 27(3): e4580016. https://dx.doi.org/10.1590/0104-070720180004580016.
Bispo Júnior, JP, & Moreira, DC. (2017). Educação permanente e apoio matricial: formação, vivências e práticas dos profissionais dos Núcleos de Apoio à Saúde da Família e das equipes apoiadas. Cadernos de Saúde Pública, 33(9): e00108116. https://dx.doi.org/10.1590/0102-311x00108116
Brasil. (2018). Ministério da Saúde. Planejamento das Ações de Educação Permanente em
Saúde no Sistema Único de Saúde: Orientações. Brasília: Autor. Recuperado de
http://bvsms.saude.gov.br/bvs/publicacoes/orientacoes_planejamento_acoes_educacao_perma
nente.pdf
Gonçalves, CB, Pinto, ICM, França, T, & Teixeira, CF. (2019). A retomada do processo de implementação da Política Nacional de Educação Permanente em Saúde no Brasil. Saúde em Debate, 43(spe1): 12-23. https://doi.org/10.1590/0103-11042019s101
Camozzato, VC, & Costa, MV. (2017). A educação permanente e as impermanências na educação. Educar em Revista, (spe.1): 153-169. https://dx.doi.org/10.1590/0104-4060.49313
Campos, KFC, Sena, RR, & Silva, KL. (2017). Educação permanente nos serviços de saúde. Escola Anna Nery, 21(4): e20160317. https://dx.doi.org/10.1590/2177-9465-ean-2016-0317
Heidegger, M. (2005). Ser e tempo. Petrópolis, Brasil: Editorial Vozes.
Lima, LPS, & Ribeiro, MRR. (2016). A competência para Educação Permanente em Saúde: percepções de coordenadores de graduações da saúde. Physis, 26(2): 483-501. https://dx.doi.org/10.1590/S0103-73312016000200008
Lima, AS, Nicolato, FV, Dutra, HS, Bahia, MTR, & Farah, BF. (2015). Permanent education and health management: a conception of nurses. Rev enferm UFPE. 9(4): 8135-45. http://dx.doi.org/10.9789/2175-5361.rpcfo.v11.6513
Minayo, MCS. (2012). Análise qualitativa: teoria, passos e fidedignidade. Ciência & Saúde Coletiva, 17(3): 621-626. https://doi.org/10.1590/S1413-81232012000300007
Koerich, M, Backes, DS, Sousa, FGM, Erdmann, AL, & Alburquerque, G. (2017). Pesquisa-ação: ferramenta metodológica para a pesquisa qualitativa. Revista Eletrônica de Enfermagem, 11(3): https://doi.org/10.5216/ree.v11.47234
Queirós, PJP, Fonseca, EPAM, Mariz, MAD, Chaves, MCRF, & Gómez CS. (2016). Significados atribuídos ao conceito de cuidar. Revista de Enfermagem Referência, serIV(10): 85-94. https://dx.doi.org/10.12707/RIV16022
Sena, RR, Grillo, MJC, Pereira, LA, Belga, SMMF, França, BD, & Freitas, CP. (2017). Educação permanente nos serviços de saúde: atividades educativas desenvolvidas no estado de Minas Gerais, Brasil. Revista Gaúcha de Enfermagem, 38(2): e64031. https://dx.doi.org/10.1590/1983-1447.2017.02.64031
Rossetti, LT, Seixas, CT, Castro, EAB, & Friedrich, DBC. (2019). Educação permanente e gestão em saúde: a concepção dos enfermeiros. Rev Fun Care Online. 11(1): 129-134. http://dx.doi.org/10.9789/2175 5361.2019.v11i1.129-134.
Vincha, KRR, Vieira, VL, Guerra, LDS, Botelho, FC, Pava, CA, & Cervato, MAM. (2017). “Então não tenho como dimensionar”: um retrato de grupos educativos em saúde na cidade de São Paulo, Brasil. Cadernos de Saúde Pública, 33(9): e00037116. https://dx.doi.org/10.1590/0102-311x00037116
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
