Objective: Identify nurse’s learning needs to be related to the reception with risk classification of spontaneous demand in Primary Health Care. Method: Quality study including 15 nurses from Primary Health Care through participatory observation, application of semi-structured instrument, focus group, and of thematic content analysis. Results: 80% of nurses never used the risk classification protocol in Primary Health Care. Knowledge gaps involving clinical aspects of care; protocol management, and the nurse’s role; and the historic, structural and cultural contradictions of the care model were confirmed. Final considerations: The recognition of learning needs for nurses that work in Primary Health Care implies in the construction or improvement of knowledge in order to develop, along with the health team, a risk classification of spontaneous demand, which requires a change in the education and continuity of their qualification for work and at work.

The emergence of the SARS-CoV-2 Omicron sublineages resulted in increased transmission rates and reduced protection from vaccines. To counteract these effects, multiple booster strategies were used in different countries, although data comparing their efficiency in improving protective immunity remain sparse, especially among vulnerable populations, including older adults. The inactivated CoronaVac vaccine was among the most widely distributed vaccine worldwide and was essential in the early control of SARS-CoV-2–related hospitalizations and deaths. However, it is not well understood whether homologous versus heterologous booster doses in those fully vaccinated with CoronaVac induce distinct humoral responses or whether these responses vary across age groups. We analyzed plasma antibody responses from CoronaVac-vaccinated younger or older individuals who received a homologous CoronaVac or heterologous BNT162b2 or ChAdOx1 booster vaccine. All three evaluated boosters resulted in increased virus-specific IgG titers 28 days after the booster dose. However, we found that both IgG titers against SARS-CoV-2 Spike or RBD and neutralization titers against Omicron sublineages were substantially reduced in participants who received homologous CoronaVac compared with the heterologous BNT162b2 or ChAdOx1 booster. This effect was specifically prominent in recipients >50 years of age. In this group, the CoronaVac booster induced low virus-specific IgG titers and failed to elevate neutralization titers against any Omicron sublineage. Our results point to the notable inefficiency of CoronaVac immunization and boosting in mounting protective antiviral humoral immunity, particularly among older adults, during the Omicron wave. These observations also point to benefits of heterologous regimens in high-risk populations fully vaccinated with CoronaVac.

Objective: to create an animated infographic on the concept of Permanent Health Education according to the National Policy and its main differences compared to continuing education and health education. Method: a methodological study that analyzed context and knowledge gaps with a literature review and brainstorming; synthesized knowledge into a concept map; built and validated a script; created a didactic design; and produced infographic media. 18 representatives from the Center for Permanent Education and Humanization participated in the stages of context analysis and synthesis of knowledge, and six specialists participated in the validation of the script. Results: through the combination of texts, images, audios, animations and transitions, the concepts, principles and legal journey of the Permanent Education policy were presented with examples from daily work and, at the end, the difference compared to continuing education and health education is presented. The specialist on the theme evaluated the infographic positively as it has clear information that meet the needs of the target audience; favors learning; and is able to circulate in the scientific environment. Conclusion: the infographic includes content on Permanent Health Education as it represents the daily work scenario and encourages reflection by the health care workers.

Objetivou-se identificar as contribuições de oficinas pedagógicas na formação do interlocutor da Educação Permanente em Saúde. Estudo longitudinal, realizado no período de 2015 a 2017, com abordagem qualitativa, do qual participaram 15 interlocutores do Núcleo de Educação Permanente em Saúde, representantes de municípios do nordeste paulista. As informações foram coletadas por questionário sociodemográfico e grupo focal; tais informações foram transcritas, submetidas à análise de conteúdo e interpretadas à luz da Pedagogia Crítica Freiriana. Configuraram-se duas categorias: “Do tempo do verbalismo e ativismo ao ato consciente na EPS” e “Da obstinação do método tradicional de ensino às ações em EPS com método ativo”. O ciclo de atividades, fundamentado na ação-reflexão-ação, vivenciado nas oficinas pedagógicas, contribuiu para compreensão dos conceitos introdutórios e pressupostos do método ativo de aprendizagem na construção de espaços coletivos de educação, em contraposição ao método tradicional de ensino.