Educação Permanente em saúde: desafios para a gestão em saúde pública

Abstract

RESUMO: Objetivo: compreender quais são os desafios para a educação permanente em saúde de um município no norte do Estado do Rio Grande do Sul, que corresponde à área da 15ª Coordenadoria Regional de Saúde. Método: pesquisa descritiva e exploratória, com abordagem qualitativa. Os dados foram coletados no mês de agosto de 2013. Na interpretação dos dados, utilizou-se a análise de conteúdo. Os sujeitos da pesquisa foram 17 trabalhadores da equipe multiprofissional de atendimento à urgência e emergência. Resultados: os dados da pesquisa permitiram a construção de duas categorias: a primeira, "desafios nas estratégias educativas desenvolvidas aos trabalhadores" e a segunda, "desafios nas estratégias educativas desenvolvidas aos usuários". Evidencia-se que as atividades de Educação Permanente em Saúde são insuficientes e inadequadas. Conclusão: o estudo demonstra a necessidade e relevância de desenvolver atividades nessa vertente: além do mais, é fundamental que haja comprometimento dos gestores para efetivá-las. Descritores: Serviços de saúde; Educação em saúde; Educação continuada; Gestão em saúde. ABSTRACT: Aim: to understand what the challenges for continued health education are in a city in the north of Rio Grande do Sul, which corresponds to the area of the 15th Regional Health Care Coordination. Method: descriptive and exploratory research, with qualitative approach. The data collection was carried out in august 2013. Content analysis was used for the data interpretation. The study subjects were 17 employees of the multidisciplinary team of urgency and emergency care. Results: the data of the study enabled the development of two categories: the first, "Challenges in educational strategies focused on workers", and the second, "Challenges in educational strategies designed to the users." It is highlighted that the activities of Continued Health Education

Permanent education in the vaccination room: what is the reality?

“…Among them are: the insufficient number of human resources and the great demand for health care; the time available for this purpose; the lack of incentive and commitment of the managers; lack of planning of educational actions; and the lack of interest of the professionals in the educations carried out. Such disinterest may be related to managerial issues, such as the lack of planning of educational activities, as well as the lack of base of PEH actions on daily work needs (30) . These aspects corroborate with the results of this study.…”

Educação permanente em saúde na atenção básica: percepção dos gestores municipais de saúde

“…Therefore, it is recommended that the education projects be elaborated jointly, with the participation of Teaching and Service Integration Committees (CIESComissões de Integração Ensino-Serviço), leading to the development of educational proposals concerning the reality, regional particularity or specific need in education and attention. Data analysis refers to the understanding that the reasons for not building educational proposals are linked to lack of PNEPS, lack of planning, attention focused on addressing the disease, with the main objective being to supply the basic needs of consultations, tests and medication (14) . Studies (15) show that the difficulties in the implementation of programs for permanent education, relate to the development of courses focused on training, without the participation of workers in the preparation of plans, resulting in possible and disassociated educational activities in the work process; add to this the lack of dialog and the lack of knowledge from workers and managers on what permanent education actually is (15) .…”

Permanent professional education in healthcare services

“…The context and application of permanent education in health services have been recorded in publications 12,18,24,26,27,31,34,36,39,42,45,46,48,50,51,53,54,[56][57][58][59][60][61][62][63]64 that dealt with the relationship between the educational process, health practices and aspects associated with management, planning and assessment of permanent education. The relationship between permanent education and management stood out, indicating the need for managers to show better understanding and commitment.…”

“…36 The implementation of such processes depends on the commitment of the participants involved, management, teaching-service interaction and investment in permanent education. 26,27,56,57 In a study conducted with nurses, 51 there was a dissociation between teaching and service, lack of professional commitment, difficulty in managing individuals and lack of physical and financial resources and those of support from hierarchical superiors for permanent education. 51 Such facts have repercussions for work and health care quality, as the changes required for improvement depend on the process of permanent education.…”