Permanent professional education in healthcare services

Abstract

Objective: To analyze the literature on permanent education, identifying the conceptual evolution and its application in health services in Brazil. Method: An integrative review of the literature was performed. A total of 54 studies written in English, Portuguese and Spanish, published from January 1970 to May 2016 from the databases of the Virtual Health Library, were included. Results:Conceptual problematization was highlighted as a contribution to educational actions, indicating a conceptual development of permanent education in Brazil. However, permanent education actions sometimes occur independently from the work process.There are difficulties in understanding and application, with repercussions for health services, revealing that professionals' and managers' commitment is a challenge. Implications for practice: Continuing education is a field that lacks investments for the transformation of reality in the health service routine in Brazil. resumen Objetivo: Analizar la literatura sobre la Educación Continua, identificando la evolución conceptual y su aplicación en los servicios de salud en Brasil. Método: Revisión integrativa de la literatura. Se incluyeron 54 estudios en inglés, portugués y español, desde enero de 1970 hasta mayo de 2016, a partir de las bases de la Biblioteca Virtual de Salud. Resultados: Se destacó la concepción problematizada como contribución a la educación, lo que indica avance conceptual en la educación continua en Brasil. Sin embargo, las acciones de educación permanente, por veces, suceden desconectadas del proceso de trabajo. Existen dificultades en la comprensión y aplicación, con repercusiones en los servicios de salud, revelándose como un reto el compromiso de los profesionales y directivos. Implicaciones para la práctica: La educación continua es un campo que necesita más inversión para la transformación de la realidad en la vida cotidiana de los servicios de salud en Brasil. Palabras clave:

Planejamento local de saúde: atenção ao idoso versus Educação Permanente em Saúde

“…(2,5,13) In the PHE, in which work is an educational foundation and transformer of the reality, the professional is the protagonist of the desired transformations in his/her concrete practice. (1,5,18,19) Through the problematization of practices, and seeking alternatives for transformation, the PHE is present, as it stimulates action-reflection-action and enables proposals for viable solutions to the lived reality. From this perspective, problematizing means "thinking about practice", presupposing breaking with the individual logic to think as a team, (6) suggesting the FHSC 's performance in this context, in order to impact on care as a committed, qualified and critical-reflexive action, thus, the praxis.…”

“…Therefore, it is necessary that health professionals participate effectively and with autonomy in the planning process and implementation of the planned actions for which PHE must be present, (7) in order to guarantee the integrality of health care for the elderly, which is essential to overcome the limits of traditional health practices, qualifying the service and care provided. (2,19) Limitations of this study include the lack of comparison of the planned actions of health in the care for the elderly with what, in fact, is executed in practice. New studies to complement these findings must be conducted, as well as those in other contexts and scenarios, to strengthen the knowledge about PHE and care for the elderly in PHC.…”

The practice of care in long-term care facilities for the elderly: a challenge for the training of professionals

“…It is worth noting that the way in which the teaching-learning process has been constituted in health-centered courses, centered on teachers and the transmission of content, does not favor lifelong learning. PEH can provide strategies for professionals to reflect on their practice and to seek new knowledge from the necessities they have experienced during their professional lives, and can also allow them to collectively construct new strategies and practices 24 . For Freire, teaching cannot be reduced to the transference of "knowledge", but should mean allowing the student to generate their own way of thinking, giving meaning to what is learned 25 .…”

<b>Atuação de enfermeiros em espaços escolares / The nurse's activities in school spaces<b>

“…No que concerne à transformação das práticas profissionais e da organização do processo de trabalho, a educação permanente em saúde constitui-se movimento em prol do avanço da qualidade dos serviços e das condições de trabalho, ao aliar os princípios da problematização, a contextualização da realidade, além de práticas inovadoras e o pensamento reflexivo. Ademais, deve ser percebida como dispositivo para interceder mudanças, permitindo aos envolvidos processo de autoanálise, como possibilidade de crescimento para lidar com o mundo (20) .…”