Educação permanente em saúde: uma estratégia para a formação dos agentes comunitários de saúde

Effectiveness of an online continuing education course in infant hearing health for primary care professionals

OBJECTIVE

To evaluate the effectiveness of an online continuing education course on infant hearing health for primary care professionals.

DESIGN

A prospective longitudinal study with interrupted time series pre-test/post-test design. The effectiveness of the online course was assessed by comparing pre- vs. post-training performance and analysing responses to evaluations of the quality of the course.

STUDY SAMPLE

The sample comprised individuals enrolled between September 2018 and August 2019 in a Ministry of Health course, "Actions in primary care for the early identification of hearing impairment" offered on the AVASUS platform.

RESULTS

Of the 2908 individuals registered, 1842 (63.3%) completed the course. Their ages ranged from 18 to 77 years, and 67.4% of them were females. Students and doctors were overrepresented among the enrollees. All Brazilian states were included in the sample. Comparisons of pre- and post-training performances showed a significant improvement in knowledge, and 99.3% of the participants provided positive comments regarding the quality of the course.

CONCLUSIONS

The course is an effective distance learning tool on infant hearing health for primary care professionals. The online course circumvents the limitations posed by geographical barriers and also facilitates decentralisation.

EDUCAÇÃO PERMANENTE EM SAÚDE: REPRODUÇÃO OU CONTRA- HEGEMONIA?

Resumo O objetivo do artigo foi refletir sobre as bases conceituais da educação permanente em saúde à luz dos conceitos de reprodução, de Bourdieu, e contra-hegemonia, de Gramsci. Analisa criticamente suas interfaces com a política, a gestão e a organização dos serviços de saúde, bem como os processos contra-hegemônicos na criação de espaços para promoção de transformações nas práticas de saúde. Busca também levantar um conjunto de hipóteses que possibilitem estudos sobre educação permanente em saúde, seus desafios e potencialidades no âmbito da implantação do Sistema Único de Saúde.

Older adult care: permanent education practices of the Family Health Support Center

OBJECTIVE

To unveil the Permanent Education in Health practices developed by the Family Health Support Center in the care provided to older adults.

METHOD

A qualitative and exploratory-descriptive study developed in a municipality in the state of Paraná with professionals from the Family Health Support Center. Data were obtained by the Focus Group technique and submitted to the Descending Hierarchical Classification using IRaMuTeQ®software. The implemented theoretical-analytical references were the National Policy of Permanent Education in Healthcare and the Dialogical Theory.

RESULTS

Forty-six (46) professionals participated. Five classes emerged which revealed that the practices of permanent education in care provided to older adults occur during the moments of discussion of cases, in collaborative care planning ( matriciamento ), in the home visits, in the operative groups and in the daily life of the informal work.

CONCLUSION

The permanent education practices developed by the professionals in the care provided to older adults occur at different moments of professional performance and are permeated by the practice.

Continuing Health Education in elderly care: difficulties and facilitators of the Family Health Support Center

Abstract Objectives: To analyze the difficulties and facilitators of Continuing Health Education developed by the Núcleos de Apoio à Saúde da Família (NASF - Family Health Support Centers) in elderly care. Method: A qualitative and exploratory-descriptive study was developed with 46 NASF professionals. Data were obtained with the Focus Group technique and analyzed with basic lexicography using the IRaMuTeQ® software, through Word Clouds. The theoretical-analytical framework adopted was Freire's Dialogical Theory. Results: The difficulties of Continuing Health Education in elderly care were experienced more frequently than facilitators, which were associated with lack of support, instruments and resources. Conclusion and implications for practice: Portraying Continuing Health Education can contribute to the reflection, planning and evaluation of educational practices and elderly care practiced by the NASF.