Interprofessional education in the Dentistry curriculum: analysis of a teaching‐service‐community integration experience

2021 ◽  
Author(s):  
Thaís Ostroski Olsson ◽  
Mateus Dalmoro ◽  
Marcelo Viana da Costa ◽  
Marina Peduzzi ◽  
Ramona Fernanda Ceriotti Toassi
Keyword(s):  
Interprofessional Education ◽  
Community Integration ◽  
Curriculum Analysis ◽  
Service Community

scholarly journals Reflective practice and the development of competencies for health promotion in nurses’ training

2018 ◽  
Vol 52 (0) ◽  
Author(s):  
Luciana Netto ◽  
Kênia Lara Silva
Keyword(s):  
Health Promotion ◽  
Reflective Practice ◽  
Critical Discourse Analysis ◽  
Social Practice ◽  
Community Integration ◽  
Education Institution ◽  
Service Community ◽  
Teacher Student ◽  
Development Of Competencies

ABSTRACT Objective: To analyze the insertion in reflective professional practice as a strategy for the development of competencies for health promotion in nurses’ training. Method: Case study, qualitative approach anchored in the theoretical-methodological framework of the Marxist dialectic. Data were obtained from documents, interviews with graduated students and focus groups with teachers from a nursing higher education institution located in the state of Minas Gerais, Brazil. Data were examined by critical discourse analysis. Results: The most favorable contexts to reflective practice in the development of competencies for health promotion involve the practice of teaching-service-community integration, teacher-student interaction and teamwork. The discourse of early insertion is hegemonically constructed as a social practice of the study scenario. Conclusion: The characteristics of the curricular proposal of the study scenario favor the ‘learning to do’ mediated by experience and reflexivity by mobilizing the development of competencies for health promotion. In addition to insertion, students’ immersion in the reality of services generates experiences in a reflective-critical process.

scholarly journals A integração ensino-serviço-comunidade no curso de Enfermagem: o que dizem os enfermeiros preceptores

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Elaine Cristina Dias Franco ◽  
Vânia Aparecida da Costa Oliveira ◽  
Briene Leandro Lopes ◽  
Victoria da Cunha Avelar
Keyword(s):  
Nursing Education ◽  
Health Services ◽  
Community Integration ◽  
Service Integration ◽  
Public University ◽  
Minas Gerais ◽  
Service Community ◽  
Unified Health System ◽  
The University ◽  
Nursing Course

Objetivo: analisar a percepção do enfermeiro preceptor de campo de estágio acerca da integração ensino-serviço-comunidade no curso de Enfermagem de uma universidade pública do estado de Minas Gerais. Metodologia: Estudo qualitativo desenvolvido, no período de dezembro de 2017 a março de 2018, por meio de entrevistas com 12 enfermeiros preceptores. A análise dos dados ocorreu por meio da Análise de Conteúdo.  Resultados: A integração ensino-serviço favorece a articulação teórico-prática, o ensino contextualizado e a aproximação com a realidade dos serviços de saúde. Há desafios relacionados com os serviços de saúde como a falta de planejamento e a indisponibilidade de tempo e; outros relacionados à universidade como o distanciamento dos serviços de saúde, a descontinuidade das ações e a falta de capacitação dos preceptores. Considerações Finais: A integração ensino-serviço coaduna para a formação de profissionais que atendam as demandas do Sistema Único de Saúde e da sociedade atual.Palavras-chave: Enfermagem; Ensino Superior; Preceptoria.THE TEACHING-SERVICE-COMMUNITY INTEGRATION IN THE NURSING COURSE: WHAT THE PRECEPTING NURSES SAYObjective: To analyze the perception of the preceptor nurse in the internship field about the teaching-service-community integration in the Nursing course of a public university in the State of Minas Gerais. Methodology: Qualitative study developed from Diciembre de 2017 a marzo de 2018, through interviews with 12 nurses preceptors. Data analysis occurred through Content Analysis. Results: The teaching-service integration favors the theoretical-practical articulation, the contextualized teaching and the approximation with the reality of health services. There are challenges related to health services such as lack of planning and unavailability of time and; others related to the university, such as the distancing of health services, the discontinuity of actions and the lack of training of preceptors. Final Considerations: The teaching-service integration is suitable for the formation of professionals that meet the demands of the Unified Health System and the current society.Key words: Nursing; Education Higher; Preceptorship.LA INTEGRACIÓN ENSEÑANZA-SERVICIO-COMUNIDAD EN EL CURSO DE ENFERMERÍA: LO QUE DICEN LAS ENFERMERAS PRECEPTORASObjetivo: analizar la percepción del preceptor de enfermería del campo de pasantías sobre la integración enseñanza-servicio-comunidad en el curso de Enfermería de una universidad pública en el estado de Minas Gerais.  Metodología: Estudio cualitativo desarrollado de febrero a mayo de 2018, a través de entrevistas con 12 enfermeros preceptores. El análisis de datos se realizó a través del análisis de contenido. Resultados: La integración del servicio-enseñanza favorece la articulación teórico-práctica, la enseñanza contextualizada y la aproximación a la realidad de los servicios de salud. Existen desafíos relacionados con los servicios de salud, como la falta de planificación y la falta de tiempo y; otros relacionados con la universidad, como el distanciamiento de los servicios de salud, la discontinuidad de las acciones y la falta de capacitación de los preceptores. Consideraciones finales: La integración del servicio-enseñanza es adecuada para la formación de profesionales que satisfagan las demandas del Sistema Único de Salud y la sociedad actual.Palabras clave: Enfermería; Educación Superior; Preceptoría.

scholarly journals FORMAÇÃO EM SAÚDE GRADUASUS: RELATO DE INSERÇÕES INTERDISCIPLINARES EM UMA UNIDADE BÁSICA DE SAÚDE

2019 ◽  
Vol 8 (1) ◽  
pp. 163-173
Author(s):  
Ana Clara Zalasik ◽  
Maria Catarina Cândido da Silva ◽  
Carina Nunes Bossardi ◽  
Fabíola Hermes Chesani
Keyword(s):  
Community Integration ◽  
Theory And Practice ◽  
First Year ◽  
Santa Catarina ◽  
Basic Health ◽  
Service Community ◽  
Unified Health System ◽  
Experience Teaching ◽  
The Relationship ◽  
Made In

Este trabalho trata-se de um relato de experiência de integração ensino-serviço-comunidade com a implementação do projeto PET- Saúde/GraduaSUS. Teve como objetivo relatar a experiência vivenciada por acadêmicos na relação teoria e prática durante o primeiro ano do curso, tendo em vista a Atenção Primária e a Integralidade em Saúde. Foram realizadas inserções práticas e teóricas em uma Unidade Básica de Saúde de um município do Estado de Santa Catarina. Acredita-se que esse relato trará contribuições significativas para a área da saúde, especialmente no que se refere à formação de profissionais voltados para a atuação no Sistema de Saúde Nacional.Palavras-chave: Sistema Único de Saúde; Atenção Primária à Saúde; Integralidade em Saúde; Promoção da Saúde. HEALTH EDUCATION GRADUASUS: REPORT OF INTERDISCIPLINARY INSERTIONS IN A BASIC HEALTH UNITABSTRACT: This work is an account of experience teaching-service-community integration with the implementation of the project PET-GraduaSUS. The purpose of this study was to report on the experience of academics in the relationship between theory and practice during the first year of the course, in view of Primary Care and Health Integrality. Practical and theoretical insertions were made in a Basic Health Unit of a state municipality of Santa Catarina. It is believed that this report will bring significant contributions to the health area, especially regarding the training of professionals focused on the National Health System.Keywords: Unified Health System; Primary Health Care; Integrality in Health; Health Promotion.

scholarly journals PET-Saúde/Saúde da Família e integração ensino-serviço-comunidade em Piraí (RJ): relato de experiência (p. 185-200)

2017 ◽  
Author(s):  
Orenzio Soler
Keyword(s):  
Health Care ◽  
Health Education ◽  
Education Program ◽  
Community Integration ◽  
Training Models ◽  
Service Community ◽  
Unified Health System ◽  
Care Practices ◽  
The City ◽  
Implementing Strategies

O Ministério da Saúde vem implementando estratégias para ampliar os processos de mudança dos modelos de formação e reorientação das práticas de cuidados com a finalidade de ressignificar a atenção à saúde. Este estudo é um relato de experiência fundamentado na pesquisa-ação, inerente às ações, atividades e tarefas no contexto do Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) no município de Piraí, no Estado do Rio de Janeiro, realizado de agosto de 2010 a julho de 2011. Tem-se como resultado a integração ensino-serviço-comunidade no campo da assistência farmacêutica. Infere-se que o Pet-Saúde é uma estratégia que amplia o reconhecimento da importância do Sistema Único de Saúde (SUS) para discentes, preceptores e tutores.Palavras-chave: Educação para a saúde. Políticas públicas. Assistência à saúde. Comunidade.AbstractThe Ministry of Health has been implementing strategies to broaden the processes of changing the training models and reorientation of care practices in order to resign attention to health. This study is an experience report based on action research, inherent in the actions, activities and tasks in the context of the Education Program for Health Working in the city of Piraí (RJ), performed from August 2010 to July 2011. The result is the teaching-service-community integration in the field of pharmaceutical assistance. It is concluded that the Pet-health is a strategy that extends the recognition of the importance of the unified health system (SUS) for students, preceptors and tutors.Keywords: Health education. Public policies. Health care. Community.ResumenEl Ministerio de la Salud viene implementando estrategias para ampliar los procesos de cambio de modelos de formación y reorientación de las prácticas de cuidado para mejorar la atención a la salud. Este estudio es un Relato de Experiencia, basada en Investigación-Acción, inherente a las acciones, actividades y tareas en el contexto del Programa Educación para el Trabajo en Salud en el municipio de Piraí (RJ), llevó a cabo desde agosto de 2010 hasta julio de 2011. Tiene como resultado la integración de enseñanza-servicio-comunidad en el campo de la asistencia farmacéutica. Se concluye que es una estrategia que se extiende el re conocimiento de la importancia del Sistema Unificado de Salud para estudiantes, profesores y tutores.Palabras clave: Educación para la salud. Políticas públicas. Atención a la salud. Comunidad.

scholarly journals Extensão universitária e formação em saúde: experiências de um grupo tutorial do PET-Saúde Interprofissionalidade

2021 ◽  
Vol 12 (1) ◽  
pp. 103-112
Author(s):  
Jamilly De Oliveira Musse ◽  
Érica Maria Granjeiro ◽  
Thais Moreira Peixoto ◽  
Dyalle Costa e Silva ◽  
Tamile Rios Oliveira Almeida ◽  
...  
Keyword(s):  
Health Education ◽  
Interprofessional Education ◽  
Community Integration ◽  
Care Center ◽  
State University ◽  
Tutorial Group ◽  
Work Program ◽  
Group Experiences ◽  
Institutional Relations ◽  
Interprofessional Health Education

A extensão universitária é um componente da formação que permite uma aprendizagem teórico-prática, maximizando o ensino obtido em sala de aula. O Programa de Educação pelo Trabalho para a Saúde/PET-Saúde Interprofissionalidade é um programa que objetiva o aperfeiçoamento e a especialização em serviço e estímulo à prática colaborativa. Este estudo relata as atividades desenvolvidas por um grupo tutorial do PET-Saúde Interprofissionalidade, da Universidade Estadual de Feira de Santana, no primeiro ano do programa. Trata-se de um relato de experiência, desenvolvido por estudantes (bolsistas de Farmácia, Medicina e Odontologia), dois professores (tutores, com formação em Odontologia e Fisioterapia) e cinco profissionais de saúde (preceptores, sendo 4 enfermeiras e 1 cirurgiã-dentista) no município de Feira de Santana – Bahia, tendo, como cenário de prática, o Centro de Atenção ao Diabético e Hipertenso. As ações foram desenvolvidas de abril a dezembro de 2019, e tiveram os resultados sistematizados em dois eixos: promoção da integração ensino-serviço-comunidade e desenvolvimento da docência e preceptoria em saúde. No eixo 1, desenvolveram-se oficinas de capacitação, reuniões, ações interprofissionais e de educação em saúde e elaboração de procedimentos operacionais padrão. No eixo 2, as atividades desenvolvidas permitiram a aproximação dos participantes com metodologias ativas de ensino, além de estimular a construção de artigos e apresentação de trabalhos em eventos. As ações realizadas contemplaram o diagnóstico situacional, atividades formativas e de educação em saúde, além do estímulo à produção científica, propiciando a reflexão dos participantes sobre a importância do cuidado interprofissional ao paciente diabético e hipertenso. Palavras-chave: Educação Interprofissional; Universidade; Extensão Comunitária University extension and health education: tutorial group experiences in the Through Work Program in Interprofessional Health Education (PET-Health) Abstract: University extension is an educational component that allows theoretical-practical learning, maximizing classroom teaching. “Through Work Program in Interprofessional Health Education” (PET-Health) is a program that aims to improve and specialize in service and encourage collaborative practice. This study reports the activities of a PET-Health tutorial group from the Feira de Santana State University during the first year of the program. This article is an experience report developed by students (undergraduates in Pharmacy, Medicine and Dentistry), two teachers (tutors, bachelors in Dentistry and Physiotherapy), and five health professionals (tutors, four nurses, and one dentist) in the municipality of Feira de Santana (Bahia state, Brazil), with the Diabetic and Hypertensive Care Center as the practice scenario. The actions were carried out from April to December 2019, and the results were systematized in two axes: promotion of teaching-service-community integration and development of teaching and health preceptorship. In axis 1, training workshops, meetings, interprofessional and health education actions, and standard operating procedures were developed. In axis 2, the activities developed allowed the participants to approach active teaching methodologies and encourage the construction of articles and presentation of papers at events. The performed actions included the situational diagnosis, training, health education activities, and encouragement of scientific production, providing the participants to reflect on the importance of interprofessional care to diabetic and hypertensive patients. Keywords: Interprofessional Education; University; Community Institutional Relations

scholarly journals Política indutora brasileira de formação em saúde: avaliação do desenvolvimento da formação integral para o SUS

2018 ◽  
Vol 2 (1) ◽  
pp. 30
Author(s):  
Bruna Nadaletti De Araujo ◽  
Carla Beatrice Crivellaro Gonçalves ◽  
Julio Cesar Godoy Bertolin
Keyword(s):  
Vocational Training ◽  
Community Integration ◽  
Northern Region ◽  
Qualitative Approach ◽  
Health Training ◽  
Work Program ◽  
Service Community ◽  
Master's Thesis ◽  
The Subject

This is a study resulting from a master's thesis, with a qualitative approach, that sought to evaluate the preparation of the subjects involved in the Education for Work Program (PET-Saúde) of a university in the northern region of RS to work in the SUS according to the precepts of integrality and interprofessionality. It is essential to monitor and evaluate the guidelines proposed by the National Curricular Guidelines for health courses, as well as the programs for reorienting vocational training, so that it is necessary to construct and apply assessment and follow-up tools that act as indicators of course and course corrections. As results we can emphasize a familiarity of the subjects interviewed with the concepts used by the authors who work the subject; demonstrated in their speeches how clear in their conceptions the role that the program has in the process of health training; it was also possible to recognize that the program is succeeding in instilling in its participants the need and benefit of developing some essential skills for qualifying the SUS; the recognition of the participants on the relevance of the teaching-service-community integration.

scholarly journals CONTRIBUTIONS AND CHALLENGES OF TEACHING-SERVICE-COMMUNITY INTEGRATION

2020 ◽  
Vol 29 ◽  
Author(s):  
Tatiana de Medeiros Carvalho Mendes ◽  
Tainara Lorena dos Santos Ferreira ◽  
Yasmin de Medeiros Carvalho ◽  
Letícia Goes da Silva ◽  
Cinthia Maria Cibelle de Lima Souza ◽  
...  
Keyword(s):  
Health System ◽  
Community Integration ◽  
Real Life ◽  
Traditional Teaching ◽  
Health Training ◽  
Service Community ◽  
Unified Health System ◽  
Care Processes ◽  
Study Population

ABSTRACT Objective: examine the contributions of teaching-service-community integration to health training and the Unified Health System, as well as the potential and challenges of this integration, from the viewpoint of professors. Method: descriptive study with a qualitative and quantitative approach. The study population was composed of 103 professors from the nursing, medical and dentistry courses of the Federal University of Rio Grande do Norte. The data was collected from October 2016 to February 2017, through an interview form. Imaruteq software and Bardin's content analysis were used for the data analysis. Results: according to the professors, teaching-service-community integration helps train students, since it provides multiprofessional and interdisciplinary experiences in real-life situations, in addition to promoting improved quality of care. However, various challenges need to be overcome, such as the hospital-centric model, which is still prevalent; fragmented curricula in disciplines; resistance of some professors to participate in integration; few interdisciplinary activities; emphasis on technical training with a predominance of traditional teaching methodologies; the infrastructure of the Unified Health System, among others. Conclusion: there is a need to institutionalize teaching-service-community integration and emphasize initiatives that dynamize and provide flexibility to multiprofessional and interdisciplinary activities. Institutions involved in the modification of health training and the transformation of health care processes also need to make a commitment.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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