Processos de formação e práticas pedagógicas na educação permanente em saúde: limites e possibilidades

Abstract

The nursing area is vital for the development and execution of patient care and care. For this, it is essential that the professional is capable and prepared technically and psychologically to face the challenges of the profession. The construction of a professional starts during their academic training, but especially during the exercise of continuing education activities, as it is necessary to be in constant progress and in search of new knowledge, new techniques, and new ways of caring for and providing care with excellence. In this arises the Continuing Health Education (CHE) which aims to provide the professional with the opportunity to qualify, recovering concepts already forgotten and show new trends and new modes of action. Given this, it is natural that managers of health institutions face it as a challenge to find the best methodology and better ways to perform a CHE activity effectively and that has the capacity to generate good results. The research question that guides this dissertation is to understand what are the limits and possibilities in these training processes and pedagogical practices in CHE? Resulting in the objective of understanding what is the role of continuing education and what pedagogical practices can enhance nursing teams. The research methodology used was qualitative to understand the totality of the phenomena, to value the subjective and, based on it, interpret the experiences of those involved. The research was carried out in a large hospital that is a reference in the region northwest of the State of Rio Grande do Sul, conducted with the coordinators of care groups and later with nursing professionals and nursing technicians from that hospital. This text presents a reflection on the use of EPS in current times and presents the results obtained in the development of the research through articles. Four chapters are presented: the first one that performs a systematic review of the most used pedagogical actions in EPS identified in the literature. The descriptive data produced are presented in four chapters: the first carries out a systematic review of the most used pedagogical actions in EPS identified in the literature; the second presents a proposal for a debate on EPS with the care coordinators, and from this discussion emerges the proposition of three workshops with three relevant themes in the training process at the hospital; the third article shows the effective application of workshops with nursing professionals and seeks to identify their perceptions with each of them; and the fourth analyzes, through the focus group, the activities as a whole, in which the group formed by coordinators and nursing professionals discuss the perspectives, meanings and contributions of the experienced process and weave an analysis about the different pedagogical practices of EPS performed during in-service training. From this study, we understand that it is necessary to invest and further enhance EPS activities, as well as to analyze the daily problems of the hospital environment and the process of labor valorization.