Interprofessional education and collaborative practice in Primary Health Care (original) (raw)
Related papers
Interprofessional education: reflections on health training in Brazil
Nursing & Care Open Access Journal, 2019
This is a reflective study intended to promote discussion about interprofessional health education aimed at providing comprehensive care, from the perspective of changes in professional practices. One of the priorities of the legislation underlying the Brazilian Unified Health System and the National Curriculum Guidelines for Health Education in Brazil is to indicate ways to enable professionals to transform health service practices, when necessary. Interprofessional collaboration has become an important tool for improving health care. Interprofessional Education can be considered as essentially capable of reducing the fragmentation of the health sector and influencing the collaborative practice among health professionals. Proposals that point to these perspectives can contribute to the formation of students, to bring the university closer to society and to improve the conditions of health services. However, it is still very fragmented and in the initial stages, far from the goal of comprehensive care. Therefore, teamwork and communication are still challenges that need to be confronted.
Interprofessional Education in Health training in Brazil: Scoping Review
Revista Brasileira de Educação Médica
Introduction: Interprofessional education (IPE) can be used to improve health care by promoting opportunities for students to develop competencies for teamwork, collaborative practice and comprehensive care. However, the effects of IPE implementation in the Brazilian context need to be explored. Objective: To map the Brazilian scientific production on the learning of students attending health courses in the context of IPE, challenges and advances for educators and management. Method: A scoping review was carried out to answer the following question: How does student learning occur in formative processes that use the IPE approach from the viewpoint of students, educators and managers? The search took place in the Web of Science databases, Capes, Scopus and Virtual Health Library, using the descriptor/keyword "interprofessional education. " Publications were searched from 2010 to 2020, published in Portuguese, English or Spanish, of which Brazil was the country of publication or origin of the study. We identified 145 studies; 53 were duplicated, 92 were analyzed, and 28 comprised the final sample. The findings were organized into "IPE from the student's perspective, "; " IPE from the educators' perspective, "; "Advances and challenges in teaching and health management, "; "Recommendations for IPE in the Brazilian context. " Results: The target audience involved students, residents, facilitators and health staff, totaling 2,886 participants. Learning according to the IPE allows the student to recognize the integrality of patient care and the SUS as the guide of health actions. The facilitator is relevant in developing collaborative work but has little pedagogical training, motivation, and institutional support. Management understands IPE as a complementary tool, supporting other Brazilian politician reforms, but efforts are needed to promote teaching-service-community integration and endorse the integrated curriculum. Conclusion: By mapping IPE, it was identified that the studies are aligned with the SUS to transform the training and qualification of care, demonstrating the potential of IPE for health curricula. Student learning, mediated by interprofessionality, has facilitated the development of the competencies required to meet the DCNs and the needs of the SUS, despite the various challenges faced by the students, educators and management.
Interprofessional education: training for healthcare professionals for teamwork focusing on users
RESUMO São analisados os constructos teóricos da educação interprofissional com base em duas revisões de literatura, considerado o contexto da formação dos profissionais de saúde no Brasil. Identificam-se três tipos de formação: uniprofissional, multiprofissional e interprofissional, com predomínio da primeira, que ocorre entre estudantes de uma mesma profissão de forma isolada; a segunda, entre estudantes de duas ou mais profissões de forma paralela, sem haver interação, e na terceira há apren-dizagem compartilhada, com interação entre estudantes e/ou profissionais de diferentes áreas. Destaca-se a distinção entre interprofissionalidade e interdiscipli-naridade, referidas, respectivamente, como a integração das práticas profissionais e das disciplinas ou áreas de conhecimento. Mediante a análise apresentada, conclui-se que no contexto brasileiro, a educação interprofissional, base para o trabalho em equipe colaborativo, ainda está restrita a iniciativas recentes, que merecem estudo. DESCRITORES Pessoal de saúde Educação continuada Relações interprofissionais Equipe de assistência ao paciente Comportamento cooperativo ABSTRACT The theoretical constructs of interprofes-sional education (IPE) are analyzed based on two reviews of the literature, taking the context of training for healthcare professionals in Brazil into consideration. Three types of training are identified: uniprofessional, multiprofessional and interprofessional, with predominance of the first type. The first occurs among students of the same profession, in isolation; the second occurs among students of two or more professions , in parallel without interaction; and the third involves shared learning, with interaction between students and/or professionals from different fields. The distinction between interprofessionalism and interdisciplinarity is highlighted: these refer to integration, respectively, of professional practices and disciplines or fields of knowledge. Through the analysis presented, it is concluded that in the Brazilian context, IPE (the basis for collaborative teamwork) is still limited to some recent initiatives, which deserve to be investigated. DESCRIPTORS Health personnel Education, continuing Interprofessional relations Patient care team Cooperative behavior RESUMEN Fueron analizados los constructos teóricos de la educación interprofesional basado en dos revisiones de la literatura, considerando el contexto de la formación de los profesio-nales de salud en Brasil. Se identificaron tres tipos de formación: uniprofesional, multipro-fesional e interprofesional, con predominio de la primera, que se produce entre los es-tudiantes de una misma profesión de forma aislada; la segunda, entre los estudiantes de dos o más profesiones de forma paralela, sin existir interacción y, en la tercera existe un aprendizaje compartido, con interacción entre los estudiantes y/o profesionales de diferentes áreas. Se destaca la diferencia entre interprofesionalidad e interdisciplina-riedad referidas, respectivamente, como la integración de las prácticas profesionales y de las disciplinas o áreas de conocimiento. A partir del análisis se concluye que en el con-texto brasileño, la educación interprofesional base para el trabajo en equipo colaborativo, todavía está restringido a iniciativas recien-tes, que merecen estudio.
Interprofessional education in health courses and its influence on the training process of university students (Atena Editora), 2022
Interprofessional Education (IPE) according to World Health Organization (2010) is characterized when students of two or more professions learn about others, with others and among themselves to qualify professional performance. In the educational field, a multifaceted approach aggregates learning and guarantees the safety and efficiency of professional content, as well as stimulating skills for teamwork, in addition to providing a complete and transforming experience when it comes to the training process. It is known that the EIP is one of the strategies that have been discussed, expanded and implemented in the political and pedagogical action plans of health education. Therefore, this study analyzed the influence and perception of interdisciplinarity in learning in practical activities, such as clinical care by university students of the medicine and Nutrition course who are in the disciplines of Internal Medicine and Professional Internship in Clinical Nutrition at the University of Ribeirão Preto - UNAERP. All students who participated in the practical activities of clinical care in the Nutrition and medicine courses were selected. A questionnaire was applied that seeks to understand the students' view of the two areas of activity and the positive and negative variables. The study had the participation of (n=124) participants, from medicine and Nutrition courses. Being 66% (n=82) participants of the medicine course and 34% (n=42) participants of the Nutrition course. The results were satisfactory in relation to the participants' perception of interprofessional learning. More than 80% of the students classified the experience as extremely relevant for professional training. Positive points were described by 100% (n=65) of the participants, such as sharing knowledge, therapeutic integration, clarification and alignment of conducts. Negative aspects were mentioned by 28% (n=18). Including conduct disagreement and time limitation for discussion. However, interprofessional education is considered a potential transforming tool in the training process of university students, encouraging the development of skills and abilities for collaborative work and breaking the paradigms of vertical relationships between health professionals
REFLECTIONS ON INTERPROFESSIONAL PRACTICES APPLIED TO HEALTH EDUCATION ACTIVITIES (Atena Editora)
REFLECTIONS ON INTERPROFESSIONAL PRACTICES APPLIED TO HEALTH EDUCATION ACTIVITIES (Atena Editora), 2022
Interprofessional Education (IPE) is of paramount importance for health education activities, as it has been gaining more space to the detriment of care for the health-disease process, different areas that complement each other and seek to solve health issues. The concept of Health Education consists of the production and systematization of knowledge related to training and development for health work, involving teaching practices, didactic guidelines and curricular guidance. Its practice aims to make people aware of emancipation and responsibility in health care, and enables and encourages emancipatory attitudes on health issues. It must be based on dialogue, providing opportunities for the exchange of experiences, in an environment where all knowledge and experiences are valued and subjects are considered in all their dimensions. One of the principles of the Education through Work for Health Program (PET-SAÚDE) is to make students live the experience of teaching-service-community, putting all theoretical learning into practice, seeking to enrich their professional background through of the activities developed and implemented within the scope of the project. These practices are used as a means of facilitating and strengthening teamwork, with greater integration and respect for each area, always seeking to improve the patient/community.
2018
This article presents a set of strategies and methods used in health professional education in the context of the Brazilian National Health System (SUS). The investigative emphasis was placed on interdisciplinary education and interprofessional work. The background to this research is the experience of 11 postgraduate educational initiatives developed between 2009 and 2017. A documentary analysis of the pedagogical projects of the specialization courses was carried out, considering the concepts of interdisciplinarity and interprofessional work. Fleckian and dialogic methodological references were used to analyze teaching and learning strategies and methods. Results show that overcoming the juxtaposition of disciplinary approaches and also of perspectives of different professions requires the dissemination of educational and work experiences that enable interactions among different thought collectives in order to allow the emergence of an interprofessional thought style and collaborative practices.
Pro-Posições
This qualitative case study aimed to understand the perception of Community Health Agents and managers about the meaning of the experience of interprofessional education in Primary Health Care services for the training of undergraduate health students at the Federal University of Rio Grande do Sul. We conducted individual semi-structured interviews (n=20) and documentary analysis. We used thematic content analysis to interpret the material. The results showed that teaching activities that integrate people, curricula and professions in the health services have the potential to promote interprofessional learning at undergraduate, to train more collaborative professionals, and to qualify health care.