Interprofessional education in Brazilian nursing undergraduate course syllabi

• Autor(a) principal: Cinira Magali Fortuna
• Data de Publicação: 2022
• Outros Autores: Bruna Moreno Dias, Ana Maria Laus, Silvana Martins Mishima, Luana Pinho de Mesquita-Lago, Silvia Matumoto, Mayra Gonçalves Menegueti, José Renato Gatto Júnior, Lucieli Dias Pedreschi Chaves, Andrea Bernardes, Anna Maria Meyer Maciel, Carmen Silvia Gabriel, Marília Pilotto de Oliveira, Thalita Marcussi, Carla Aparecida Arena Ventura
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: https://doi.org/10.1080/13561820.2022.2110046; http://hdl.handle.net/1843/65219; http://orcid.org/0000-0003-2808-6806; http://orcid.org/0000-0002-7346-4848; http://orcid.org/0000-0002-6339-0224; http://orcid.org/0000-0002-3936-7729; http://orcid.org/0000-0002-9863-3062; http://orcid.org/0000-0002-8590-5276; http://orcid.org/0000-0001-7955-4484; http://orcid.org/0000-0002-0067-6487; http://orcid.org/0000-0002-8730-2815; http://orcid.org/0000-0002-9861-2050; http://orcid.org/0000-0002-6425-1285; http://orcid.org/0000-0003-2666-2849; http://orcid.org/0000-0002-9895-6021; http://orcid.org/0000-0001-8272-2928; http://orcid.org/0000-0003-0379-913X
• topic: Interdisciplinary training; Health personnel; Health human resource capacity building; Teaching; Syllabus; Observational study; Educação interprofissional; Pessoal de saúde; Capacitação de recursos humanos em saúde; Ensino; Estudo observacional

The objective of this study was to analyze aspects related to interprofessional education in healthcare through the assessment of the syllabi of undergraduate nursing programs in Brazil. An observational, descriptive study was conducted in two phases. The first phase involved identification of programs, and the second phase involved documental analysis of the syllabi through a script created for this purpose. One thousand two hundred and twenty nursing undergraduate programs were identified; 229 were included in the sample for the document analysis. In 2.6% of the programs, the term “interprofessional” was identified in the purpose of the programs. Seventeen percent of the programs valued interprofessional education, and 8% assessed interprofessional learning. Recognizing (9.2%) and respecting (6.6%) the attributes and roles of different professionals were the least identified interprofessional values in the syllabi. Interprofessional education was not institutionalized/stated in the documents, even though the documents indicated use of interprofessional relationships in training scenarios, especially in primary care, and in activities not included in the formal curriculum.