Practice settings in primary health care: typology for teaching-care units

Detalhes bibliográficos
Autor(a) principal: Albiero, José Francisco Gontan
Data de Publicação: 2017
Outros Autores: Torres de Freitas, Sergio Fernando
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira em Promoção da Saúde
Texto Completo: https://ojs.unifor.br/RBPS/article/view/5836
Resumo: Objective: To analyze the teaching-service integration through typologies of teaching- care units (TCUs) in primary health care. Methods:  Qualitative study performed in six primary care units of two municipalities in the state of Santa Catarina, Brazil, which have an agreement and partnership with public and private higher education institutions, in the period from August to November 2015. The research was conducted by means of three instruments: documentary analysis, field observations and semi-structured interviews, with subsequent triangulation. The interviewees were teachers, students and health professionals working in primary care, totaling 18 interviews, 9 in each municipality. All the teachers and students participating in the research belonged to the nursing and medicine courses, as these were the only courses present in all the units selected for the research. The interviews were analyzed through the content analysis technique. Results: Four types of TCUs were identified: (1) supervision and shared schedule; (2) preceptorship and shared schedule; (3) preceptorship and own schedule and (4) supervision and own schedule. Documentary analysis revealed longevity in the partnerships between the public and private educational institutions with practice scenarios and pedagogical objectives based on the National Curricular Guidelines of the courses. Final considerations: With regard to favoring the teaching-service integration, types 1 and 2 are those assumed as more powerful, followed by types 3 and 4. This typology can contribute to the understanding of teaching-service relationships, the integration of teaching-care activities and their effectiveness.
id UFOR-2_c3fac8fb546f4ad80c9abede0dc58e56
oai_identifier_str oai:ojs.ojs.unifor.br:article/5836
network_acronym_str UFOR-2
network_name_str Revista Brasileira em Promoção da Saúde
repository_id_str
spelling Practice settings in primary health care: typology for teaching-care unitsEscenarios de práctica en la atención básica: tipología para las unidades docente-asistencialesCenários de prática na atenção básica: tipologia para unidades docente-assistenciaisTeaching Care Integration ServicesStaff DevelopmentPublic Health.Servicios de Integración Docente AsistencialDesarrollo de PersonalSalud Pública.Serviços de Integração Docente-AssistencialDesenvolvimento de PessoalSaúde Pública.Objective: To analyze the teaching-service integration through typologies of teaching- care units (TCUs) in primary health care. Methods:  Qualitative study performed in six primary care units of two municipalities in the state of Santa Catarina, Brazil, which have an agreement and partnership with public and private higher education institutions, in the period from August to November 2015. The research was conducted by means of three instruments: documentary analysis, field observations and semi-structured interviews, with subsequent triangulation. The interviewees were teachers, students and health professionals working in primary care, totaling 18 interviews, 9 in each municipality. All the teachers and students participating in the research belonged to the nursing and medicine courses, as these were the only courses present in all the units selected for the research. The interviews were analyzed through the content analysis technique. Results: Four types of TCUs were identified: (1) supervision and shared schedule; (2) preceptorship and shared schedule; (3) preceptorship and own schedule and (4) supervision and own schedule. Documentary analysis revealed longevity in the partnerships between the public and private educational institutions with practice scenarios and pedagogical objectives based on the National Curricular Guidelines of the courses. Final considerations: With regard to favoring the teaching-service integration, types 1 and 2 are those assumed as more powerful, followed by types 3 and 4. This typology can contribute to the understanding of teaching-service relationships, the integration of teaching-care activities and their effectiveness.Objetivo: Analizar la integración educación-servicio a través de tipologías de unidades docente-asistenciales (UDAs) de la atención básica. Métodos: Estudio cualitativo realizado en seis unidades básicas de salud de dos municipios del estado de Santa Catarina, Brasil, que tienen convenio y sociedad con instituciones de educación superior públicas y privadas en el periodo entre agosto y noviembre de 2015. La investigación fue realizada con tres instrumentos: el análisis documental, la observación de campo y las entrevistas semi-estructuradas con triangulación a posteriori. Se entrevistaron a los docentes, los discentes y profesionales del servicio que actúan en la atención básica en un total de 18 entrevistas siendo 9 en cada municipio. Todos los docentes y estudiantes participantes de la investigación eran de los cursos de enfermería y medicina ya que eran los únicos cursos presentes en todas las unidades elegidas para la investigación. Las entrevistas fueron analizadas a través del análisis de contenido. Resultados: Se identificaron a 4 tipos de unidades docente-asistenciales: (1) supervisión y agenda compartida; (2) preceptoría y agenda compartida; (3) preceptoría y agenda propia e (4) supervisión y agenda propia. El análisis documental reveló la longevidad de las sociedades entre las instituciones de educación pública y privada con los escenarios de práctica y objetivos pedagógicos basados en las Directrices Curriculares Nacionales de los cursos. Conclusión: Los tipos 1 y 2 favorecen la integración educación-servicio y son los que se supone tener más fuerza siendo seguidos de los tipos 3 y 4. Esa tipología puede contribuir para la comprensión de las relaciones de educación y servicio, la integración de las actividades docente-asistenciales y la efectividad.Objetivo: Analisar a integração ensino-serviço através de tipologias de unidades docente-assistenciais (UDAs) na atenção básica. Métodos: Estudo qualitativo realizado em seis unidades básicas de saúde, de dois municípios do estado de Santa Catarina, Brasil, que possuem convênio e parceria com instituições de ensino superior públicas e privadas, no período de agosto a novembro de 2015. A pesquisa foi realizada por meio de três instrumentos: análise documental, observações no campo e entrevistas semi-estruturadas com posterior triangulação. Entrevistaram-se docentes, discentes e profissionais do serviço com atuação na atenção básica, totalizando 18 entrevistas, sendo 9 em cada município. Todos os docentes e estudantes participantes da pesquisa pertenciam aos cursos de enfermagem e medicina, por serem os únicos cursos presentes em todas as unidades selecionadas para a pesquisa. As entrevistas foram analisadas pela técnica de análise de conteúdo. Resultados: Identificaram-se 4 tipos de unidades docente-assistenciais: (1) supervisão e agenda compartilhada; (2) preceptoria e agenda compartilhada; (3) preceptoria e agenda própria e (4) supervisão e agenda própria. A análise documental revelou longevidade nas parcerias entre as instituições de ensino pública e privada com os cenários de prática e objetivos pedagógicos baseados nas Diretrizes Curriculares Nacionais dos cursos. Considerações Finais: Quanto ao favorecimento à integração ensino-serviço, o tipo 1 e 2 são os que se pressupõe possuir maior força, seguido pelo tipo 3 e 4. Esta tipologia pode contribuir para o entendimento das relações ensino serviço, integração das atividades docente-assistenciais e efetividade.Universidade de Fortaleza2017-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Peer-reviewed Article""Avaliado pelos pares""Avaliado pelos pares"application/pdfapplication/pdfhttps://ojs.unifor.br/RBPS/article/view/583610.5020/18061230.2017.5836Brazilian Journal in Health Promotion; Vol. 30 No. 3 (2017)Revista Brasileña en Promoción de la Salud; Vol. 30 Núm. 3 (2017)Revista Brasileira em Promoção da Saúde; v. 30 n. 3 (2017)1806-1230reponame:Revista Brasileira em Promoção da Saúdeinstname:Universidade de Fortaleza (Unifor)instacron:UFORporenghttps://ojs.unifor.br/RBPS/article/view/5836/pdfhttps://ojs.unifor.br/RBPS/article/view/5836/pdf_1Copyright (c) 2017 Revista Brasileira em Promoção da Saúdeinfo:eu-repo/semantics/openAccessAlbiero, José Francisco GontanTorres de Freitas, Sergio Fernando2022-02-16T12:37:41Zoai:ojs.ojs.unifor.br:article/5836Revistahttps://periodicos.unifor.br/RBPS/oai1806-12301806-1222opendoar:2022-02-16T12:37:41Revista Brasileira em Promoção da Saúde - Universidade de Fortaleza (Unifor)false
dc.title.none.fl_str_mv Practice settings in primary health care: typology for teaching-care units
Escenarios de práctica en la atención básica: tipología para las unidades docente-asistenciales
Cenários de prática na atenção básica: tipologia para unidades docente-assistenciais
title Practice settings in primary health care: typology for teaching-care units
spellingShingle Practice settings in primary health care: typology for teaching-care units
Albiero, José Francisco Gontan
Teaching Care Integration Services
Staff Development
Public Health.
Servicios de Integración Docente Asistencial
Desarrollo de Personal
Salud Pública.
Serviços de Integração Docente-Assistencial
Desenvolvimento de Pessoal
Saúde Pública.
title_short Practice settings in primary health care: typology for teaching-care units
title_full Practice settings in primary health care: typology for teaching-care units
title_fullStr Practice settings in primary health care: typology for teaching-care units
title_full_unstemmed Practice settings in primary health care: typology for teaching-care units
title_sort Practice settings in primary health care: typology for teaching-care units
author Albiero, José Francisco Gontan
author_facet Albiero, José Francisco Gontan
Torres de Freitas, Sergio Fernando
author_role author
author2 Torres de Freitas, Sergio Fernando
author2_role author
dc.contributor.author.fl_str_mv Albiero, José Francisco Gontan
Torres de Freitas, Sergio Fernando
dc.subject.por.fl_str_mv Teaching Care Integration Services
Staff Development
Public Health.
Servicios de Integración Docente Asistencial
Desarrollo de Personal
Salud Pública.
Serviços de Integração Docente-Assistencial
Desenvolvimento de Pessoal
Saúde Pública.
topic Teaching Care Integration Services
Staff Development
Public Health.
Servicios de Integración Docente Asistencial
Desarrollo de Personal
Salud Pública.
Serviços de Integração Docente-Assistencial
Desenvolvimento de Pessoal
Saúde Pública.
description Objective: To analyze the teaching-service integration through typologies of teaching- care units (TCUs) in primary health care. Methods:  Qualitative study performed in six primary care units of two municipalities in the state of Santa Catarina, Brazil, which have an agreement and partnership with public and private higher education institutions, in the period from August to November 2015. The research was conducted by means of three instruments: documentary analysis, field observations and semi-structured interviews, with subsequent triangulation. The interviewees were teachers, students and health professionals working in primary care, totaling 18 interviews, 9 in each municipality. All the teachers and students participating in the research belonged to the nursing and medicine courses, as these were the only courses present in all the units selected for the research. The interviews were analyzed through the content analysis technique. Results: Four types of TCUs were identified: (1) supervision and shared schedule; (2) preceptorship and shared schedule; (3) preceptorship and own schedule and (4) supervision and own schedule. Documentary analysis revealed longevity in the partnerships between the public and private educational institutions with practice scenarios and pedagogical objectives based on the National Curricular Guidelines of the courses. Final considerations: With regard to favoring the teaching-service integration, types 1 and 2 are those assumed as more powerful, followed by types 3 and 4. This typology can contribute to the understanding of teaching-service relationships, the integration of teaching-care activities and their effectiveness.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
"Peer-reviewed Article"
"Avaliado pelos pares"
"Avaliado pelos pares"
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.unifor.br/RBPS/article/view/5836
10.5020/18061230.2017.5836
url https://ojs.unifor.br/RBPS/article/view/5836
identifier_str_mv 10.5020/18061230.2017.5836
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://ojs.unifor.br/RBPS/article/view/5836/pdf
https://ojs.unifor.br/RBPS/article/view/5836/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Brasileira em Promoção da Saúde
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Brasileira em Promoção da Saúde
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de Fortaleza
publisher.none.fl_str_mv Universidade de Fortaleza
dc.source.none.fl_str_mv Brazilian Journal in Health Promotion; Vol. 30 No. 3 (2017)
Revista Brasileña en Promoción de la Salud; Vol. 30 Núm. 3 (2017)
Revista Brasileira em Promoção da Saúde; v. 30 n. 3 (2017)
1806-1230
reponame:Revista Brasileira em Promoção da Saúde
instname:Universidade de Fortaleza (Unifor)
instacron:UFOR
instname_str Universidade de Fortaleza (Unifor)
instacron_str UFOR
institution UFOR
reponame_str Revista Brasileira em Promoção da Saúde
collection Revista Brasileira em Promoção da Saúde
repository.name.fl_str_mv Revista Brasileira em Promoção da Saúde - Universidade de Fortaleza (Unifor)
repository.mail.fl_str_mv
_version_ 1808844182482059264

Registros relacionados