Objective: To refl ect about continuing education from the perspective of Augustine of Hippo and his theories based on the construction of knowledge and the learning process. Method: This is a theoretical refl ection study whose aim is to propose dimensions of analysis, emphasizing the history and challenges of continuing education. Such dimensions analyze the production of knowledge in Augustinian pedagogy, its historical aspects and its close relationship with lifelong education in health professions. Results: The results show the diffi culty of continuing education to reach adequate importance in health services, and that of academia in appropriating the thoughts of renowned philosophers such as Augustine. This is a result of ignorance about the convergence of these principles and their relevance. Final considerations: Continuing education and Augustinian pedagogy walk hand in hand in terms of care, meeting the needs that originate from practice and that are refl ected in it, challenging isolated knowledge and putting different areas of knowledge to work together.
The Ministry of Health points fragmentation in the training of professionals who work in the Urgency and Emergency Care network, particularly in the mobile pre-hospital component, proposing the implementation of Education Nucleus in Urgency. Objective: to identify the educational activities developed by the core; describe how the professionals assess educational activities designed to upgrade; use permanent education in the process of updating the professionals in the urgency mobile call service. Method: a descriptive, exploratory study with a qualitative approach, like action research. Data collection takes place through semi-structured questionnaires and workshops with active methodologies. The information will be handled by a Bardin content analysis, and the concepts of the National Policy of Permanent Education interrelated to the theoretical Emerson Mehry. Results: the found facts will enable reflection on the importance of permanent education and its contribution to the process of updating the pre-hospital practices.
Objetivo: identificar como a educação permanente em saúde vem sendo incorporada na prática de ensino no serviço de atendimento móvel de urgência. Método: revisão integrativa em três bases de dados, com corte temporal de 2010 a 2015. Resultados: três artigos selecionados, emergindo duas categorias: Necessidade da prática de educação para atender demandas no atendimento pré-hospitalar móvel e Incorporação da educação permanente como estratégia para novas práticas no serviço de atendimento móvel de urgência. Conclusão: existência de grande demanda de atendimentos nas redes de urgência, sobretudo no componente pré-hospitalar, mas a incorporação da educação permanente como estratégia para novas práticas no serviço ainda não está bem clara, posto apenas três artigos a referirem. Assim sendo, sugere-se novas pesquisas introduzindo-a na prática do serviço pré-hospitalar móvel de urgência, já que proporciona uma releitura crítica das práticas de trabalho e das necessidades advindas dela, para assim, transformá-las.
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