O presente estudo buscou avaliar a influência de uma atividade educativa para a promoção do cuidado com o recém-nascido. Trata-se de um estudo exploratório, descritivo e quantitativo, realizado no Alojamento Conjunto de uma maternidade em Mombaça-CE, com 61 puérperas. Para coleta de dados, utilizaram-se da observação informal e de um questionário adaptado, em que foram registrados as informações pessoais e os dados sobre os cuidados com o recém-nascido e aleitamento materno pré e pós-atividade educativa, para avaliar as principais dificuldades das puérperas. Uma parte relevante das mulheres apresentava conhecimentos errôneos sobre os cuidados com o recém-nascido e sobre o aleitamento materno. A realização da atividade educativa proporcionou a orientação adequada das mulheres e o esclarecimento de dúvidas existentes. Assim, torna-se necessária a prática constante de educação em saúde às gestantes e puérperas, tanto na assistência pré-natal como na Unidade de Alojamento Conjunto, associado à distribuição de material educativo de fácil compreensão.
This is an account on the training of dental managers in a Social Welfare, not-for-profit, non-governmental institution present in all Brazilian states. Given the continental dimension of Brazil, its regional inequalities and the need for uniformity in the management conduct, as well as in the planning and evaluation of services, it is understood that developing managers' skills and competences is fundamental. Bearing in mind that the model adopted by the company is based on collective health, and its structure is organized in Primary Care, this proposal can be applied by other organizations that offer services of a similar nature. The aim of this study is to describe the training of oral health managers (n = 54) on the themes of sustainability, practices based on evidence/health economics and social determinants - themes that were requested by the managers themselves. Using problem-based learning, active and distance-learning methodologies, three working groups were set up among the managers to go through the contents of the training program, which aimed at training mentors and identifying successful service experiences for sharing. This process peaked at a face-to-face session with all participants where a specialist and their respective mentors presented each topic. The products obtained were: (1) three scientific-economic studies for decision making on the incorporation of hard technologies; (2) a guide to sustainable practices in dentistry and (3) a set of criteria for prioritizing access based on social determinants. In the evaluation of the training, 89% of managers were very satisfied, 8.98% were satisfied and 1.79% were dissatisfied. It is concluded that the methodology used in this process significantly contributed to the development of the company's regional service managers and such improvement stemmed from the empowerment, engagement and alignment of these managers, to which action plans were directed, with measures for monitoring and evaluation. Key messages Active methodologies in training contributes to the empowerment, engagement and alignment of dental managers before epidemiological, economic and social challenges faced in the management of services. Trainings where the participants are protagonists in all stages of the educational processes, are those that produce the best results and the highest degree of satisfaction among employees.
Financial literacy has been recognised worldwide as a way to confront social inequalities in work access, own financial control and education, particularly among vulnerable groups. People with disabilities, especially those with intellectual and developmental disabilities, experience additional challenges accessing opportunities to learn financial-related competencies. There is an extensive bibliography on this subject that stretches for decades, but this does not translate into an extensive availability of science-based programmes. To our knowledge, no comprehensive search to find the gaps in this evidence has been conducted. We conducted a scoping review that sought to identify the core goals, contents, approaches, gaps and limitations of full financial education programmes for youths and adults with disabilities. Seven publications met the inclusion criteria, which included implementation of programmes that embrace a multidimensional set of skills. Selection and categorisation of the programmes’ contents were conducted independently by three researchers. Findings suggest that money and transactions is the content most consistently addressed in the programmes designed for persons with disabilities. A stronger focus on self-determination skills is needed to support financial-related decision-making and self-advocacy. The results indicate that the use of approaches based on Universal Design for Learning, problem-based learning and the combined use of simulated and community-based instruction are critical strategies to support access to financial competencies. Gaps and future orientations include the need to broaden the number of studies that implement and evaluate programmes considering the multidimensional nature of the financial competencies and its critical role for social inclusion of people with disabilities.
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