Trabalho interprofissional e as Práticas Integrativas e Complementares no contexto da Atenção Primária à Saúde: potenciais e desafios

Abstract

RESUMO No campo da saúde no Brasil, o trabalho em equipe no contexto da Atenção Primária à Saúde (APS) se configura como estratégia para avançar na perspectiva do cuidado integral, bem como para ampliar a resolutividade nos demais níveis de atenção no Sistema Único de Saúde (SUS). Este artigo objetivou analisar os potenciais e desafios do trabalho interprofissional com as Práticas Integrativas e Complementares (PIC) no contexto da APS. Estudo de abordagem qualitativa, efetuado no período de setembro de 2014 a junho de 2015. Foram realizadas entrevistas semiestruturadas por telefone com os coordenadores das Unidades Básicas de Saúde para mapear a ofertas das PIC. Os resultados foram submetidos à análise de conteúdo temática, revelando oportunidades e entraves para o trabalho interprofissional no contexto da APS. Observou-se que, em muitas experiências, o trabalho em equipe não se fundamenta na colaboração. Por outro lado, as PIC promovem maior satisfação no trabalho em razão das mudanças que promove na organização do trabalho, por meio da maior interação entre práticas e saberes dos profissionais e entres estes e os usuários.

Implication of the training ad continuing education process for the interprofessional performance

“…The limits in the training of participants of this study result in difficulties in the daily context of their practices. In a convergent way, studies (15)(16)(17)(18) reveal the lack of interprofessional performance among professionals in Basic Care services, precisely because of the difficulty of collaboration and interaction between the different nuclei of knowledge and practices, a constant challenge for health professionals. These studies question how insufficient are the guidelines on the performance of Nasf-AB professionals in daily life, whether in individual or collective clinical care, or technical and pedagogical support.…”

Utilização do paradigma da complexidade no campo da saúde: revisão de escopo

“…The sixth dialogic principle was contextualized in the studies (4,10,12,14,15,16,18,20,22,24,25,28,29,30,26,37,38,41,43,45,49,50,51,52, 53 and 54) at the level of ideas, situations, environments or characteristics that, although antagonistic, had interdependence and even mutually exclusive, are complementary. Unlike the dialectic word, which implies contradiction of principles or phenomena, which, through the dialectical method, make the difficulties disappear, the dialogical principle, on the contrary, is the elimination of the difficulty of combat among antagonists, since antagonists are required.…”

“…In this approach, we discuss the importance of collaborative and interprofessional practices in health education and practice, with a view to meeting local health needs. 24,25 Regarding the order/disorder/organization theme, the studies 1, 4, 7, 20, 22, 30, 37, 40, 51 and 54 highlighted this concept by mentioning that the universe is the result of the phenomena of order and disorder in search of systemic self-organization. It is noteworthy that the complexity of the relationship of this triad arises, therefore, when it appears that disordered phenomena are necessary, in certain cases, for the production of organized phenomena, which contribute to the growth of order; thus, organizations need order and disorder.…”

Práticas Integrativas e Complementares na Atenção Primária à Saúde: Percepções dos Gestores dos Serviços

“…This result confirms the reflections presented in another study that discussed the potentials and challenges of interprofessional work with ICP in PHC. 37 This relationship reinforces an institutional culture rooted in the biomedical model, in which addressing the treatment and care of diseases limits other health promotion actions. 21 It is considered urgent to blur this limited view, as a recent experiment to expand ICP to the FHS has shown itself promising in the sense of motivating hybrid practitioners (practitioners of biomedicine and ICP) to be instructors of other colleagues 34 .…”