Contributions and Challenges of Teaching-Service-Community Integration

Abstract

Objective: examine the contributions of teaching-service-community integration to health training and the Unified Health System, as well as the potential and challenges of this integration, from the viewpoint of professors. Method: descriptive study with a qualitative and quantitative approach. The study population was composed of 103 professors from the nursing, medical and dentistry courses of the Federal University of Rio Grande do Norte. The data was collected from October 2016 to February 2017, through an interview form. Imaruteq software and Bardin's content analysis were used for the data analysis. Results: according to the professors, teaching-service-community integration helps train students, since it provides multiprofessional and interdisciplinary experiences in real-life situations, in addition to promoting improved quality of care. However, various challenges need to be overcome, such as the hospital-centric model, which is still prevalent; fragmented curricula in disciplines; resistance of some professors to participate in integration; few interdisciplinary activities; emphasis on technical training with a predominance of traditional teaching methodologies; the infrastructure of the Unified Health System, among others. Conclusion: there is a need to institutionalize teaching-service-community integration and emphasize initiatives that dynamize and provide flexibility to multiprofessional and interdisciplinary activities. Institutions involved in the modification of health training and the transformation of health care processes also need to make a commitment.

Enfermagem Oncológica: Integração Universidade-Comunidade No Processo De Ensino-Aprendizagem

“…Thus, the University's commitment to the modification of health training and transformation of health care processes is reaffirmed. 14 This study demonstrated the application of a teaching-learning model in the Nursing course that seeks to integrate university and community, from the development of extension projects, in addition to contributing to the approach of topics still little worked on in professional training, but of great epidemiological and social importance. In this sense, this work raises possibilities of interdisciplinary practices in the area of oncology Nursing, leading the students to a critical reflection of being a "nurse" in this field of action.…”

“…It is known, however, that there are challenges in its implementation in an institutionalized manner that refer to the prevailing hospital-centric model in some curricula, fragmentation of content in disciplines, resistance of the teaching staff itself, low valorization and incentive to extramural practices. 14 To overcome so many challenges, it becomes evident the importance of institutionalizing these practices in the curricula, as well as of valuing initiatives that promote teaching in multiprofessional and interdisciplinary activities, with the involvement of teachers, students, health professionals, community and managers. Thus, the University's commitment to the modification of health training and transformation of health care processes is reaffirmed.…”

Práticas educativas e a formação para Atenção Primária: O Médico como educador em Saúde

“…A Estratégia Saúde da Família, como o primeiro contato para os usuários, apresenta-se como o cenário privilegiado para a prática educativa por se basear em tecnologias cognitivas voltadas para a promoção da saúde e prevenção de doenças (Mendes et al, 2020;Vasconcelos et al, 2009). Logo, é importante que as ações educativas sejam ampliadas ao ambiente comunitário aproximando-se da realidade dos usuários e colaborando com a construção dialógica do saber.…”

Consulta de Enfermagem: relato de experiência sobre promoção da saúde de pessoas com Diabetes Mellitus/ Nursing Consultation: experience report on health promotion of Diabetes Mellitus people

“…A vivência dos acadêmicos no CSF e, principalmente, na comunidade oportuniza o conhecimento fidedigno da realidade atual e amplia o vínculo entre o serviço, universidade e comunidade, o que gera a disseminação de informações, possibilitando o conhecimento da população sobre seus problemas de saúde e enfatizando a importância da mudança de estilo de vida para o controle de doenças crônicas não transmissíveis (9) , como a DM.…”