Visita domiciliar: estratégia de aproximação à realidade social?

Abstract

Resumo O estudo teve por objetivo conhecer a percepção dos alunos do curso de Odontologia sobre o aprendizado na área da saúde bucal coletiva e seu envolvimento com a comunidade, vivenciado nas atividades práticas. A população do estudo, de natureza quantitativa transversal e descritiva, correspondeu a 104 alunos cursando o último ano do curso de Odontologia da Universidade de Fortaleza, em 2008. Dados foram coletados por meio de questionário semiestruturado, aplicado em entrevista. Para 36,2% dos alunos, as visitas domiciliares contribuem para o reconhecimento da realidade social. O benefício para a comunidade seria resultante das ações de educação em saúde, segundo 19,2% dos alunos. Entretanto, 36,2% dos alunos não reconheceram nas visitas domiciliares qualquer importância para sua formação e 53,2% apontaram que estas atividades têm pouca contribuição para os moradores da comunidade. As visitas domiciliares devem prover atividades que extrapolem a coleta de dados, permitindo que o vínculo do aluno com a família se desenvolva na lógica da humanização do atendimento. Professores de todas as áreas de conhecimento devem pensar em propostas que extrapolem o atendimento clínico como conjunto de procedimentos técnicos para uma proposta em que essas atividades causem efetivamente impacto na saúde bucal, primando por um maior vínculo com essa população. Palavras-chave educação em odontologia; visita domiciliar; aprendizagem; saúde pública. AbstractThe study aimed at assessing the perception undergraduate students of Dentistry have on learning in the area of collective oral health and their involvement with the community, experiencing practical activities. The study is transversal quantitative and descriptive. The study population was 104 students attending the senior year of Dentistry at the University of Fortaleza, in 2008. Data were collected through a semi-structured questionnaire administered by means of an interview. To 36.2 percent of the students, home visits help recognize the social reality. The benefit for the community would come from health education actions, according to 19.2 percent of the students. However, 36.2 percent of the students did not believe home visits were of any importance for their training, and 53.2 percent indicated that these activities contribute very little to community residents. Home visits should provide activities that go beyond data collection, allowing the student to connect with the family pursuant to the logic of the humanization of care. Professors from all areas of knowledge should consider proposals that go beyond clinical care as a set of technical procedures for a proposal in which these activities actually impact oral health, striving to attain a greater bond with this population.

Teaching about home visits to university students

“…The study A6 (16) , aimed to know the perception of students of the dentistry course in the practice of collective health, shows a different understanding of the importance of home visits as a teaching practice, in which students recognize that the visit contributes to the knowledge of social reality and for others this practice does not prove important for their training. Also, most of them point out that these activities have little contribution to community residents.…”

“…The studies point out potentialities in the use of the home visit as an educational strategy for undergraduate students of the health area, in the practice of teaching in primary care. These potentialities have been described as (re) knowing health problems (A1 (11) , A2 (12) , A5 (15) , A6 (16) ) and establishing behaviors according to the patients' living conditions by listening feelings of the relationship with patients and their relatives (A1 (11) ); to develop interaction, bonding and reflection on the health needs of families and to allow a broader view of the determinants of the health-disease process, including socioeconomic, environmental, physical and emotional health (A2 (12) , A3 (13) , A5 (15) , A3 (16); in the extra class spaces, the student experiences the facts and presents more conditions to make the diagnosis and the treatment appropriate to the reality of the patients; Encouraging the student to become a more autonomous subject in the process of formation in contexts of uncertainties and complexities (A3 (13) ); it allows students to develop hypotheses, socialize and become active subjects in the construction of their knowledge, to promote meaningful learning (A4 (14) ); to allow the attachment of the student to the family and promotes the humanization of care, based on the affective and trusting relationship (A6 (16) ). Regarding the weaknesses, the studies present different factors, such as a feeling of impotence in the social needs of the patients, in which the possibility of interdisciplinary and cross-sectorial attention is not known as mediator of the health care and difficulty of understanding the student´s role as facilitator of the family bond (A (11) ); need for greater organization and planning of the home visit (A2 (12) ); home visits are sporadic and of short duration, often carried out focusing on the individual and not on the family.…”

“…Regarding the weaknesses, the studies present different factors, such as a feeling of impotence in the social needs of the patients, in which the possibility of interdisciplinary and cross-sectorial attention is not known as mediator of the health care and difficulty of understanding the student´s role as facilitator of the family bond (A (11) ); need for greater organization and planning of the home visit (A2 (12) ); home visits are sporadic and of short duration, often carried out focusing on the individual and not on the family. Moreover, they do not enable to establish a social commitment and to create strong bonds, since the student´s involvement with the family is of short duration (A5 (15) , A6 (16) ).…”

“…For most students, the bond between families increased and those who received home visits over the years would like to receive more visits in the coming years. VI A6 (16 ) Knowing the perception of the Dentistry students on the learning in the collective oral health area and their involvement with the community, experienced in the activities. D e s c r i p t ive , quantitative, cross-sectional.…”

O Enfermeiro Da Estratégia De Saúde Da Família Como Promotor Do Aleitamento Materno

“…Inicia-se na análise da realidade de inserção do indivíduo, com seus aprendizados e limitações para a formulação de propostas de melhora da saúde familiar (NORO; TORQUATO, 2015).…”