Humanização na formação e no trabalho em saúde: uma análise da literatura

Abstract

Resumo Este estudo teve como objetivo investigar as concepções de humanização presentes em artigos publicados no Brasil no campo da formação em saúde no período de janeiro de 2000 a junho de 2012. Como processo metodológico, optou-se pela revisão de literatura e utilizaram-se os seguintes descritores: 'humanização', 'humanismo' e 'humanização na formação'. Foram selecionados 23 artigos, e a análise dos dados abrangeu caracterização das publicações e discussão das concepções de humanização constantes nos documentos analisados. As concepções presentes nos artigos apontaram para a questão da polissemia do termo humanização, apreendendo-se outros sentidos: capacidade de comunicação, respeito à vida humana, ética nos relacionamentos, bom convívio social, um conceito que orienta práticas. Humanização revelou-se como um processo complexo e amplo que envolve condições institucionais e pessoais. Os desafios evidenciados abrangem a implantação de mudanças nas graduações em saúde, tornando o tema humanização nos currículos um eixo transversal, o que potencializa um diferencial na graduação e na educação permanente em saúde. Palavras-chave humanismo; saúde; graduação; educação.Abstract This study aimed to investigate the humanization of conceptions in articles published in Brazil in the field of training in health from January 2000 to June 2012. As a methodological process, the choice was for the review of the literature, and these describers were used: 'Humanization,' 'humanism,' and 'humanization in training.' Twenty-three articles were selected, and data analysis included the characterization of the publications and the discussion of the concepts on humanization featured in the analyzed documents. These concepts appearing in the articles pointed to the issue of the polysemy of the term humanization, which included other meanings, such as communication skills, respect for human life, ethics in relationships, living in groups well, a concept that guides practices. Humanization has proved to be a complex, extensive process involving institutional and personal conditions. The challenges that came up include the implementation of changes in undergraduate courses in health, making the subject of humanization a transverse axis in the curricula, which enhances a difference in undergraduate and continuing education in health.

The More Doctors Program and the Curricular Guidelines for Medical courses: a comparative analysis among higher education institutions

“…This is a fact that started to be discussed before the implementation of SUS. To the development of the article, we focused on the implementation of healthcare in a transversal axis in the undergraduate curricula of medicine courses, as Medeiros and Batista 41 have proposed. It is in this gap in the academic education of undergraduate courses that the biomedical model proliferates and is strengthened.…”

Humanization of childbirth: meanings and perceptions of nurses

“…5,17,18 Therefore, it is necessary to include the topic of humanization in institutional training programs and in continuing education actions in health, as well as in professional training as a common thread to enhance it. 19 The inclusion of this topic represents a strategy that may help to introduce a new birth care model based on humanized practices.…”

Humanization in the work of nursing faculty

“…Based on the above, and considering that humanization is the reason and meaning behind nursing work, the participants of the present study were nursing faculty members (5) . Professors must deal with humanization as part of their daily work routine, both in academic and professional training (6)(7) and when providing care (8) .…”