Necessidades e dificuldades de tutores e facilitadores para implementar a política de educação permanente em saúde em um município de grande porteno estado do Paraná, Brasil

Abstract

Para o fortalecimento da política de Educação Permanente em Saúde (EPS), tutores e facilitadores de educação permanente em saúde foram formados. No intuito de desvendar suas necessidades e dificuldades durante o processo de implementação da EPS, foi desenvolvida uma pesquisa qualitativa com nove tutores e dez facilitadores de EPS de Londrina, estado do Paraná. Como instrumento de coleta de dados foi realizada a entrevista semiestruturada, e os dados foram analisados conforme análise de discurso proposta por Martins e Bicudo. Entre as necessidades, destaca-se a institucionalização da EPS, e, como dificuldade, a persistência de práticas hegemônicas. Com base nos resultados é necessário consolidar a EPS por meio de sua prática nos serviços de saúde, pois só dessa maneira, tutores, facilitadores e demais profissionais de saúde terão capacidade de superar as limitações que permeiam o processo de implementação da EPS.

Ações de educação permanente dos enfermeiros facilitadores de um núcleo de educação em enfermagem

“…Through this incentive, they are encouraged to participate in PEH actions, which signals the need to address the problems of health services to improve the quality of comprehensive care to society (14) . In some sectors, the strategy was to include PEH activities in the routine as part of the work activities.…”

“…These activities can occur through meetings in informal spaces where the nursing professionals discuss and reflect on their practices and organisation in the context of a work team (14) . The functional progression was mentioned as a powerful strategy for the promotion and development of PEH.…”

“…Thus, it can be said that the NEPE meetings provide the facilitators with the feedback they need to deal with everyday problems and share their practices and knowledge in relation to PEH. In addition, these meetings allow nurses to discuss PEH in a more dialogical manner, and strengthen the group through shared experiences (14) . For these strategies to function in a space such as a hospital, they require a management design that supports a change of reality.…”

Permanent professional education in healthcare services

“…The context and application of permanent education in health services have been recorded in publications 12,18,24,26,27,31,34,36,39,42,45,46,48,50,51,53,54,[56][57][58][59][60][61][62][63]64 that dealt with the relationship between the educational process, health practices and aspects associated with management, planning and assessment of permanent education. The relationship between permanent education and management stood out, indicating the need for managers to show better understanding and commitment.…”

“…36 The implementation of such processes depends on the commitment of the participants involved, management, teaching-service interaction and investment in permanent education. 26,27,56,57 In a study conducted with nurses, 51 there was a dissociation between teaching and service, lack of professional commitment, difficulty in managing individuals and lack of physical and financial resources and those of support from hierarchical superiors for permanent education. 51 Such facts have repercussions for work and health care quality, as the changes required for improvement depend on the process of permanent education.…”