Analysis of Service-learning activities adopted in health courses of Federal University of Bahia

Abstract

is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators.

Um olhar dialético para as mudanças curriculares na formação do enfermeiro

“…A integração deve ser articulada para beneficiar ambas as instituições, serviço e ensino, em prol da comunidade, visto que a academia necessita dos cenários para que os estudantes vivenciem a realidade do mundo do trabalho, e essa participação na formação permite aos trabalhadores dos serviços a troca de conhecimentos. Esse compartilhamento de saberes representa oportunidade de melhorias nas instituições, com reflexo na qualidade do cuidado (23) .…”

Indicativos da integralidade na relação pedagógica: um design a ser construído na formação do enfermeiro

“…By sharing experiences and contents the students establish a permanent teaching-learning process which empowers and qualifies through contact and experiences with social reality. These attributes contribute to the functioning of health services (15) and to the nursing education.…”

Teaching-service integration: building the educational workshop in healthcare

“…To ensure the anonymity of the cases throughout the text, participants were identified as Case A (CA) and Case B (CB). For professors, the letter P was assigned followed by a cardinal number (1,2). The same was held for health professionals (HP) and students (S).…”

“…An important milestone in changing the professional profile started with university and health reforms, which demand a health professional that acts in different fields of practice, more qualified and open to changes for accommodating the populations' real needs. Thus, one can perceive that universities tend to articulate with healthcare services to provide better professional training (2) .…”