Evaluación de percepción de competencias de trabajadores respecto del Modelo Integral de Atención en Salud

Evaluación de contenidos curriculares y percepción de competencias de estudiantes del área de la salud respecto del Modelo Integral de Atención en Salud en Colombia

“…El departamento de Santander (Colombia) ha sido líder nacional en la implementación del modelo de APS y piloto en la implementación del MIAS. Un estudio reciente en Santander evaluó la percepción de los trabajadores de salud del primer nivel de atención y sus supervisores, sobre sus competencias para desempeñarse en el MIAS (5). Este estudio identificó fortalezas y debilidades percibidas por estos trabajadores en diferentes dimensiones del desempeño profesional en el MIAS.…”

“…Se construyó un cuestionario de percepción sobre tres grupos de competencias o saberes: saber ser, saber conocer y saber hacer (2,4). Para establecer las competencias a evaluar se realizó una revisión documental y de instrumentos de evaluación de competencias en salud, descrita previamente (5). Se establecieron ítems a evaluar para cada dominio del saber con respuestas es una escala Likert de cinco categorías, siendo 1 la que reflejaba ausencia de la competencia y 5 la mejor percepción de la misma.…”

Entrenamiento de recursos humanos para la gerencia de calidad en el sector de la salud

“…Este ejercicio incluyó a 59 empleados de IPS en Santander, y evaluó la competencia de Saber Hacer, en el que el 64% declaró que tiene facilidades para el trabajo en equipo, el liderazgo y aplica valores como el respeto a la opinión; algo que sus supervisores reafirmaron y que validan, en el 94%, la capacidad del personal para la discreción y confidencialidad en el trabajo (Rodríguez, Vera, Rivera, Rojas, Uribe, 2017).…”

Evaluation of knowledge, procedures and attitudes of the nursing student in primary care Lima, Peru [Evaluación de conocimientos, procedimientos y actitudes del estudiante de enfermería en la atención primaria Lima, Perú]

“…Faced with this panorama, it is necessary to evaluate competencies in the nursing student in the community area coherent with the needs and demands of the population [4]. Therefore, the teacher plays an important role as facilitator in the learning process of the nursing internship where it establishes the transfer of knowledge to real scenarios for good practices, safety and quality of nursing care provided in a community context, it is important to emphasize that to develop and induce the areas of knowledge, know how and know how to be, it is a responsibility and commitment of the nursing internship where the personal, family and community and health personnel links are established in the community care process [4,5,6] To this end, teachers apply pedagogical strategies to strengthen knowledge, skills, attitudes, good judgement, associated with ethical ethical values and research [7,8] Knowledge, skills and attitudes are competences defined as the set of social, affective and cognitive, psychological, sensory and motor skills that allow a role, performance, activity or task to be carried out adequately. Competences are in permanent development.…”

“…Likewise, the training of the students must be integrated with the State political regulations, epidemiological profile and the priority needs of the community [10] Likewise a competence is considered as the capacity and disposition for performance and for interpretation [11,12] On the other hand, the student who is immersed in primary care their preventive activitiespromotion are framed in a culture of safety and proactive attitude of effectiveness and efficiency in their development and work performance of the services provided to users. Thus, when the nursing student understands how to transform his or her nursing task into community practice, he or she promotes self-care environments, fosters good healthy practices, carries out follow-up and control of the child and the healthy and sick pregnant woman, increases the demand for the services he or she provides in the health facility to ensure user satisfaction and quality of life [4,5,6]. There is undoubted support for the promotional preventive activities that Pender maintains and defines as interventions that are applied in nursing care, to mitigate, reduce the health risks of the population by inducing the population to assume cognitive and perceptual changes in order to integrate good healthy practices into their daily lives.…”