Nucleus of Permanent Education in Nursing: Perspectives in a Teaching Hospital

Abstract

Objective: To describe how nurses realize the core of Permanent Education in nursing. Method: Descriptive nature research with qualitative approach held in a teaching hospital in the South of the country, with 17 nurses and hospital units leased. The research project has been approved by the Ethics Committee of the Federal University of Santa Maria, Rio grande do Sul, in 0111.0.243.000-09 Protocol CAAE. Results: From the depositions two thematic nuclei consist: Easinesses for implementation of the NEPE and difficulties for implementation of the NEPE. Conclusion: There are possibilities of transformation of the institutional Policy in NEPE HUSM, sustained by national policy of Permanent Education, as reference in educational actions focused reflection of daily practices, contributing to the professional development, in improving the quality of nursing care and user satisfaction. Descriptors: Nursing, Continuing education, Nurses, Health, Professional practice. RESUMO Objetivo: Descrever como os enfermeiros percebem o Núcleo de Educação Permanente em Enfermagem. Método: Pesquisa de natureza descritiva com abordagem qualitativa realizada em um hospital de ensino do sul do país, com 17 enfermeiros locados nas unidades de internação e de apoio. O projeto de pesquisa foi aprovado pelo

Permanent professional education in healthcare services

“…Difficulties in understanding the concept of permanent education were identified in the publications included in this category, [34][35][36][40][41][42][43][44][45][46][47][48][49] having repercussions in the application to health services. Furthermore, there were challenges for permanent education, in terms of the commitment to professionals and managers.…”

“…Thus, the importance of inter-disciplinary actions is emphasized, as permanent education is a team action. 40,45 There were gaps and difficulties in the implementation of permanent education in cities with experiences that, in the majority of times, were not changes in the way reality was experienced. [41][42][43] In addition, there were the difficulties of local managers, due to insufficient knowledge about permanent education concepts and the responsibilities involved with its execution.…”

“…10 Other studies emphasized that, even when the term "permanent education" was used, many practices were in fact "continuing education", maintaining the confusion about the definition and use of these terms when referring to educational processes in services. 40,46,47 In this sense, there is a dilemma regarding the use of terms that influence the organization and functioning of educational processes in health services, at times affirming this to be permanent education, although with continuing education practices, and vice-versa.…”

“…33,34,[36][37][38][39][40][41][42][43][44][45][46][47] A study on the evaluation of educational actions involving health teams enabled researchers to confirm the existing confusion about the use of the terms: at times the theory is about permanent education, although the experience is about continuing education, at other times, it is the opposite. 43 The author 43 draws attention to the fact that these concepts are not opposing, but rather have different purposes.…”

Análise de implicação profissional: um dispositivo disparador de processos de educação permanente em saúde

“…Nessa direção e a partir de intervenções realizadas por meio de análise institucional das práticas sociais 15 , Gilles Monceau define a implicação profissional como "o conjunto de relações que o sujeito estabelece com a profissão (pensada como instituição com sua dinâmica própria) à qual ele pertence, e com as outras instituições nas quais, ou em ligação às quais, ele exerce sua profissão" (MONCEAU, 2012, p. 19, tradução livre do autor 16 ).…”