Educação interprofissional no ensino da puericultura: pesquisa-ação participativa de uma trajetória de aprendizagem colaborativa
DOI:
https://doi.org/10.11606/issn.2176-7262.rmrp.2024.234841Palavras-chave:
Puericultura, Educação interprofissional, Pesquisa-ação, Aprendizagem colaborativaResumo
Este artigo traz o recorte de uma dissertação de mestrado em ensino na saúde, na linha de pesquisa integração ensino-serviço-comunidade. Objetivo: analisar o processo de incorporação dos marcos teórico-conceituais e metodológicos da educação interprofissional (EIP) no ensino de puericultura para estudantes de diferentes categorias profissionais de saúde. A pergunta norteadora desta pesquisa foi: quais as potencialidades e os desafios no ensino de puericultura com a utilização dos pressupostos da EIP? Métodos: pesquisa descritiva e exploratória, de abordagem qualitativa, baseada na pesquisa-ação participativa, conduzida em duas etapas. A pesquisa contou com a participação de dezenove estudantes de graduação dos cursos de Enfermagem (03), Fonoaudiologia (07), Medicina (06) e Nutrição (03) e uma docente de cada departamento. O método de análise de dados foi a Análise Temática Reflexiva (ATR) dos registros de diários de pesquisa e de portfólios reflexivos. O estudo foi aprovado pelo Comitê de Ética em Pesquisa Institucional, sob o parecer Nº 3.488.314. Resultados: na primeira etapa, realizou-se a estruturação dos objetivos de aprendizagem, a definição de núcleos de competências comuns, bem como a definição de metodologias de ensino; na segunda etapa, houve a identificação das expectativas dos estudantes, assim como a determinação dos pontos fortes e fracos da experiência educacional. Conclusão: a puericultura se mostrou um campo propício à incorporação dos princípios da EIP, com a potencialidade de contribuir com o ensino, promover a interação entre estudantes e docentes de diferentes cursos e impulsionar o desenvolvimento de práticas colaborativas. Ademais, a pesquisa-ação participativa se mostrou um método apropriado à intervenção, avaliação e reflexão da oferta educacional, beneficiando a organização deste processo de trabalho. Entretanto, o estudo evidenciou a necessidade de se investir na formação sobre a educação interprofissional para o quadro discente e docente, além de modificações curriculares para sua efetiva inclusão nos programas de graduação e pós-graduação.
Downloads
Referências
Black MM, Walker SP, Fernald L, Andersen CT, DiGirolamo AM, Lu C, et al. Early childhood development coming of age: science through the life course. Lancet. 2017 [cited 2023 Oct 1]; 389(10064):77–90. Available from: https://doi.org/10.1016/S0140-6736(16)31389-7
Ertem I, Dogan DG, Srinivasan R, Yousafzai AK, Krishnamurthy V. Addressing early childhood development in healthcare: putting theory into practice. BMJ Paediatr Open. 2022 Dec [cited 2023 Oct 10]; 6(1):e001743. Doi: 10.1136/bmjpo-2022-001743. PMID: 36645781; PMCID: PMC9806012. Available from: https://pubmed.ncbi.nlm.nih.gov/36645781/
Lu C, Cuartas J, Fink G, McCoy D, Liu K, Li Z, Daelmans B, Richter L. Inequalities in early childhood care and development in low/middle-income countries: 2010-2018. BMJ Glob Health. 2020 Feb 4 [cited 2022 Aug 1] ;5(2):e002314. doi: 10.1136/bmjgh-2020-002314. PMID: 32133201; PMCID: PMC7042597. Available from: https://pubmed.ncbi.nlm.nih.gov/32133201/
Shonkoff JP, Slopen N, Williams DR. Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health. Annual review of public health 2021(42):115–134. Available from: https://doi.org/10.1146/annurev-publhealth-090419-101940
Graham AM, Marr M, Buss C, Sullivan EL, Fair DA. Understanding Vulnerability and Adaptation in Early Brain Development using Network Neuroscience. Trends Neurosci. 2021 Apr [cited 2023 May 5]; 44(4):276-288. Doi: 10.1016/j.tins.2021.01.008. Epub 2021 Mar 1. PMID: 33663814; PMCID: PMC8216738. Available from: https://pubmed.ncbi.nlm.nih.gov/33663814/
Schweiger G. Ethics, Poverty and Children's Vulnerability. Ethics Soc Welf. 2019 Mar 26 [cited 2020 Mar 1]; 13(3):288-301. Doi: 10.1080/17496535.2019.1593480. PMID: 31839805; PMCID: PMC6884154. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6884154/
Richter L, Black M, Britto P, Daelmans B, Desmond C, Devercelli A, Dua T, Fink G, Heymann J, Lombardi J, Lu C, Naicker S, Vargas-Barón E. Early childhood development: an imperative for action and measurement at scale. BMJ Glob Health. 2019 Jun 24;4(Suppl 4):e001302. Doi: 10.1136/bmjgh-2018-001302. PMID: 31297254; PMCID: PMC6590994. Available from: https://pubmed.ncbi.nlm.nih.gov/31297254/
World Health Organization, UNICEF. Nurturing care handbook. Strategic action 5: scale up and innovate. How to expand programmes, engage with the private sector and use digital solutions. Geneva: World Health Organization and the United Nations Children’s Fund (UNICEF), 2022 [cited 2023 Jan 10]. 24 p. Licence: CC BY-NC-SA 3.0 IGO. Available from: https://nurturing-care.org/handbook/
Brasil. Ministério da Saúde. Política Nacional de Atenção Integral à Saúde da Criança: orientações para implementação [Internet]. Brasília: Ministério da Saúde; 2018 [cited 2020 Feb 2]. 180 p. Available from: https://portaldeboaspraticas.iff.fiocruz.br/wp-content/uploads/2018/07/Pol%C3%ADtica-Nacional-de-Aten%C3%A7%C3%A3o-Integral-%C3%A0-Sa%C3%BAde-da-Crian%C3%A7a-PNAISC-Vers%C3%A3o-Eletr%C3%B4nica.pdf
Brasil. Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Superior. Resolução nº. 3 de 20 de junho de 2014. Institui diretrizes curriculares nacionais do curso de graduação em Medicina e dá outras providências. Diário Oficial da União. Brasília: Ministério da Educação [Internet]. 2014 Jun 20 [cited 2020 Feb 2]; (seção 1); 8-11. Available from: https://www.gov.br/saude/pt-br/acesso-a-informacao/acoes-e-programas/pnsp/legislacao/resolucoes/rces003_14.pdf/view
Organização Pan-Americana da Saúde. Salud Universal en el Siglo XXI: 40 años de Alma-Ata. Informe de la Comisión de Alto Nivel. Washington, D.C.: OPS; 2019 [cited 2020 Feb 2]. Available from: https://iris.paho.org/handle/10665.2/50960
World Health Organization. Framework for Action on Interprofessional Education & Collaborative Practice (WHO/HRH/HPN/10.3). Geneva: World Health Organization; 2010 [cited 2020 Feb 2]. Available from: https://iris.who.int/handle/10665/70185
Katkin JP, Kressly SJ, Edwards AR, Perrin JM, Kraft CA, Richerson JE, Tieder JS, Wall L; TASK FORCE ON PEDIATRIC PRACTICE CHANGE. Guiding Principles for Team-Based Pediatric Care. Pediatrics. 2017 Aug [cited 2020 Mar 3];140(2):e20171489. Doi: 10.1542/peds.2017-1489. PMID: 28739656. Available from: https://pubmed.ncbi.nlm.nih.gov/28739656/
Tran C, Kaila P, Salminen H. Conditions for interprofessional education for students in primary healthcare: a qualitative study. BMC Med Educ. 2018 Jun 4 [cited 2020 Mar 3];18(1):122. Doi: 10.1186/s12909-018-1245-8. PMID: 29866079; PMCID: PMC5987484. Available from: https://pubmed.ncbi.nlm.nih.gov/29866079/
Carney PA, Thayer EK, Palmer R, Galper AB, Zierler B, Eiff MP. The benefits of interprofessional learning and teamwork in primary care ambulatory training settings. Journal of Interprofessional Education & Practice. 2019 [cited 2021 Sept 23];15(1):119-126. Available from: https://doi.org/1016/j.xjep.2019.03.011
Shuyi AT, Zikki LYT, Mei Qi A, Koh Siew Lin S. Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review. Nurse Educ Pract. 2024 Jan [cited 2024 Sep 22];74:103864. Doi: 10.1016/j.nepr.2023.103864. Epub 2023 Dec 7. PMID: 38101092. Available from: https://pubmed.ncbi.nlm.nih.gov/38101092/
Kemmis S, McTaggart R, Nixon R. The action research planner: Doing critical participatory action research [Internet]. Singapore: Springer; 2014 [cited 2020 Jan 4]. 206 p. Available from: https://doi.org/10.1007/978-981-4560-67-2
Edwards-Groves, C., Kemmis, S. Pedagogy, Education and Praxis: understanding new forms of intersubjectivity through action research and practice theory. Educational Action Research [Internet]. 2016 [cited 2020 Jan 4];24(1):77–96. Available from: https://doi.org/10.1080/09650792.2015.1076730
Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology [Internet]. 2006 [cited 2020 Jan 4];3(2):77-101. ISSN 1478-0887. Available from: https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa
Braun V, Clarke V. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology [Internet]. 2020 [cited 2021 Mar 3]. DOI: 10.1080/14780887.2020.1769238. Available from: https://www.tandfonline.com/doi/full/10.1080/14780887.2020.1769238
Marope PT, Kaga Y. Investing against Evidence: The Global State of Early Childhood Care and Education [Internet]. Paris: UNESCO, 2015. 297 p. Available from: https://doi.org/10.54675/IBQA9325
Mukhalalati BA, Taylor A. Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. J Med Educ Curric Dev. 2019 Apr 10 [cited 2020 Feb 3];6:2382120519840332. Doi: 10.1177/2382120519840332. PMID: 31008257; PMCID: PMC6458658. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6458658/
Global Competency and Outcomes Framework for Universal Health Coverage [Internet]. Geneva: World Health Organization; 2022 [cited 2023 Jan 3]. Available from:https://iris.who.int/bitstream/handle/10665/352711/9789240034662-eng.pdf?sequence=1&isAllowed=y
Schön D.A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books; 1983. Copyright Basic Books, Inc. 1983, 1991.
Reeves S. Why we need interprofessional education to improve the delivery of safe and effective care [Internet]. Botucatu: Interface. 2016 [cited 2020 Feb 2]; 20(56):185-96. Available from: https://interface.org.br/porque-precisamos-da-educacao-interprofissional-para-um-cuidado-efetivo-e-seguro/
Arievitch IM. Reprint of: The Vision of Developmental Teaching and Learning and Bloom’s Taxonomy of Educational Objectives. Learning, Culture and Social Interaction. 2020 Nov [cited 2021 Mar 2];27:100473. Available from: https://doi.org/10.1016/j.lcsi.2020.100473
Orey M. Emerging Perspectives on Learning,Teaching, and Technology [Internet]. 2010 [cited 2021 Feb 23]. Available from: https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
McLean SF. Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development [Internet]. 2016 Jan [cited 2020 Feb 3];3(3):JMECD.S20377. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736264/
Sistermans IJ. Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review. 2020 Nov 18 [cited 2021 Mar 4];21(4):683–96. Available from: https://doi.org/10.1007/s12564-020-09658-6
Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of casebased learning in health professional education. A BEME systematic review: BEME Guide No. 23, Medical Teacher, 2012, 34:6, e421-e444, DOI: 10.3109/0142159X.2012.680939. Available from: https://doi.org/10.3109/0142159X.2012.680939
Taylor DCM, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher [Internet]. 2013 Sep 4 [cited 2020 Mar 4];35(11):1561–72. Available from: https://www.tandfonline.com/doi/full/10.3109/0142159X.2013.828153
Marin E. A critical look at the portfolio as a tool for reflective learning: students’ perceptions. Journal of Pedagogy - Revista de Pedagogie. 2020 Jul [cited 2021 Feb 2];LXVIII(1):157–71. Available from: https://doi.org/10.26755/RevPed/2020.1/157
CAIPE. CAIPE (2017) Interprofessional Education Guidelines, (Barr, H., Ford, J., Gray, R., Helme, M., Hutchings, M., Low, H., Machin, A. & Reeves, S.) [Internet]. CAIPE. 2017 [cited 2020 Feb 3]. Available from: https://www.caipe.org/resources/publications/caipe-publications/caipe-2017-interprofessional-education-guidelines-barr-h-ford-j-gray-r-helme-m-hutchings-m-low-h-machin-reeves-s
Costa MV da, Azevedo GD, Vilar MJP. Aspectos institucionais para a adoção da Educação Interprofissional na formação em enfermagem e medicina. Saúde em Debate. 2019 Aug;43(spe1):64–76. Available from: https://www.scielo.br/j/sdeb/a/X5QvSpHGyd7c7TZzPpgpHYs/?lang=pt
Xyrichis A, Reeves S, Zwarenstein M. Examining the nature of interprofessional
practice: An initial framework validation and creation of the Interprofessional Activity
Classification Tool (InterPACT). J Interprof Care. 2018 [cited 2020 Mar 5]; 32(4): 416‐425. Available from: https://pubmed.ncbi.nlm.nih.gov/29236560/
Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: Tips for Design and Implementation. BMC Medical Education [Internet]. 2020 Dec 3 [cited 2022 Jun 22];20(2):1–6. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02286-z
Perron D, Parent K, Gaboury I, Bergeron DA. Characteristics, barriers and facilitators of initiatives to develop interprofessional collaboration in rural and remote primary healthcare facilities: a scoping review. Rural and remote health [Internet]. 2022 Nov 1 [cited 2022 Dec 12];22(4):7566. Available from: https://europepmc.org/article/med/36317229
Reeves S, Goldman J, Oandasan I. Key factors in planning and implementing interprofessional education in health care settings. Journal of Allied Health [Internet]. 2007 [cited 2020 Mar 3];36(4):231–5. Available from: https://pubmed.ncbi.nlm.nih.gov/18293805/
Schot E, Tummers L, Noordegraaf M. Working on working together: A systematic review on how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care [Internet]. 2020 Jul 22 [cited 2023 Nov 7];34(3):332–42. Available from: https://www.tandfonline.com/doi/full/10.1080/13561820.2019.1636007
Ogata MN, Silva JAM da, Peduzzi M, Costa MV, Fortuna CM, Feliciano AB. Interfaces entre a educação permanente e a educação interprofissional em saúde. Revista da Escola de Enfermagem da USP. 2021 [cited 2022 Mar 4];55. Available from: https://doi.org/10.1590/S1980-220X2020018903733
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Devani Ferreira Pires, Marcelo Viana da Costa
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
