Alfredo Almeida Pina-Oliveira

A ANÁLISE DOCUMENTAL NA AVALIAÇÃO DE PRÁTICAS EDUCATIVAS EM SAÚDE DOI: http://dx.doi.org/10.5892/ruvrd.v14i1.2441

A documentacao contribui para o melhor planejamento, execucao e avaliacao de processos educativos na area da saude. Objetivo: discutir os limites e possibilidades da utilizacao da tecnica de analise documental para o registro sistematico das atividades educativas em saude. Metodo: ensaio reflexivo sobre o emprego da analise documental na avaliacao da capacitacao do Projeto ‘Nossas Criancas: Janelas de Oportunidades’ e com potencial para a sistematizacao dos registros de processos educativos em saude em diferentes cenarios. Resultados: identificacao de recursos, instrumentos e abordagens constitutivos do processo ensino-aprendizagem para a documentacao de acoes educativas realizadas por profissionais de saude baseados nos objetivos, conteudos, recursos fisicos, recursos humanos, recursos materiais, estrategias de ensino, periodicidade e carga horaria dos encontros, e tipo de avaliacao. Conclusoes: evidenciou-se a relevância da analise documental na selecao, organizacao e avaliacao dos registros relacionados a praticas educativas que podem contribuir para a qualidade da formacao de recursos humanos e da assistencia nos servicos de saude.

METODOLOGIAS ATIVAS EM UMA CAPACITAÇÃO SOBRE HUMANIZAÇÃO DA ASSISTÊNCIA NEONATAL: AVALIAÇÃO DA QUALIDADE EM FOCO

Perinatal morbidities and deaths remain a challenge in order to achieve improving quality and humanization of healthcare in neonatal intensive care units. Our aim was to describe and analyze an in-service training regarding kangaroo-mother care method focused on quality of care. We have chosen documental analysis from records that had been yielded in this training based on active methodologies teaching and assessed by Donabedian’s quality management evaluation. Twenty six care and management professionals were trained. It has been reported decrease of neonatal infections and change on care delivered on humanization principles 10 months after the training. It was presented pedagogical dimensions and their interfaces with human resources management. We conclude that replication training has provided resourceful elements for ongoing improvement of quality of care considering workers’ knowledge and their own worksite context, strengthening permanent education grounded on active methodologies of teaching and learning.

Analysis of the process of translation of knowledge regarding early childhood at the undergraduate level

Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of São Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of Sao Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.2014; 48(Esp):164-71 www.ee.usp.br/reeusp/ Análise do processo de translação do conhecimento sobre a primeira infância no ensino de graduação Pina-Oliveira AA, Moreira RL, Pécora RAF, Chiesa AM RESUMEN Objetivo: Analizar la incorporación de contenidos innovadores en la promoción del desarrollo infantil. Método: Investigaciónacción que involucró nueve representantes de cuatro Instituciones Enseñanza Superior. Los datos fueran obtenidos del análisis de planes de cursos (2009-2011),entrevistas y grupo de foco. Se basó en consenso internacional sobre la Primera Infancia para evaluar de la traslación del conocimiento. Resultados:La incorporación de ocho temáticas sobre Primera Infancia ocurrió de modo relevante en la enseñanza y la extensión del curso de graduación en Enfermería (87,5%) y de Psicología (75%). Se observó la limitación a la enseñanza en el curso de Pedagogía. Conclusión: la evaluación traslacional ha evidenciado el potencial innovador de la extensión universitaria, integrada a la enseñanza e investigación en la Infancia Temprana.

Análise do processo de translação do conhecimento sobre a primeira infância no ensino de graduação

Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of São Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of Sao Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.2014; 48(Esp):164-71 www.ee.usp.br/reeusp/ Análise do processo de translação do conhecimento sobre a primeira infância no ensino de graduação Pina-Oliveira AA, Moreira RL, Pécora RAF, Chiesa AM RESUMEN Objetivo: Analizar la incorporación de contenidos innovadores en la promoción del desarrollo infantil. Método: Investigaciónacción que involucró nueve representantes de cuatro Instituciones Enseñanza Superior. Los datos fueran obtenidos del análisis de planes de cursos (2009-2011),entrevistas y grupo de foco. Se basó en consenso internacional sobre la Primera Infancia para evaluar de la traslación del conocimiento. Resultados:La incorporación de ocho temáticas sobre Primera Infancia ocurrió de modo relevante en la enseñanza y la extensión del curso de graduación en Enfermería (87,5%) y de Psicología (75%). Se observó la limitación a la enseñanza en el curso de Pedagogía. Conclusión: la evaluación traslacional ha evidenciado el potencial innovador de la extensión universitaria, integrada a la enseñanza e investigación en la Infancia Temprana.

Análisis del proceso de traslación del conocimiento sobre la infancia temprana en la enseñanza de pregrado

Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of São Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of Sao Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.2014; 48(Esp):164-71 www.ee.usp.br/reeusp/ Análise do processo de translação do conhecimento sobre a primeira infância no ensino de graduação Pina-Oliveira AA, Moreira RL, Pécora RAF, Chiesa AM RESUMEN Objetivo: Analizar la incorporación de contenidos innovadores en la promoción del desarrollo infantil. Método: Investigaciónacción que involucró nueve representantes de cuatro Instituciones Enseñanza Superior. Los datos fueran obtenidos del análisis de planes de cursos (2009-2011),entrevistas y grupo de foco. Se basó en consenso internacional sobre la Primera Infancia para evaluar de la traslación del conocimiento. Resultados:La incorporación de ocho temáticas sobre Primera Infancia ocurrió de modo relevante en la enseñanza y la extensión del curso de graduación en Enfermería (87,5%) y de Psicología (75%). Se observó la limitación a la enseñanza en el curso de Pedagogía. Conclusión: la evaluación traslacional ha evidenciado el potencial innovador de la extensión universitaria, integrada a la enseñanza e investigación en la Infancia Temprana.