Ensino da segurança do paciente: percepções e vivências de docentes da saúde

Abstract

With a view to stimulating broader professional training in patient safety, the World Health Organization launched the Multiprofessional Curriculum Guide on Patient Safety to encourage the introduction of the theme in the activities carried out by teachers in the training institutions and encourage their inclusion in the teaching. Thus, it is relevant to understand how the understanding of patient safety by teachers and what challenges the teaching of patient safety according to the Theory of Complexity proposed by Edgar Morin. Therefore, the guiding question of this study was: what are the perceptions and experiences of health professors of a public university about the teaching of patient safety? And, it aimed to identify the perceptions and experiences of teachers of the health area of a public university on the teaching of patient safety. It is a descriptive research of mixed methods with concomitant triangulation strategy; the research scenario was the Federal University of Rio Grande do Norte and involved the teachers of the departments of the Health Sciences Center, the sample was stratified type and had 96 participants. For data collection, we used the Google Forms and / or printed form composed of the characterization data of the participants and for open questions about the experiences and perceptions of the teachers for the safety of the patient. Data analysis was carried out in a simple descriptive way and we used the Descending Hierarchical Classification and similarity analysis with the aid of the Interface Software of R for Multidimensionnal Analyzes of Textes et de Questionneires. The study is in accordance with the ethical precepts established by Resolution No. 466, of December 12, 2012, of the National Health Council and had its approval from the Committee of Ethics in Research, Certificate of Presentation for Ethical Appreciation: 80929617.1.0000.5537. Among the participants in the courses, physical education (7.4%), nursing (8.3%), pharmacy (7.4%), physiotherapy (7.4%), speech therapy (3.1%) , medicine (42.7%), nutrition (6.0%), dentistry (12.5%) and collective health (5.2%). From the processing of the Descending Hierarchical Classification, five classes emerged: perceptions about patient safety; actions to include patient safety in academic training; difficulties to implement patient safety in the training process; theoretical and practical improvements in teaching patient safety; experiences with patient safety in teaching and research. It was concluded that the health professors understand the relevance of inserting patient safety as a cross-cutting theme in the teaching-learning process at the most diverse academic levels, as a way to enhance the training of future and current health professionals, therefore, provide effective, safe and quality care.