A puericultura como cenário de educação interprofissional em saúde

Abstract

Early childhood is a critic and sensitive period due to the impact to the health to the individual lifelong. Considering the complexity of the health needs of this age group, childcare consists on a privilege space to promote an integral assistance to the child health. Knowledge about good health, adequate nutrition, security and safety are essentials ensuring the best quality in the care and health promotion. This research aims to analyze the process of incorporation of theoretical-conceptual and methodological frameworks from inter-professional education related in the childcare teaching to different students of the Health Sciences courses. The layout of this study is a mix, based on an action-research developed in three steps. The first step consisted on a creation of an educational offer to the interprofessional teaching in childcare; the second one was the concretization of the pedagogical offer; and the third one, the educational program evaluation. This study used research journal as a method to collect data in the first step; the observational register and the Likert schedule, in the second step; and students’ portfolios and interviews with teachers in the third step. This research has nineteen participants, from Nursing, Speech Therapy, Medicine and Nutrition courses and one professor from each course. The first step had as result an electronic book about the course of the construction of the offer; the second step put in evidence the evaluation of the students by the Likert schedule, with 94% of agreements related to the aspects: 1 – achievement of learning objectives; 2 – clearness about his/her own paper; 3 – clearness about others professionals’ paper; 4 – inter-relation between childcare and collaborative practice; 5 – clearness about collaborative competences; and 6 – useful methodologies to the learning. In the third step, analyzes of the portfolios content created some categories: discussion about competence; learning through dialog; collaborative competences and potentialities of the pedagogical offer. Interviews with teachers put in evidence some categories: essential elements to create the offer; challenges to the sustainability of interprofessional education; paper of enabler to the educational offer; and obstacles to the implementation of interprofessional education. As result, childcare shows some plausible and replicable aspects as a scenery of interprofessional education in health, with potentiality to contribute to achieve better results in health due to students and teacher trainings.