Made available in DSpace on 2015-12-06T23:45:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2012 / O diagnostico precoce e preciso dos disturbios nutricionais atraves da triagem e da avaliacao do estado nutricional e essencial para o sucesso do tratamento clinico e nutricional. A capacitacao dos profissionais da Saúde que atuam nesta area e premente. O objetivo desta pesquisa foi avaliar a contribuicao do Curso GANEP de Especializacao em Terapia Nutricional e Nutricao Clinica (Curso) para o desenvolvimento e/ou aprimoramento da competencia para avaliar o estado nutricional, da perspectiva de nutricionistas egressos. A pesquisa foi de natureza exploratoria, de abordagem qualiquantitativa. O percurso metodologico envolveu a pesquisa bibliografica, o levantamento documental tecnico-cientifico, a pesquisa documental e a coleta e analise dos dados empiricos. O instrumento de coleta de dados foi o questionario semiestruturado. Analise dos dados incluiu o tratamento estatistico das respostas as questoes fechadas e a analise de conteudo das respostas as questoes abertas do questionario. A amostra foi composta por 109 nutricionistas, que atuavam em sua maioria na area clinica, no ambito hospitalar. A avaliacao nutricional foi a atividade mais realizada no cenario de trabalho. O Curso contribuiu para o desenvolvimento/aprimoramento de conhecimentos, habilidades e atitudes para a pratica da avaliacao nutricional. Dentre os metodos de avaliacao nutricional, a contribuicao foi igual para todos, exceto para a impedancia bioeletrica que teve a menor contribuicao. As habilidades mais desenvolvidas/aprimoradas foram a elaboracao do diagnostico nutricional e o acompanhamento da evolucao do estado nutricional. Quanto as atitudes, no contexto multidisciplinar, o saber ouvir e falar e a pluralidade de visao foram aquelas para as quais houve maior contribuicao. As estrategias de ensino que mais contribuiram para estes resultados foram o Trabalho de Campo e a discussao de casos clinicos. A expressao da competencia para avaliar o estado nutricional foi compreendida atraves do desempenho profissional. Os resultados foram avaliados da perspectiva da realizacao precisa e precoce do diagnostico nutricional. Os egressos relataram maior seguranca e precisao apos o Curso. Nao houve diferenca estatisticamente significante em relacao ao tempo de realizacao da triagem/avaliacao nutricional antes e depois do Curso, embora os depoimentos de alguns dos egressos tenham revelado que houve contribuicao, e que o principal fator favorecedor foi o reconhecimento, por parte do profissional, da importancia de realizar esta avaliacao precocemente. A falta de recursos humanos e materiais e a desmotivacao da equipe foram apontadas como restritoras da realizacao de mudancas no trabalho. Os resultados permitem concluir que o Curso, da perspectiva da disciplina Avaliacao Nutricional, proporcionou situacoes de aprendizagem significativa que favoreceram a expressao da competencia para avaliar o estado nutricional na pratica clinica; entretanto, esta contribuicao pode ser ainda mais intensa, tanto quanto forem considerados os pressupostos andragogicos no processo ensino-aprendizagem / The early and accurate diagnosis of nutritional disorders through screening and assessment of nutritional status is essential to the success of clinical and nutritional outcomes. The training of health professionals who work in this area is urgent. The aim of this study was to evaluate the contribution of GANEP Specialization Course in Clinical Nutrition and Nutritional Therapy (C ourse) for the development and or improving the competen ce to assess the nutritional status from the perspective of nutrition graduates. The research was exploratory in nature, qualitative and quantitative approach. The methodological approach involved the literature review, the technical - scientific documentary survey, documentary research and the collection and analysis of empirical data. The data collection instrument was the semi - structured questionnaire. Data analysis included statistical analysis of responses to closed questions and content analysis of answ ers to open questions of the survey. The sample consisted of 109 nutritionists, who worked mostly in the clinical area, in the hospital. Nutritional assessment was the activity most often performed on stage work. The course contributed to the development / enhancement of knowledge, skills and attitudes to the practice of nutritional assessment. Among the methods of nutritional assessment, the contribution was equal for all, except for the bioelectrical impedance had the smallest contribution. The skills mos t developed and improved were the development of nutritional diagnosis and monitoring of the evolution of nutritional status. As regards attitudes, in a multidisciplinary context, the listening and speaking and the plurality of vision were those for which there was a greater contribution. Teaching strategies that contributed most to these results were Fieldwork and clinical case discussions. The expression of competence to assess the nutritional status was understood by the professional performance. The res ults were evaluated from the perspective of achieving accurate and early diagnosis nutrition. The graduates reported greater safety and accuracy after the Course. There was no statistically significant difference in the time of completion of the screening and nutritional assessment before and after the course , although the testimony of some of the graduates have revealed that there was a contribution , and that was the main factor favoring the recognition by the professional the importance of this evaluation early. The lack of human and material resources and motivation of staff were identified as the restrictor making changes at work. The results indicate that the course , from the perspective of the discipline Nutritional Assessment , provided significant lea rning situations that favor the expression of competence to assess nutritional status in clinical practice ; however, it may be even more intense as far as they are considered andrag ogical assumptions in teaching - learning process / BV UNIFESP: Teses e dissertações

Made available in DSpace on 2015-12-06T23:45:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2011 / Objetivo: o presente estudo tem como objetivos investigar as demandas de formacao do nutricionista atuante no Programa de Alimentacao Escolar u PNAE, caracterizar seu perfil profissional, sua trajetoria de formacao, as demandas de aprimoramento e as facilidades e dificuldades encontradas no cotidiano do programa. Metodologia: para a coleta de dados, enviou-se, por e-mail, uma carta-convite aos nutricionistas que atuam no PNAE, com orientacao para acesso da home page da pesquisa, onde se disponibilizava o questionario estruturado a ser respondido apos concordancia com o Termo de Consentimento Livre e Esclarecido. Foram realizados um tratamento estatistico descritivo dos dados e uma analise das questoes abertas de forma a estabelecer o perfil dos nutricionistas, sua trajetoria de formacao, a atuacao no PNAE, as demandas de aprimoramento da formacao. Resultados e Discussao: a pesquisa contou com a participacao de 246 nutricionistas, dos quais 98,4% do sexo feminino, 34,3% com ate cinco anos de formacao na graduacao e 42% que concluiram o curso entre cinco e 10 anos, ou seja, a maioria dos egressos em periodos posteriores as Diretrizes Curriculares Nacionais. A abordagem dos conteudos referentes ao PNAE fez parte da graduacao de 66% dos nutricionistas, porem, 79% deles acreditam que de forma insuficiente. Com isso, para atuar no programa, 31% deles realizaram cursos de aperfeicoamento, aprimoramento ou Pós-graduação na area. Uma porcentagem expressiva (66,5%) tem tempo de atuacao no PNAE de ate cinco anos. Foram admitidos por concursos publicos 40,3%, enquanto os demais ingressaram por contrato (23,8%), prestacao de servico (9,9%) ou cargo comissionado (1,5%). A maioria dos nutricionistas (80,8%) atua em apenas um municipio, o que facilita o adequado atendimento da populacao. Os atributos para atuacao no programa mais citados pelos participantes foram: conhecimento tecnico (40%), criatividade (14,6%), trabalho em equipe (12%) e dinamicidade (12%). As facilidades dos nutricionistas para atuar no PNAE mais citadas foram: colaboracao dos gestores (20,7%), comprometimento da equipe de trabalho (20,7%) e autonomia profissional (12,3%). As dificuldades mais citadas foram: desenvolvimento de cardapios de baixo custo e adequados nutricionalmente (33%), falta de apoio dos gestores (15,4%) e escassez de recursos humanos (15,4%). As demandas de formacao para aprimorar a atuacao no PNAE explicitadas foram: elaboracao de cardapios adequados nutricionalmente e ao custo (35,3%), maior participacao nos processos de educacao nutricional, com desenvolvimento de material e metodos de aplicacao a clientela do PNAE (35,3%), participacao em processos licitatorios (22%), participacao em aprimoramentos conjuntos, que incluam todos os envolvidos no processo da alimentacao escolar e que promovam trocas de experiencias e de praticas exitosas. Colocou-se ainda a necessidade de valorizacao do nutricionista e de sensibilizacao dos gestores para a importancia do programa e do cuidado com sua gestao. Conclusao: O descompasso entre a teoria e a pratica sugere a limitacao e o desafio do alcance da formacao almejada para o nutricionista, que nao parece acompanhar a ampliacao do seu campo de atuacao no Programa Nacional de Alimentacao Escolar / Objective: This study aims to look into the demands for training of nutritionists working in the National School Food Program (PNAE, in the Portuguese acronym), to compose a professional background on the nutritionists in the PNAE, their educational trajectories, the demands of specialization for a nutritionist to act in PNAE, and the facilities and difficulties met within the program in a daily basis. Methodology: For data collection, a letter-invitation was e-mailed to nutritionists who work in the PNAE, guiding them to the study’s home page, where a structured questionnaire was available, for the nutritionists to fill after providing Written Informed Consent. A Descriptive Statistic treatment was given to the data, and a content analysis of the open-ended questions was performed. The guidance points to the analysis were: the profile of the nutritionists, their career training, their action within the PNAE, and the career’s specialization demands. Results and Discussion: Two-hundred and forty-six nutritionists participated in the study, of which 98,4% were females, 34,3% had up to five years of undergraduate study, and 42% graduated 5 to 10 years ago, that is, most graduated in a time-frame within the National Curriculum Guidelines. Matters relating to the PNAE were part of the graduation of 66% of nutritionists; however, 79% of them believe it was not sufficiently viewed. Hence, to work in the program, 31% of them went through specialization courses, or graduate studies in the field. A significant percentage (65%) has up to five years of work in the PNAE. 40,3% were admitted by public examination, while the rest were hired in a contract system (23,8%), a service system (9,9%) or in a commissioned position (1,5%). Most nutritionists (80.8%) work only in one municipality, which facilitates proper care for the population. The characteristics mentioned the most by the participants were: technical knowledge (40%), creativity (14,6%), teamwork (12%), and dynamicity (12%). The facilities for working in the PNAE that most nutritionists cited were: manager cooperation (20,7%), commitment from the work team (20,7%), and professional autonomy (12,3%). The most noted difficulties were: developing low cost menus that are nutritionally adequate (33%), lack of manager support (15,4%), and low human resources (15,4%). The career demands for improving work in PNAE that were mentioned most by participants were: developing low cost menus that are nutritionally adequate (35,3%), larger participation in nutritional education processes, with the development of material and methods for application for the PNAE’s target population (35,3%), participation in public biddings (22%), participation in joint specialization processes which include all the professionals involved in the process of preparing and distributing food in schools, and that promote the sharing of experiences and of successful practices. The need for valuing nutritionists and of creating awareness among the managers to the importance of the program and of the care for its management was also noted. Conclusion: The gap between theory and practice suggests limiting the scope and challenge for the desired training nutritionist, that does not seem to follow the expansion of its field in the National School Nutrition. / BV UNIFESP: Teses e dissertações