Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:39:20Z No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T19:49:49Z (GMT) No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) / Made available in DSpace on 2016-04-07T19:49:49Z (GMT). No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) Previous issue date: 2015-04-24 / Para a atua??o em urg?ncias, ? importante que os profissionais de sa?de desenvolvam habilidades espec?ficas e diferenciadas, partindo do planejamento da capacita??o em urg?ncia. Assim, os cursos de medicina e enfermagem devem favorecer o desenvolvimento dessas habilidades e avali?-las atrav?s de v?rios instrumentos direcionados para os diversos dom?nios. O objetivo do presente estudo foi implementar um componente curricular optativo e interprofissional, voltado para a educa??o interprofissional em urg?ncia pr?-hospitalar para os cursos de medicina e enfermagem da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de um estudo descritivo explorat?rio, com 24 discentes de medicina do internato e de enfermagem do est?gio supervisionado, que realizaram est?gio te?rico-pr?tico no atendimento de urg?ncias pr?- hospitalares. Foram realizadas aulas semanais te?rico-pr?ticas por um semestre letivo, ministradas por m?dicos e enfermeiros do Atendimento Pr?- Hospitalar (APH), cujos temas abordados foram: suporte b?sico de vida (SBV), suporte avan?ado de vida (SAV), transporte seguro em urg?ncias cl?nicas, traum?ticas, gineco-obst?tricas, pedi?tricas e psiqui?tricas, al?m de terem sido realizadas atividades pr?ticas em ambul?ncias. Os discentes foram avaliados por pr?-teste, p?s-teste e esta??es pr?ticas realizadas atrav?s do Objective Structured Clinical Evaluation (OSCE), no Laborat?rio de Habilidades do Centro de Ci?ncias da Sa?de. Durante as atividades, os alunos foram estimulados ao racioc?nio cr?tico-reflexivo, ressaltando a import?ncia da integra??o entre os diversos profissionais de assist?ncia ? sa?de. Observou-se que 88% dos alunos apresentaram aumento de escore em rela??o ao pr?-teste. Na avalia??o do processo realizada pelos estudantes de medicina e enfermagem da UFRN, foram apresentadas expectativas semelhantes ? rela??o com as habilidades essenciais adquiridas durante a atividade de forma??o. Al?m de contribuir para organizar esta??es pr?ticas, identificando habilidades cl?nicas b?sicas, e implementando instrumentos de avalia??o para discente da UFRN, os resultados do presente estudo servir?o de base para organiza??o da atividade de forma??o interprofissional em urg?ncia pr?-hospitalar do curso m?dico e de enfermagem. / To acting in emergencies it is important that health professionals develop specific and differentiated skills, which shows us the importance of training in emergency planning. So undergraduate courses in medicine and nursing should encourage the development of these skills and evaluate them through various instruments targeted to the different fields. The aim of this study was to implement an optional and interprofessional curricular component, focusing on interprofessional education in pre-hospital emergency for medical and nursing courses Federal University of Rio Grande do Norte (UFRN). This is an exploratory descriptive study, with 24 medical and nursing graduates of last year undergraduate of supervised training, who underwent theoretical and practical training in the care of pre-hospital emergency services. There were theoretical and practical lessons per week for one school semester, taught by doctors and nurses of the Emergency Medical Service (EMS), where the topics discussed were: basic and advanced life support, safe transport in clinical emergencies, trauma, gynecological, obstetric, pediatric and psychiatric diseases, and have been carried out practical activities in ambulances. The students were evaluated by pre-test, post-test and practical stations made through the Objective Structured Clinical Evaluation (OSCE), in the skills laboratory of the Health Sciences Center. During the activities the students were encouraged to critical and reflective thinking, highlighting the importance of integration between the various health care professionals. It was observed that 88% of the students had a score increase over the pre-test. In the evaluation process carried out by medical students and nursing UFRN have similar expectations regarding the essential skills acquired during the training activity. The results of this study will form the basis for the organization of interprofessional education activity in pre-hospital emergency medical students and nursing, as well as helped to organize practices stations, identifying basic clinical skills, and implementing student assessment tools UFRN.