Orientador: Maria Helena Salgado Bagnato / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T02:01:58Z (GMT). No. of bitstreams: 1 Silva_MarciaSchottSouzae_D.pdf: 3912939 bytes, checksum: d2c46cb1f943e5500d376c3ee0be7e1b (MD5) Previous issue date: 2013 / Resumo: Este estudo trata aspectos da Política Nacional de Educação Permanente em Saúde. Objetivou-se compreender de que maneira as novas diretrizes estabelecidas pela Portaria Nº 1.996/GM/MS de 2007 estão sendo implementadas no estado de São Paulo. Além da análise documental foram realizadas entrevistas e aplicados questionários junto a integrantes de Departamentos Regionais de Saúde (DRS) de SP que são os atores que exercem função chave no processo de implementação da Política. O estudo constatou que as Comissões de Integração Ensino-Serviço previstas como substitutas dos Pólos de Educação Permanente em Saúde não estão consolidadas no estado e suas atribuições são desenvolvidas mais pelas instâncias próprias da gestão estadual da saúde em SP que são os Centros de Desenvolvimento e Qualificação para o SUS e seus Núcleos de Educação Permanente para o SUS existentes em cada DRS. Os Colegiados de Gestão Regional não são condutores da implementação da Política como previsto pela Portaria pois tratam das questões relativas a PNEPS muito mais via representantes indicados pelos gestores e que são assessorados pelos DRS(s) nas atividades relativas a Educação Permanente em Saúde como na construção e desenvolvimento dos PAREPS. Constatamos ainda que o financiamento da Política é de difícil execução mesmo com as novas diretrizes e que a participação do setor público é prevalente principalmente por parte da gestão da saúde e da formação sendo praticamente inexistente a participação da gestão da educação e dos serviços privados. Percebemos que as compreensões de EP dos sujeitos participantes tem concordância com a noção de educação permanente em saúde difundida pela OPAS e adotada pelo Ministério da Saúde. Por fim entendemos que as dificuldades para implementação das diretrizes da Política vão se inserir no contexto da constituição em curso das Redes de Atenção à Saúde e dos desafios de uma gestão regional / Abstract: This study deals with aspects of National Policy of Permanent Education in Health. The aim to understand how the new guidelines established by Ordinance No. 1,996/GM/MS 2007 are being implemented in the state of São Paulo in Brazil. In addition to the documentary analysis and interviews were held with questionnaires applied members of Regional Health Departments (RHD) of SP are the actors who play key role in the process of implementation of the policy. The study found that the Teaching-Service Integration Committees referred to as a substitute of Permanent Education in Health Póle are not consolidated in the state and their assignments are developed more by instances of the state of health in SP management that are the Centers of Development and Qualifying for the SUS and its Permanent Education Centers for the SUS exist in each RHD. The Regional Management Committees are not drivers of implementation politics as indicated by Ordinance for address NPPEH issues more via representatives appointed by managers and who are advised by the RHD in activities related to permanent education in health as in the construction and development of PAREPS. We note that the policy is difficult running even with the new guidelines and that the participation of the public sector is prevalent mainly on the part of health management and training being virtually non-existent participation of education and management of private services. We realize that the understandings of subjects ' EP participants have filleted with the concept of Permanent Education in Health (PEH) diffused by PAHO and adopted by the Ministry of Health. Finally we believe that the difficulties in implementation of the policy guidelines will be put in the context of the constitution in the course of Health Care Network and the challenges of regional management / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.

Introduction: A common problem during medical training in surgical areas like plastic surgery, is the absence of proper methods to obtain the necessary surgical skills to address the different pathologies related to this field. The medical training is performed in educational hospitals in Lima, however the methods are limited to the observation or assistance and don't let to the doctor obtain adequate competences to repair surgically this pathology once they finish their training. Material and Methods:This is a descriptive study for the development of the used methodology and a co relational study to evaluate the results obtained with the methodology. This is a quasi experimental study. It is used to third year plastic surgery training surgeons from San Marcos University of Lima and has been done in children with complete unilateral cleft lip attended in Regional Hospitals from Ministry of Health between 2010 and 2011. Results:We haven't seen significant differences between the non-cleft side and cleft side in these parameters: lip height, lip width and vermilion height. We have seen significant differences between the non-cleft side and cleft side in relation with the nasal base width. Conclusions: This developed methodology to teach and learn the upper double rotational advancement technique used in this study is efficient to obtain good results in the surgical management of unilateral cleft lip with our technique by third year training residents in plastic surgery. / Revisión por pares

Orientador: Felícia Knobloch / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-26T16:19:03Z (GMT). No. of bitstreams: 1 SilvaeSilva_DanielaLuciana_M.pdf: 1481396 bytes, checksum: 08b88d363d6b6a393438c0497a26f27d (MD5) Previous issue date: 2015 / Resumo: Este estudo qualitativo delineou elementos para a formação no trabalho em equipe a partir da experiência de um processo de educação permanente em saúde num centro de atenção psicossocial álcool e outras drogas no município de Campinas, SP. A complexidade desta clínica em si desencadeia inúmeras questões no cotidiano deste serviço e a formação básica dos profissionais implicados têm se mostrado insuficiente diante dos entraves encontrados. Portanto, a equipe multiprofissional deste equipamento, em consonância com políticas públicas voltadas para a área, debruça-se sobre estes questionamentos regularmente, através da problematização, com o intuito de encontrar possibilidades de cuidados criativas que aumentem a qualidade da assistência prestada às pessoas que sofrem com o uso de substâncias psicoativas. Este tem se mostrado um caminho promissor, que tem agregado valor ao trabalho em saúde, contribuindo para a satisfação dos envolvidos. Esta pesquisa foi realizada por um membro da equipe, aluna do mestrado profissional em Saúde Coletiva da UNICAMP, por meio de dados obtidos através de grupos focais com os trabalhadores do referido serviço. A análise do material produzido nestes encontros se utilizou de narrativas. Dessa forma, espera-se contribuir com as discussões relativas à formação permanente em saúde na especificidade desta clínica / Abstract: This qualitative study focuses on elements for training in teamwork from the experience of a lifelong learning process in health a center of psychosocial attention alcohol and other drugs in the city of Campinas, SP. The complexity of this clinic itself raise many questions in the daily life of this service and the basic training of professionals involved have proved insufficient in the face of obstacles found. Therefore, the multidisciplinary team of this equipment in line with public policies for the area deals with these questions regularly, through questioning, in order to find creative care opportunities that increase the quality of care for people suffering with the use of psychoactive substances. This has proven to be a promising path, which has added value to the work in health, contributing to the satisfaction of those involved. This research was conducted by a team member, student of the professional master's degree in Public Health, UNICAMP, through data obtained through focus groups with employees of that service. Analysis of the material produced in these meetings was used narratives. Thus, we hope to contribute to discussions on the ongoing formation in health in the specificity of this clinic / Mestrado / Política, Planejamento e Gestão em Saúde / Mestra em Saúde Coletiva

Increasingly, war and armed conflict are having devastating effects on the psychological and social well-being of civilian survivors throughout the world. There is a serious shortage of practitioners and culturally-appropriate models for assisting victims of psychological trauma with their healing and recovery. Educational settings, be they formal or nonformal, are appropriate places for psychotherapeutic interventions. This dissertation focuses on the intentional use of a nonformal educational setting for psychosocial healing of those exposed to war-induced trauma. A participatory education program designed to teach Central American community mental health workers the basic concepts and techniques of trauma treatment also served as a healing environment for the trainees. Individual psychological trauma as well as war-related intra-group conflict were addressed. Using an integrative model of healing and recovery, the intervention combined cognitive, emotional, spiritual, social, and physical approaches. The educational setting provided a larger interactional framework for the social contextualization of intrapsychic wounds, thus supporting healing. The case illustrates the importance of self-care for professionals and para-professionals working with the psychologically traumatized, which is rarely mentioned in the literature. This is a qaulitative study that combines a literature review on the nature of trauma and recovery, a case study with Central American community mental health workers, interviews with practitioners, and personal experience. The literature review takes into consideration cultural and Latin American perspectives, the importance of community-based approaches, and the linkage of individual and social dimensions. It includes a critique of posttraumatic stress disorder as a conceptual framework. The inquiry examines the viability of intentional incorporation of psychosocial healing into an educational setting, and indicates which components of participatory nonformal education best lend themselves to interfacing with psychological healing. Findings from both the literature and case study point to a need to question long-held assumptions of psychotherapy when working with trauma survivors. Self-care, safe container-building, peer support, mentoring, and a heightened role for para-professionals are recommended. The training and preparation of community mental health workers is seen as an effective response to the proliferation of war-related trauma.

The relationship of culture and healthcare plays an important role in the success of health care access for everyone. In recent decades, the United States has opened its door to welcome not only refugees and immigrants from Europe, but also from other countries all over the world. Coming to the United States, these ethnic groups must overcome many problems to adjust to the American healthcare system. Meanwhile, American health providers not only misunderstand their refugees and immigrant clients' culture, but also want them to conform to the requirement of purely biomedical treatment. The result is that access to healthcare for immigrant groups in the United States is likely to be difficult because of significant cultural differences between the clients and healthcare provider. This research used in depth-interviews, participant observations, and a case study to explore the interaction between culture and healthcare for Vietnamese refugee and immigrant adults and elderly living in the Greater Springfield, Massachusetts area; the level of their involvement in the American healthcare and in traditional healthcare; the extent of integration of American healthcare and traditional healthcare; the obstacles they face in accessing and using American healthcare; and the importance of health education in successful healthcare access. Theories of acculturation, such as Models of Acculturation (Padilla, 1980) and Health Care System Model (Kleinman, 1978a) were used to process the study data to determine the extent of the influence of culture on the effectiveness of healthcare. Finally, based on data analysis, I explain how Vietnamese refugee and immigrant adults and elderly acculturate to the American healthcare system, and make recommendations for improving healthcare for them, as well as for other ethnic groups throughout America.

Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes of this study of faculty and staff development presentations by teleconferencing were to determine the amount of usage; which subject areas are utilized; what delivery methods (live, interactive, prerecorded, multimedia, etc.) are utilized; barriers (size or location of college, size of teleconference or travel budget, etc.) to implementing teleconferences; and the sources of presentations utilized in teleconferences. Larger community colleges are the greater users of teleconferencing and even produce some for distribution to other community colleges, whereas smaller community colleges have just begun to receive equipment that enables them to receive telecasts for this purpose. No clear subject area has yet been defined that dominates these teleconferences, and the trend is toward two-way audio and one-way video as the delivery media as communication costs decline. Barriers of money for staff, equipment, and programming appear to be the principal objections to the use of teleconferencing for faculty and staff development presentations. There appear to be few sources of presentations except for the Public Broadcasting System (PBS).

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2004. / The present investigation consists of two objectives. The first aim is to investigate the nature of career aspirations of Black high school learners. The second aim is to find out whether learners' characteristics have an influence on their choice of a career. A questionnaire was administered to a group of 102 learners from grades ten to twelve. The findings indicate that a high percentage of respondents hold positive attitudes towards career aspiration. Results also indicate that variables such as year of study, age, gender and educational stream have no significant influence on career aspirations.

For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD. / Adult Basic Education (ABET) / M. Ed. (Adult Education)