A mudança de administração, no município de São Paulo em 1989, ordenou, particularmente para o setor saúde, uma série de inovações na gestão dos serviços de saúde, objetivando a implementação do Sistema Único de Saúde - SUS. Para tanto, uma das principais estratégias consistiu na qualificação dos trabalhadores da saúde. Este estudo, de natureza qualitativa, teve o objetivo de analisar como os princípios políticos do SUS foram incorporados aos cursos promovidos para a formação de auxiliares de enfermagem - Programa de Formação de Pessoal em Larga Escala - PLE -. Partindo dos conceitos que nutriram a construção dos princípios e diretrizes do SUS, derivados do ideário da Reforma Sanitária, o caminho metodológico empreendido neste estudo consistiu de: 1) análise documental e 2) entrevista com os coordenadores do PLE - níveis central e regional - da Secretaria Municipal da Saúde. A análise dos dados permitiu reconhecer que: 1) a política e as práticas dessa gestão municipal estavam comprometidas com o ideário da Reforma Sanitária: priorizou a qualificação dos trabalhadores da saúde que não haviam tido essa oportunidade antes e adotou uma pedagogia voltada à condução de um processo de "transformação" dos agentes relativa a ambas: sua prática em saúde e sua compreensão sobre direitos sociais como trabalhador e como cidadão; 3) os coordenadores, de uma maneira geral, mostraram-se motivados para desenvolver a proposta de qualificação e viram o processo como uma ferramenta importante para implementar o SUS; 4) os coordenadores do nível regional mostraram um entendimento limitado do processo de qualificação, isolando a dimensão técnica da dimensão política. / The change or São Paulo city administration in 1989, had ordered, particularly to the health sector, many innovations related to the management of the health services aiming at the implementattion of the Brazilian Public Health System - BPHS - To accomplish that, one of the main strategies was the qualification of health workers. This qualitative study has the objective of analyzing how the political principles of the BPHS were incorporated to the courses promoted to form nurses auxiliaries throug the Large Scale Formation program. Using the concepts that had nurtured the constrution of the health system political principles, derived from the Sanitary Reform movement, the methodology of the study consisted of: 1) a document research; 2) interviews with program coordinators of the central and regional levels of the Municipal Department of Health. Data analysis allows to recognize that: 1) the policies of this administration were compromised with the Sanitary Reform movement: it had prioritized the qualification of health workers that did not had this opportunity before; and it had adopted a pedagogical practice in order to conduct a process of transformation of the health agents towards their health practice and their rights as workers and citizens; 3) most of the coordinators were motivated to develop this qualification proposal and they had viewed the process as an important tool to implement the public health system; 4) the regional level coordinators had a limited understanding of the qualification process, isolating the technical from the political dimension.

This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.

This study examined manufacturing firms' characteristics and environmental factors and their relationships to the perceived importance of basic workplace skills and the preferences of employers toward customized training partnerships with community colleges. Key individuals in the human resource departments responsible for planning and decision making of employing companies were surveyed. The Workplace Education Survey was used to collect data on the employers' perceptions about the importance of basic skills groups, about workplace-based customized training as the preferred means of delivering training in each of seven basic skills groups to their employees, and to determine their preferences for providers of the training. The survey also included customized training partnerships with community colleges. The study analyzed the relationships that exist in comparing the size of the firm and other characteristics identified in the literature with the respondents perceptions regarding the importance of the seven basic skills groups, workplace-based customized training, and partnerships with community colleges. Adaptability Skills, Communication Skills, and Group Effectiveness skills emerge as the most important workplace skills groups, and community colleges as the preferred providers according to the respondents to this study. Findings also revealed that changes in the nature of work and workplace skills are being dictated by the application of computers.

Made available in DSpace on 2018-06-18T13:12:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2015 / Este trabalho teve como objetivo analisar, na percepção dos enfermeiros, as competências necessárias à função da preceptoria de enfermeiros em uma instituição hospitalar. Trata-se de uma pesquisa qualitativa, de caráter descritivo-exploratório. O estudo foi realizado em um hospital de médio porte na cidade de Marília - SP. Os dados foram coletados por meio de uma entrevista semi-estruturada com os enfermeiros que atuam na instituição hospitalar na função de enfermeiro, de ambos os sexos, que concordaram com o objetivo da pesquisa e assinaram o Termo de Consentimento Livre e Esclarecido – TCLE. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise do conteúdo, modalidade temática. O estudo está em consonância com os preceitos éticos de pesquisa e teve autorização concedida pelo Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, mediante CAAE: 41473814.3.3001.5496 e Número do parecer: 992.076. Ao definir 'preceptor', os entrevistados atribuíram características ao invés de defini-lo. Os dados mostram que o enfermeiro preceptor deve munir-se de vasto conhecimento técnico e científico ao preparar-se para ser um formador de outros profissionais em enfermagem, no entanto, há a necessidade de capacitação específica para a atuação no ensino, devido a variedade de papéis que o professor deve desempenhar: facilitador do aprendizado dos estudantes, planejador de cursos, orientador de indivíduos ou grupos, produtor de material didático, avaliador do aprendizado e modelo de comportamento profissional. O preceptor enfermeiro deve ser exemplo profissional, responsável, paciente e embasar suas ações no respeito às individualidades dos educandos, com a finalidade de promover a articulação ensino, serviço e aprendizado. A partir das análises e categorização das entrevistas, uma matriz com competências foi construída para mapear o perfil do preceptor enfermeiro atuante em capacitação admissional. A definição das atribuições do preceptor enfermeiro poderá contribuir para a educação permanente dos profissionais que estão no mundo do trabalho e que não foram formados com base nas Diretrizes Curriculares Nacionais, no sentido de qualificá-los para a resolutividade das demandas atuais e para a melhoria da qualidade da atenção na saúde. Frente a este cenário, o desafio das instituições de saúde é elencar profissionais ou capacitá-los para exercer a preceptoria de enfermeiros recém admitidos, adequando a assistência de enfermagem às reais necessidades dos usuários. / This study had as objective to analyze, in the perception of nurses, the necessary competences to the preceptory of nurses in a hospital institution. It's a qualitative research, with descriptive and exploratory character. The study was accomplished in a medium-sized hospital in Marilia-SP. The data were collected by a semi-structured interview with the nurses who work on the hospital institution in the nurse function, of both genders, who agreed with the research objective and signed the Free and Informed Consent Term. The interviews were recorded, transcribed and analyzed using the content analysis technique, thematic modality. The study is in consonance with the ethical principles of research and had an authorization granted by the Ethics Committee on Research of the Federal University of São Paulo, by CAAE: 41473814.3.3001.5496 and number of the opinion: 992.076. When the respondents defined 'preceptor', they attributed characteristics instead of defining them. The data show that the preceptor nurses must equip themselves with vast technical and scientific knowledge to prepare to be a formator of other professionals in nursing, however, there's a need for specific capacity to act in education, due to the variety of roles that the teacher must execute: facilitator of students learning, planner of courses, advisor of individuals or groups, producer of educational material, evaluator of learning and model of professional behavior. The nurse preceptor should be an example of professional, responsible, patient and base their actions on respect for the students' individuality, with the finality to promote the articulation between teaching, service and learning. From the analysis and categorization of the interviews, a matrix with competences was built to map the profile of preceptor nurses who work in admission training. The definition of the assignments of nurse preceptor may contribute to the permanent education of the professionals who are in the working world and weren't formed based on the National Curriculum Guidelines, in order to qualify them for the resolutivity of current demands and to the improvement of the quality of care in health. In front of this scenario, the challenge of health institutions is to choose professionals or empower them to exercise preceptory of newly hired nurses, adjusting the nursing assistance to the real needs of users.

Made available in DSpace on 2014-06-11T19:27:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-22Bitstream added on 2014-06-13T20:56:48Z : No. of bitstreams: 1 freire_acgf_me_araca.pdf: 755676 bytes, checksum: 7a092fa66a756e57e901651ea75ca554 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O trabalho executado pelos profissionais auxiliares da odontologia constitui uma ferramenta diferenciada para se obter um aumento de produtividade, principalmente no que se refere ao serviço público de saúde. Para o cirurgião-dentista alcançar a produtividade máxima, os auxiliares precisam ter conhecimento de suas funções segundo as legislações vigentes. Esses conhecimentos abrangem a parte técnica e as posturas éticas desses profissionais, buscando uma humanização dos serviços na odontologia e a promoção dos direitos dos pacientes. Sendo assim, o consentimento informado e o sigilo profissional devem ser respeitados na prática odontológica, não apenas como uma doutrina legal, mas como um direito moral dos pacientes e que gera obrigações morais para os Cirurgiões- Dentistas e pessoal auxiliar. O objetivo foi avaliar o conhecimento dos Técnicos em Saúde Bucal (TSB) e Auxiliar de Saúde Bucal (ASB) quanto à realização de suas funções regulamentadas pela Lei Nº 11.889, de 24 de dezembro de 2008, assim como a formação destes e capacitação recebida antes de exercerem suas funções no sistema publico de saúde; avaliar também o conhecimento destes em relação aos conceitos bioéticos, no que diz respeito ao consentimento informado e sigilo profissional, aprendidos durante os cursos de formação ou prática profissional dentro do sistema público de saúde. A população alvo do presente estudo foram os TSB e ASB (N=76) que atuam no sistema público de 5 municípios da área de abrangência do DRS II-SP. A coleta dos dados foi realizada através de questionários semiestruturados e auto-administrados, com questões abertas e fechadas. A taxa resposta foi de 90,79% (n= 69). Os resultados mostraram que a maioria dos profissionais conhece parte de suas funções (56%). Quase metade dos profissionais tem curso de formação (47,8%). Quanto às... / The work made by dental auxiliaries is a different tool to obtain an increase of productivity, principally about public health service. It’s necessary that auxiliaries have knowledge about their role according current Law, and so, dental surgeon get the maximum productivity. This knowledge involves techniques and ethical postures of them, aiming humanization on dental services and promotion of patient’s rights. So, informed consent and professional secrecy should be respected on dental practice, not only like a legal doctrine, but like a moral right of patients and that cause moral duties for dental surgeons and dental auxiliaries. The aim of this study was to evaluate the knowledge of hygienists (TSB) and dental auxiliaries (ASB) about performance of their roles regulated by Law number 11.889, December 24th, 2008, evaluate the formation of them and capacitating received before they had executed their roles on Public Health System; to evaluate the knowledge of them about bioethical means, in relation to informed consent and professional secrecy, learned during courses of formation or professional practice into public health system. The target population of this study were TSB and ASB (N=76) that work on public health system from 5 cities belong to DRS II-SP. Data collection was performed through semi-structured questionnaire and self-applied, with opened and closed questions. The answer rate was 90,79% (n=69). The results showed that the majority of professionals know part of their roles (56%). Near half of them has formation course (47,8%). About received information during current course, 80% affirmed had received all information that are necessary for their formation, however, 84% affirmed feel necessity of actualization of their knowledge to develop their works. 58% of researched professionals said that they didn’t receive capacitating after ... (Complete abstract click electronic access below)

D.Ed. / Education for the Deaf in South Africa appears to be insufficiently researched, contributing to a less than ideal educational situation. Teachers are not trained to address the special needs of Deaf learners, there is limited cohesive instructional theory and the educational policy focussing on the needs of Deaf learners is limited in both range and depth. Due to the ineffectiveness of Deaf education in South Africa, the majority of Deaf school leavers leave school linguistically impoverished, 'disabled' by the lack of effective educational opportunities, thus carrying the main barrier to learning' with them into life. In an effort to ascertain why the educational system is deemed ineffectual, I identified the lack of training programmes for teachers of the Deaf in South Africa as a main cause of inadequate Deaf education in South Africa. In order to assess this working hypothesis, I initiated an investigation into the perceptions of the crucial role players in Deaf education, namely the teachers of the Deaf and Deaf adults (former learners). The purpose of the study was thus to find out why the Deaf education system is ineffectual. An inquiry was therefor conducted into the emic views of teachers of the Deaf and also Deaf adults who had experienced the education system in South Africa first-hand. I aimed to study rigorously and methodically these perceptions and experiences with the view of contributing to the discourse about the improvement of Deaf education in South Africa. These personal views were obtained in a 'bottom-up' research mode and could be essential in contributing to the sparse body of knowledge on Deaf education in South Africa from the Deaf adult's perspective. The study should also contribute to the Deaf community's move toward empowerment and equality. The findings that emerged from the study support the hypothesis that the present situation in Deaf education is unacceptable to both educators and learners alike and that specialised training for teachers of the Deaf, including knowledge of Sign Language, is essential. The investigation concludes with a consolidation of the findings into a framework for a proposed teacher training programme for teachers of the Deaf, which is presented within the outcomes based paradigm.

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