Aborda o desenvolvimento profissional e intelectual de equipes bibliotecárias, compostas por diferentes categorias profissionais e que atuam no contexto da tecnologia da informação, da globalização, do acesso à informação e das transformações sociais, e que, tendo qualificação profissional específica, devem ser objetos de contínua capacitação. No cenário de evolução dos modelos administrativos e da gestão de pessoas, aborda as ações de capacitação e desenvolvimento promovidas para essas equipes, pelo Departamento Técnico do Sistema Integrado de Bibliotecas da Universidade de São Paulo - DT/SIBi/USP, e em que medida essas ações de capacitação promovem o comprometimento das pessoas que compõem essas equipes, com as bibliotecas. Objetivo: identificar nos bibliotecários e profissionais de níveis técnico e básico das bibliotecas do SIBi/USP, na área de saúde, suas opiniões sobre comprometimento organizacional. Método: análise do material verbal colhido através de entrevistas feitas com os três grupos de profissionais, transcrito e tratado com a metodologia do Discurso do Sujeito Coletivo. Resultados: os resultados qualiquantitativos revelam o que pensam esses profissionais a respeito do tema e os discursos constituem material que poderá apoiar o Departamento Técnico do SIBi/USP a delinear e propor, a partir das suas diretrizes e políticas, as ações para o comprometimento e desenvolvimento das equipes do Sistema. / It approaches the professional and intellectual development of the librarians teams, which are composed by unlike professional classes, who perform on the context of technological information, about globalization, about the access to information and social transformations, so that to aiming a specific professional qualification, their purpose must be of continuous capability. In the evolution scenery of administrative patterns, as well as of human management, it approaches capability and evolution actions and development, promoted for those teams by the Technical Department of the Integrated System of the University of São Paulo Libraries (Departamento Técnico do Sistema Integrado de Bibliotecas da Universidade de São Paulo) - DT/SIBi/USP, and in which proportion these capability actions promote the committment of all the persons who compose these teams towards libraries. Purpose: to identify among librarians and professionals of technical level and basic level of the SIBi/USP libraries, in health area, their opinions about organizational pledge. Methodology: the analysis of the collected verbal material, throughout the interviews done, with the three professional groups, which has been transcribed and handled with the methodology of the Collective Citizen Speech (Discurso do Sujeito Coletivo). The results: the qualiquantitavive results bring out what these professionals think about the matter, and the speeches represent the material which might support the Technical Department of SIBi/USP (Departamento Técnico do SIBi/USP) to outline and propose, from their line of directions and policies, the actions for the committment and development of the system?s teams.

Introdução: Considerando a dificuldade prática para avaliação de necessidades de aprendizagem, este estudo tem como Objetivos: Avaliar as necessidades de aprendizagem da equipe de enfermagem da unidade de terapia intensiva, considerando o indivíduo, o grupo e o ambiente organizacional; e delinear estratégias de suporte às necessidades de aprendizagem prioritárias. Método: Desenvolvido na modalidade pesquisa-ação, com abordagens qualitativa descritiva e quantitativa exploratório-descritiva, configura-se numa triangulação metodológica. O estudo foi realizado na unidade de terapia intensiva de um hospital privado do Município de São Paulo. Inicialmente, para levantamento das necessidades de aprendizagem individuais, 97 profissionais da equipe de enfermagem responderam ao questionário composto de 23 competências a serem avaliadas quanto aos graus de importância e domínio; os dados foram analisados por meio de estatística descritiva e inferencial. No segundo momento, foram realizadas três reuniões de grupo focal, com a participação de dois gestores, quatro enfermeiros e dois técnicos de enfermagem, representando os turnos de trabalho e as funções exercidas; os objetivos do grupo consistiram em analisar as necessidades identificadas, estabelecer as prioridades e propor estratégias de suporte à aprendizagem; os dados obtidos foram submetidos à análise temática, cujas categorias, de acordo com o Modelo de Avaliação Integrada e Somativa, foram definidas, a priori, em: ambiente necessidades; ambiente suporte; ambiente disseminação; e treinamento. Resultados: O grau de importância das competências foi alto e não houve diferenças entre os grupos; quanto ao domínio, o menor grau obtido foi em relação aos conhecimentos sobre legislação e comunicação; enfermeiros, pós-graduados, profissionais do período noturno e do sexo feminino apresentaram maior domínio que os demais. Nas discussões do grupo focal, as prioridades relacionaram-se ao alinhamento das rotinas básicas da unidade e ao treinamento de recém-admitidos; quanto ao suporte à aprendizagem, foram apontadas medidas, tais como, a necessidade de trabalho em equipe, a capacitação dos instrutores, a parceria com o setor de educação do Hospital e o apoio da gestão; ao final, foi proposto um programa de treinamento, considerando as prioridades. Considerações finais: O estudo trouxe contribuições ao fixar na avaliação de necessidades, a abordagem por competências de modo participativo e multinível, com equilíbrio entre as necessidades individuais e da equipe, considerando o contexto organizacional. O enfoque por competências, nos eixos técnico-científico, socio-educativo e ético-político, estimulou os profissionais à ampla reflexão, que extrapolaram a dimensão técnica. Embora o questionário careça de validação estatística, a utilização de métodos mistos de pesquisa contribuiu para a compreensão das necessidades reais de aprendizagem, o que demonstra potencialidade para ampliação do estudo. / Introduction: Considering the practical difficulty for the evaluation of the learning needs, this study has as Objectives: Evaluate the learning needs of the nursing team in the intensive care unity, considering the individual, the group and the organizational environment; and outline strategies to support the priority learning needs. Methodology: Developed in the research-action modality, with the qualitative-descriptive and the quantitative-exploratory-descriptive approaches, it is a methodological triangulation. The study was performed in the intensive care unit of a private hospital in São Paulo. In the beginning, to estimate the individual learning needs, 97 professionals from the nursing team answered a questionnaire made of 23 competencies to be evaluated according to the degree of importance and domain; data were analyzed through descriptive and inferential analysis. Then, three focus group meetings were held, in which participated two managers, four nurses and two nurse technicians, representing the work shifts and the functions performed; the objectives of the group consist in analyzing the identified needs and establishing the priorities and proposing strategies to support learning; the data obtained were submitted to theme analysis in which categories, according to the Model of Integrated and Somative Evaluation, were defined, a priori, in: environment-needs; environment-support; environment-dissemination; and training. Results: The degree of importance of the competencies was high and there were no differences among groups; as for the domain, the least degree obtained was in relation to the knowledge on legislation and communication; nurses, graduates and postgraduates, night shift professionals and female professionals showed more knowledge than the others. In the discussions of the focus group, the priorities related to the alignment of the basic routines of the unit and to the training of newly hired employees; as for the learning support, measures were indicated, such as the importance of teamwork, the capacitation of instructors, the partnership with the education department in the hospital and the management support; at the end, a training program was proposed, considering the priorities. Final Considerations: The study contributed to fixing in the needs evaluation the approach by competencies in a participative and multilevel way, balancing individual and team needs, considering the organizational context. The approach by competencies, in the technical-scientific, social-educative and ethical-political axes stimulated the professionals to a broad reflection that went beyond the technical dimension. Although the questionnaire lacks statistical validation, the use of mixed research methods contributed to the understanding of the real learning needs, which demonstrates the potential to broaden the study.

Neste estudo, analisamos as contribuições que o ensino de graduação e os outros tipos de formação e experiências do cotidiano promoveram para a prática dos profissionais da saúde. Atualmente, com a expansão e consolidação da atenção básica, através da Estratégia Saúde da Família, esse cenário tornou-se um desafio para os profissionais do Sistema Único de Saúde no que se refere à produção de um cuidado que atenda as especificidades de cada usuário. Com a pretensão de induzir mudanças que favoreçam o aumento da qualidade e do acesso à atenção básica, foi criado o Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, uma pesquisa avaliativa realizada por instituições de ensino e pesquisa do país, para o conjunto das Unidades Básicas de Saúde e as equipes de Saúde da Família que aderiram ao mesmo. A avaliação realizada pelas instituições de ensino e pesquisa resultou em um grande banco de dados com informações, dentre elas, que tratam da formação profissional e das experiências de educação permanente e espaços de formação no cotidiano dos serviços. O estudo estruturou-se como um estudo de caso exploratório transversal, de abordagem qualitativa. O percurso metodológico foi realizado em dois momentos: pesquisa em banco de dados e pesquisa de campo. A análise dos dados foi realizada pela metodologia de estudos de caso múltiplos. As discussões propostas acerca da formação de graduação sinalizaram para necessidade de realizar movimentos de aproximação do ensino com o cotidiano dos serviços, e a construção de currículos integrados que deem conta de produzir nos profissionais a capacidade de atuar nos diferentes contextos sociais e melhorar a qualidade de vida da população. Através da Educação Permanente em Saúde, o mundo do trabalho apresentou a capacidade de produzir afetações no processo de formação dos profissionais, e mobilizar conhecimentos para pensar diferentes maneiras de agir e fazer saúde. No ensino de pós-graduação, a residência ocupou um espaço importante na formação dos profissionais, ao permitir sua experimentação no contexto do cotidiano dos serviços. Novos estudos são sugeridos para que se possa aprofundar questionamentos produzidos ao longo da pesquisa e que demonstram a relevância de se discutir o tema da formação em saúde. / In this study, we analyzed the contributions that undergraduate education and other training and everyday experiences promoted to the practice of health professionals. Currently, with the expansion and consolidation of primary health care through the Family Health Strategy, this scenario has become a challenge for professionals in the National Health System as regards the production of a care that meets the specifics of each user. With the intention of inducing changes that favor increased quality and access to primary care, was created Improvement Program Access and Quality in Primary Care, an evaluative research conducted by educational and research institutions of the country, for all the Basic Health Units and the Family Health teams adhering to it. The assessment carried out by educational and research institutions resulted in a large database of information, among them, dealing with vocational training and lifelong learning experiences and training spaces in everyday services. The study was structured as a cross exploratory study of case, qualitative approach. The methodological approach was carried out in two stages: research in database and field research. Data analysis was performed by the methodology of multiple case studies. Discussions proposals on the signaled graduate training need for the teaching approach movements with daily services, and building integrated curricula that give consideration to produce the professionals the ability to act in different social contexts and improve quality people's lives. By continuing healthcare education, the labor market had the capacity to produce affectations in the professional training process, and mobilize knowledge to think about different ways of acting and making health. In graduate school, the residence occupied an important place in the training of professionals by allowing his trial in the context of the service daily. New studies are suggested so that we can deepen questions produced during the research and demonstrate the relevance of discussing the issue of health training.

Aborda o desenvolvimento profissional e intelectual de equipes bibliotecárias, compostas por diferentes categorias profissionais e que atuam no contexto da tecnologia da informação, da globalização, do acesso à informação e das transformações sociais, e que, tendo qualificação profissional específica, devem ser objetos de contínua capacitação. No cenário de evolução dos modelos administrativos e da gestão de pessoas, aborda as ações de capacitação e desenvolvimento promovidas para essas equipes, pelo Departamento Técnico do Sistema Integrado de Bibliotecas da Universidade de São Paulo - DT/SIBi/USP, e em que medida essas ações de capacitação promovem o comprometimento das pessoas que compõem essas equipes, com as bibliotecas. Objetivo: identificar nos bibliotecários e profissionais de níveis técnico e básico das bibliotecas do SIBi/USP, na área de saúde, suas opiniões sobre comprometimento organizacional. Método: análise do material verbal colhido através de entrevistas feitas com os três grupos de profissionais, transcrito e tratado com a metodologia do Discurso do Sujeito Coletivo. Resultados: os resultados qualiquantitativos revelam o que pensam esses profissionais a respeito do tema e os discursos constituem material que poderá apoiar o Departamento Técnico do SIBi/USP a delinear e propor, a partir das suas diretrizes e políticas, as ações para o comprometimento e desenvolvimento das equipes do Sistema. / It approaches the professional and intellectual development of the librarians teams, which are composed by unlike professional classes, who perform on the context of technological information, about globalization, about the access to information and social transformations, so that to aiming a specific professional qualification, their purpose must be of continuous capability. In the evolution scenery of administrative patterns, as well as of human management, it approaches capability and evolution actions and development, promoted for those teams by the Technical Department of the Integrated System of the University of São Paulo Libraries (Departamento Técnico do Sistema Integrado de Bibliotecas da Universidade de São Paulo) - DT/SIBi/USP, and in which proportion these capability actions promote the committment of all the persons who compose these teams towards libraries. Purpose: to identify among librarians and professionals of technical level and basic level of the SIBi/USP libraries, in health area, their opinions about organizational pledge. Methodology: the analysis of the collected verbal material, throughout the interviews done, with the three professional groups, which has been transcribed and handled with the methodology of the Collective Citizen Speech (Discurso do Sujeito Coletivo). The results: the qualiquantitavive results bring out what these professionals think about the matter, and the speeches represent the material which might support the Technical Department of SIBi/USP (Departamento Técnico do SIBi/USP) to outline and propose, from their line of directions and policies, the actions for the committment and development of the system?s teams.

The purpose of this qualitative research study was to describe and explain the characteristics of an effective professional development model in an early intervention training program. The focus of the study was on particular aspects of literacy instruction that were emphasized during training sessions and trainer and teacher perceptions of the Accelerated Literacy Learning (ALL) program. This study examined the elements of training that two teachers chose to transfer to their classrooms, as well as modifications they chose to make, in the year following training in an effort to gain further insight into successful teacher training practices. The following research questions guided this study: 1. How do teachers who have received early intervention training for two semesters apply this knowledge in their classrooms during the following school year? 2. What do teachers choose to use and not use from the training program and why? 3. What modifications of the program do teachers make, if any, and why? 4. What are the perceptions of trainers about an early intervention training program? To obtain answers to these research questions, I conducted individual and focus group interviews with teachers and trainers, made observations of training sessions, analyzed course documents, and observed two teachers in their classrooms in the year following training. These data were analyzed using qualitative analysis procedures. I followed a phenomenological theoretical approach and reported my findings through descriptive case studies. The study findings indicated that teachers chose to use many elements of training in their classrooms in the year following training. It was discovered that the elements that the teachers chose to use in training were the elements that the trainers emphasized in training sessions. The findings also indicated that teachers made modifications to the lesson format that they were taught in training. The segment of the lesson that the teachers chose to modify was one that was not as prescriptive in training as other lesson segments. The trainers did not spend as much time discussing the writing segment of the lesson format as they did the other segments and consequently the teachers made modifications.

There is a growing body of evidence on the positive association between diabetes and tuberculosis (TB), especially in populations with low socioeconomic status. According to the CDC and the WHO, diabetes is increasingly seen as a global epidemic, one that poses a threat to global TB control. The goal of this DNP project was to develop a program to educate clinical staff on the importance of early identification of diabetic and TB patients. The logic model was chosen as the framework for this project because it allows the planner to rationally observe each stage of a project's development. The program design consisted of several steps: (a) assembling the planners and stakeholders, (b) conducting relevant literature review, (c) gathering educational materials, (d) creating education modules, (e) developing an evaluation method, (f) presenting the results to the organization, and (g) standardizing the modules to be implemented in each of the organization's clinics. Ten participants including nurses, physicians, educators, and administrators reviewed the program in a formative (n = 5) and summative (n = 5) round to evaluate the ease of use and content. During the summative review, participants demonstrated 92.3% agreement using the AGREE II instrument. This tool supported the stakeholders' understanding and support for the developed modules. Overall, the program serves as an important tool to educate clinical staff to better manage and decrease the spread of tuberculosis among diabetic patients, and also as a comprehensive guide for developing similar projects in community clinical settings. The resulting educational program, which could be implemented by health care providers and clinical administrators, could serve as a catalyst for improved community health outcomes.

The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff

This study is concerned with school-based staff development. It looks briefly at the reasons for this development, emanating from changes in society and schools. First it traces the growth of school-based staff development overseas and in Australia. A variety of approaches to school-based staff development activities is demonstrated by a selection of case studies in the United Kingdom, United States and Australia. The study then examines staff development provisions in the ACT education system, a system based on the philosophy of participatory decision making. It then looks closely, by means of description and questionnaire, at staff development in a particular school in this system, Duffy Primary School. The study concludes with recommendations and a model for staff development in schools. The writer implemented a school-based model of staff development at Duffy Primary School independent of other current theories and practices on school-based staff development. His most recent reading and research outlined in this study have confirmed the basic soundness of the school-based model of staff development.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The aim of this study was to investigate the impact of a staff development program designed through the cascade-training model by the MoNE on primary school English teachers and their actual classroom practices. In line with this, it aimed to establish a connection between aspects of planning, implementation, and evaluation of staff development and their impact on teachers and students. A qualitative case study was employed and data were collected from 10 teachers, eight teacher trainers, and three faculty members through semi-structured interviews. Moreover, 23-hour seminar and 50-hour classroom observations were conducted, and the documents related to the seminar and actual classroom practices of the teachers were analyzed to complement the interview findings. The results indicated that the effective practices (e.g., use of participant-centered approaches, English as the medium of instruction, practical ideas and suggestions and course book based activities) and ineffective practices (e.g., lack of needs assessment, traditional way of session delivery, and lack of follow-up) employed in the planning, implementation and evaluation phases of staff development had an impact on teachers&#039 / (1) pedagogical beliefs, (2) pedagogical content knowledge, (3) actual classroom practices, (4) personal and professional growth, and (5) students. The findings further revealed that these five levels of impact interacted with each other based on the characteristics of the teachers (teaching experience and gender), their motivation, self-concepts, and the teacher education programs they attended.