A atenção primária em saúde se constitui como o primeiro e o preferencial contato do usuário com o Sistema Único de Saúde, estando orientada nos princípios da universalidade, da acessibilidade, do vínculo, da continuidade do cuidado, da integralidade da atenção, da humanização, da equidade e da participação social. Na busca por sua qualificação e consolidação, a atenção primária tem no apoio institucional um dispositivo para o fortalecimento deste espaço, visando modificar as formas de fazer gestão e planejamento em saúde. O apoio surge diante da necessidade de se rever os processos de produção de cuidado, valorizando a singularidade dos sujeitos e as formas mais democráticas de se fazer gestão. Assim, o presente estudo, explora o papel do apoiador institucional junto às equipes de atenção primária em saúde de Porto Alegre, com vistas as suas ações diante do processo de trabalho em saúde, traçando o seus perfis e propondo estratégias de qualificação para o desempenho da função apoio através da educação permanente. A pesquisa foi desenhada a partir de um estudo qualitativo, em forma de pesquisa de campo, de caráter exploratório – descritivo, onde foram ouvidos os apoiadores institucionais do município de Porto Alegre, tendo como base teórica a metodologia do apoio Paidéia ou metodologia da Roda, idealizada por Campos. Mediante as falas dos sujeitos, pode-se caracterizar a forma como o apoio vem ocorrendo no município, suas potencialidades e fragilidades bem como, identificar as ferramentas necessárias para o desenvolvimento de tal função diante da proposta de fomentar a cogestão, promover a produção de coletivos e a autonomia dos sujeitos. / The primary health care constitutes as the first and preferred user contact with the National Health System, being guided by the principles of universality, accessibility, link, continuity of care, comprehensive care, humanization, the fairness and social participation. In the search for their qualification and consolidation, the primary institutional support has a device to strengthen this area, to change the ways of doing management and health planning. The support comes on the need to revise the production processes of care, valuing the uniqueness of individuals and the most democratic ways of doing management. Thus, the present study explores the role of institutional supporter together teams of primary health care in Porto Alegre, with a view their actions before the process of health work, tracing their profiles and proposing strategies qualification for the performance of function support through continuing education. The survey was drawn from a qualitative study in the form of field research, exploratory - descriptive, where institutional supporters of Porto Alegre were heard and the theoretical basis of the methodology or methodology support Paidéia Wheel, devised by Campos. By the subjects' statements, can characterize how the support has been occurring in the city, their strengths and weaknesses and identify the tools needed for the development of such a function on the proposal to promote co-management, promote the production of collective and the autonomy of individuals.

Esta pesquisa-intervenção parte das interrogações disparadas na bifurcação de duas experiências de trabalho: como trabalhadora do setor de saúde de uma instituição pública de ensino superior e também como apoiadora institucional em uma das cidades da região metropolitana de Porto Alegre. Busca-se analisar as narrativas referentes às experiências de intervenções realizadas na interface saúde-gestão junto às equipes de servidores de uma instituição pública de nível superior a fim de compreender a relação saúde-clínica-gestão que se expressa nesse processo de trabalho. A partir dessa investigação, as perspectivas teórico-metodológicas da Clínica da Atividade e do Apoio Institucional são exploradas para articular as conexões entre ambas e com a Análise Institucional, subsidiando um debate entre o Sistema Único de Saúde – SUS – e as experiências do Subsistema Integrado de Atenção à Saúde do Servidor – SIASS. O percurso metodológico desse estudo adota a cartografia como estratégia na produção de dados e, como ferramentas, são utilizados os registros do diário de campo e da realização de duas rodas de conversa com servidores da Pró-Reitoria responsável pela gestão de pessoas, tematizando a experiência de intervir com as diferentes equipes da Universidade. George Canguilhem, Yves Clot, Michel Foucault, Gilles Deleuze, Félix Guattari, Gastão Wagner Campos, Emerson Elias Merhy e outros autores brasileiros contemporâneos da saúde coletiva são interlocutores dessa investigação, que parte do conceito de intercessores, para travar esse diálogo, permitindo nos conduzir à discussão acerca da dimensão clínica presente no apoio institucional. Dessa forma, concluiu-se que é no plano constituído pelas infidelidades do meio e pelas imprevisibilidades nos modos de subjetivação, que se produz a atividade de apoio ao trabalho – através das rodas de conversa cotidianas e seus diferentes arranjos. O duplo lugar servidora-pesquisadora ajudou a colocar em análise as instituições academia e clínica, apontando a possibilidade de um exercício de apoio que as articulem em busca da produção de saúde. / This intervention research lies on the interrogations that emerged from two work experiences: as a worker in the health department of a public university in Brazil, as well as an institutional supporter on one of the cities around Porto Alegre. This study intends to analyze the narratives concerning the experience of health-management interventions made on teams of a public university in order to understand how health, clinic and management are related in this work process. From this analysis, the theoric-methodological perspectives of Clinical Activity and Institutional Support are exploited to articulate the connections between them and amongst the institutional analysis, supporting a debate between the Brazilian Public Health System - SUS - and the experiences of the Servants Health Subsystem - SIASS. The methodological approach of this study adopts the cartography as a strategy to produce data and, such as tools, the field diary research and two rounds discussions with the department responsible for managing people, thematising the experience of intervetion with different teams from the University. George Canguilhem, Yves Clot, Michel Foucault, Gilles Deleuze, Félix Guattari, Gaston Wagner Campos, Emerson Elias Merhy and other contemporary brazilian authors are partners on this research, which is based on the concept of intercessors leading the discussion towards the clinical dimension presented in institutional support. Thus, it was concluded that the work of supporting work is formed by the context that combines infidelities of the environment and the unpredictability of the modes of subjectivity - through the everyday rounds discussions and its different arrangements. The double function servant-researcher could analise both clinic and academic institutions, enabling support experience towards occupational health.

A atenção primária em saúde se constitui como o primeiro e o preferencial contato do usuário com o Sistema Único de Saúde, estando orientada nos princípios da universalidade, da acessibilidade, do vínculo, da continuidade do cuidado, da integralidade da atenção, da humanização, da equidade e da participação social. Na busca por sua qualificação e consolidação, a atenção primária tem no apoio institucional um dispositivo para o fortalecimento deste espaço, visando modificar as formas de fazer gestão e planejamento em saúde. O apoio surge diante da necessidade de se rever os processos de produção de cuidado, valorizando a singularidade dos sujeitos e as formas mais democráticas de se fazer gestão. Assim, o presente estudo, explora o papel do apoiador institucional junto às equipes de atenção primária em saúde de Porto Alegre, com vistas as suas ações diante do processo de trabalho em saúde, traçando o seus perfis e propondo estratégias de qualificação para o desempenho da função apoio através da educação permanente. A pesquisa foi desenhada a partir de um estudo qualitativo, em forma de pesquisa de campo, de caráter exploratório – descritivo, onde foram ouvidos os apoiadores institucionais do município de Porto Alegre, tendo como base teórica a metodologia do apoio Paidéia ou metodologia da Roda, idealizada por Campos. Mediante as falas dos sujeitos, pode-se caracterizar a forma como o apoio vem ocorrendo no município, suas potencialidades e fragilidades bem como, identificar as ferramentas necessárias para o desenvolvimento de tal função diante da proposta de fomentar a cogestão, promover a produção de coletivos e a autonomia dos sujeitos. / The primary health care constitutes as the first and preferred user contact with the National Health System, being guided by the principles of universality, accessibility, link, continuity of care, comprehensive care, humanization, the fairness and social participation. In the search for their qualification and consolidation, the primary institutional support has a device to strengthen this area, to change the ways of doing management and health planning. The support comes on the need to revise the production processes of care, valuing the uniqueness of individuals and the most democratic ways of doing management. Thus, the present study explores the role of institutional supporter together teams of primary health care in Porto Alegre, with a view their actions before the process of health work, tracing their profiles and proposing strategies qualification for the performance of function support through continuing education. The survey was drawn from a qualitative study in the form of field research, exploratory - descriptive, where institutional supporters of Porto Alegre were heard and the theoretical basis of the methodology or methodology support Paidéia Wheel, devised by Campos. By the subjects' statements, can characterize how the support has been occurring in the city, their strengths and weaknesses and identify the tools needed for the development of such a function on the proposal to promote co-management, promote the production of collective and the autonomy of individuals.

A atenção primária em saúde se constitui como o primeiro e o preferencial contato do usuário com o Sistema Único de Saúde, estando orientada nos princípios da universalidade, da acessibilidade, do vínculo, da continuidade do cuidado, da integralidade da atenção, da humanização, da equidade e da participação social. Na busca por sua qualificação e consolidação, a atenção primária tem no apoio institucional um dispositivo para o fortalecimento deste espaço, visando modificar as formas de fazer gestão e planejamento em saúde. O apoio surge diante da necessidade de se rever os processos de produção de cuidado, valorizando a singularidade dos sujeitos e as formas mais democráticas de se fazer gestão. Assim, o presente estudo, explora o papel do apoiador institucional junto às equipes de atenção primária em saúde de Porto Alegre, com vistas as suas ações diante do processo de trabalho em saúde, traçando o seus perfis e propondo estratégias de qualificação para o desempenho da função apoio através da educação permanente. A pesquisa foi desenhada a partir de um estudo qualitativo, em forma de pesquisa de campo, de caráter exploratório – descritivo, onde foram ouvidos os apoiadores institucionais do município de Porto Alegre, tendo como base teórica a metodologia do apoio Paidéia ou metodologia da Roda, idealizada por Campos. Mediante as falas dos sujeitos, pode-se caracterizar a forma como o apoio vem ocorrendo no município, suas potencialidades e fragilidades bem como, identificar as ferramentas necessárias para o desenvolvimento de tal função diante da proposta de fomentar a cogestão, promover a produção de coletivos e a autonomia dos sujeitos. / The primary health care constitutes as the first and preferred user contact with the National Health System, being guided by the principles of universality, accessibility, link, continuity of care, comprehensive care, humanization, the fairness and social participation. In the search for their qualification and consolidation, the primary institutional support has a device to strengthen this area, to change the ways of doing management and health planning. The support comes on the need to revise the production processes of care, valuing the uniqueness of individuals and the most democratic ways of doing management. Thus, the present study explores the role of institutional supporter together teams of primary health care in Porto Alegre, with a view their actions before the process of health work, tracing their profiles and proposing strategies qualification for the performance of function support through continuing education. The survey was drawn from a qualitative study in the form of field research, exploratory - descriptive, where institutional supporters of Porto Alegre were heard and the theoretical basis of the methodology or methodology support Paidéia Wheel, devised by Campos. By the subjects' statements, can characterize how the support has been occurring in the city, their strengths and weaknesses and identify the tools needed for the development of such a function on the proposal to promote co-management, promote the production of collective and the autonomy of individuals.

Esta pesquisa-intervenção parte das interrogações disparadas na bifurcação de duas experiências de trabalho: como trabalhadora do setor de saúde de uma instituição pública de ensino superior e também como apoiadora institucional em uma das cidades da região metropolitana de Porto Alegre. Busca-se analisar as narrativas referentes às experiências de intervenções realizadas na interface saúde-gestão junto às equipes de servidores de uma instituição pública de nível superior a fim de compreender a relação saúde-clínica-gestão que se expressa nesse processo de trabalho. A partir dessa investigação, as perspectivas teórico-metodológicas da Clínica da Atividade e do Apoio Institucional são exploradas para articular as conexões entre ambas e com a Análise Institucional, subsidiando um debate entre o Sistema Único de Saúde – SUS – e as experiências do Subsistema Integrado de Atenção à Saúde do Servidor – SIASS. O percurso metodológico desse estudo adota a cartografia como estratégia na produção de dados e, como ferramentas, são utilizados os registros do diário de campo e da realização de duas rodas de conversa com servidores da Pró-Reitoria responsável pela gestão de pessoas, tematizando a experiência de intervir com as diferentes equipes da Universidade. George Canguilhem, Yves Clot, Michel Foucault, Gilles Deleuze, Félix Guattari, Gastão Wagner Campos, Emerson Elias Merhy e outros autores brasileiros contemporâneos da saúde coletiva são interlocutores dessa investigação, que parte do conceito de intercessores, para travar esse diálogo, permitindo nos conduzir à discussão acerca da dimensão clínica presente no apoio institucional. Dessa forma, concluiu-se que é no plano constituído pelas infidelidades do meio e pelas imprevisibilidades nos modos de subjetivação, que se produz a atividade de apoio ao trabalho – através das rodas de conversa cotidianas e seus diferentes arranjos. O duplo lugar servidora-pesquisadora ajudou a colocar em análise as instituições academia e clínica, apontando a possibilidade de um exercício de apoio que as articulem em busca da produção de saúde. / This intervention research lies on the interrogations that emerged from two work experiences: as a worker in the health department of a public university in Brazil, as well as an institutional supporter on one of the cities around Porto Alegre. This study intends to analyze the narratives concerning the experience of health-management interventions made on teams of a public university in order to understand how health, clinic and management are related in this work process. From this analysis, the theoric-methodological perspectives of Clinical Activity and Institutional Support are exploited to articulate the connections between them and amongst the institutional analysis, supporting a debate between the Brazilian Public Health System - SUS - and the experiences of the Servants Health Subsystem - SIASS. The methodological approach of this study adopts the cartography as a strategy to produce data and, such as tools, the field diary research and two rounds discussions with the department responsible for managing people, thematising the experience of intervetion with different teams from the University. George Canguilhem, Yves Clot, Michel Foucault, Gilles Deleuze, Félix Guattari, Gaston Wagner Campos, Emerson Elias Merhy and other contemporary brazilian authors are partners on this research, which is based on the concept of intercessors leading the discussion towards the clinical dimension presented in institutional support. Thus, it was concluded that the work of supporting work is formed by the context that combines infidelities of the environment and the unpredictability of the modes of subjectivity - through the everyday rounds discussions and its different arrangements. The double function servant-researcher could analise both clinic and academic institutions, enabling support experience towards occupational health.

Approximately 30% of Florida’s college system (FCS) students are enrolled in distance learning courses (FLDOE, 2015). As FCS institutions continue to grow their online programs to meet demand, a lack of support from, and consensus among administrator and faculty stakeholders could undermine institutional efforts to sustain growth and quality standards in these programs. The purpose of this quantitative study was to examine administrator and faculty perceptions of institutional support for online education in Florida’s College System. Differences in perceptions between these groups were also investigated. Additionally, this study explored if perceptions differed based on role and level of experience with online education. For this study, Administrators were operationally defined as administrators of online education and instructional technology staff, and Faculty were operationally defined as full-time and adjunct faculty. The sample included 25 Administrators, 25 Instructional Technology Staff, 131 Full Time Faculty, and 92 Adjunct Faculty. A total of 273 administrators and faculty employed in the Florida College System consented to participate in the study. To confirm the latent constructs underlying the survey questions, a factor analysis was conducted. Six scales were identified: Faculty Teaching and Technology Support (FTTS), Student Readiness for Online Learning (SROL), Institutional Commitment to Online Learning (ICOL), Student Services and Technology Infrastructure (SSTI), Online Learning Access and Administration (OLAA), and Online Learning Evaluation and Assessment (OLEA). A survey consisting of a 4-point Likert scale ranging from 1 to 4 where 1= Strongly Disagree, 2 = Disagree, 3 = Agree, and 4 = Strongly Agree, was used to measure perceptions of institutional support for online education. Findings from this study indicate that in the areas of Faculty Teaching and Technology Support (FTTS), Student Services and Technology Infrastructure (SSTI), and Online Learning Access and Administration (OLAA), administrators, instructional technology staff, full time faculty, and adjunct faculty agreed that their institutions were providing the necessary institutional support for online education. However, in the areas of Student Readiness for Online Learning (SROL), Institutional Commitment to Online Learning (ICOL), and Online Learning Evaluation and Assessment (OLEA), these institutional stakeholders differed in their views regarding institutional support for online education. As it relates to Student Readiness for Online Learning (SROL), administrators (M = 2.32, SD = 0.72), instructional technology staff (M = 2.23, SD = 0.69), and full time faculty (M = 2.33, SD = 0.79) all agree that institutions need to do more to address students’ readiness for online learning, while adjunct faculty (M = 2.80, SD = 0.82) perceive that institutions are providing the necessary support in this area. This finding signals a call for action in two areas. First, because institutional stakeholders agree this is an area of concern, institutions need to do more to address student readiness for online learning. Second, institutions need to ensure that adjunct faculty are aware of the technology preparedness screening that is available, or not available, to students enrolled in online courses and programs. In the area of Institutional Commitment to Online Learning (ICOL), administrators (M = 2.76, SD = 0.64), instructional technology staff (M = 2.66, SD = 0.85), and full time faculty (M = 2.88, SD = 0.63), perceive a need for more institutional commitment to online education, while adjunct faculty (M = 3.17, SD = 0.59) perceive that institutions are sufficiently demonstrating their commitment to online education. Differences in perceptions in this area signal that institutions need to gather information from these stakeholders in order to work towards consensus related to institutional commitment to online education. As it relates to Online Learning Evaluation and Assessment (OLEA), administrators (M = 2.87, SD = 0.79), instructional technology staff (M = 2.69, SD = 0.80), and full time faculty (M = 2.85, SD = 0.76) perceive that institutions need to do more to address online learning evaluation and assessment while adjunct faculty (M = 3.18, SD = 0.61) perceive that institutions are providing appropriate support in this area. Differences in perceptions in this area also signal that institutions need to gather information from these stakeholders to work towards consensus related to online learning evaluation and assessment. It is imperative that institutions in the Florida College System address issues that negatively impact student success in distance education. Findings from this study indicate that to enhance the quality of online education, and positively impact online retention efforts, FCS institutions should endeavor to gain support and solicit consensus from administrator and faculty stakeholders regarding efforts to sustain and grow their online programs.

The increasing rate at which e-Learning is implemented in institutions of higher education has been reported widely. The literature suggests that institutions of higher education, across the globe, use the efforts of champions to initiate and establish e-Learning activities. The paucity of research about the activities of e-Learning champions in an African context is noticeable, while implementation of e-Learning is spreading rapidly in Africa. It is to provide information within the African context of this activity that this study sought to identify and explain the activities and characteristics (through strategies) as well as the qualities (through motivations) of e-Learning champions as they engage in innovative practices in institutions of higher education in Africa. Two research questions guided the study which examined the activities of champions and how (activities and characteristics through strategies) and why (qualities through motivations) they engaged in their activities within their institutions. To address these questions, the study followed a qualitative research design, using semi-structured interviews with champions and policy level staff in institutions of higher education in Namibia, South Africa and Kenya as well as documents as its data sources. The intention was not to compare champions and their activities in these countries, but rather to establish understanding of these champions and their contexts as a group. The contextual relevance was solely based on the availability of champions and policy level staff due to the purposive and convenience sampling techniques applied. The study’s findings show that the activities of champions in Africa are not significantly different from those as described in recent literature in non-African countries. Rather, particular strategies and motivational factors are found that are related to activities, characteristics and qualities of champions. The support factors identified by policy level staff and in institutional policy documents differed from those thought to be motivating by champions themselves. Champions have expressed the need for an approved budget, sufficient infrastructure, an e-Learning unit with specialised staff, and dedicated time for e-Learning activities. Policy staff point to a level of support already in place in the form of some financial considerations for e-Learning and incentives. No explicit reference could be found in policy documents to the role of champions or what motivates them. This disjuncture between the environment of the champions and that of the established institution is explained by a maturity model of institutionalisation of innovations. The study’s contribution to the scholarly domain is at several levels. Firstly, the proposed conceptual framework is a contribution to academic discourse in that it contributed variables of analysis (strategies and motivations) of champions who engage in innovation within established institutions, institutional procedures, directives (through guidelines) and policies (through intentions), as well as goals which lead to a common objective in achieving scalability and sustainability. Secondly, the finding that institutions that wish to have innovations institutionalised must be aware of the disturbances that such innovations can bring and thus must create policies that recognise the role of champions and are able to accommodate, tolerate and support them. Thirdly, the synthesis of characteristics of champions, and their qualities with the support needed by them, and issues in relation to scalability and sustainability that may motivate institutions of higher education to support champions (or not) contribute guidelines which may be used to identify, acknowledge or recruit potential champions, where champions are needed. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

The incidence rate of HIV among Black males having sex with Black males (BMSM) is high compared to that of other racial groups. Researchers have established the association between inappropriate sexual practices, age, income, and environmental determinants and HIV positive status among BMSM. Guided by resilience theory, the purpose of this study was to examine the relationship between HIV risk behavior and resiliency with the goal of identifying a new intervention to mitigate the HIV infection rate in the BMSM community. The theoretical framework used for this study was the resilience theory. This theory is concern with the phenomenon of why some people thrive after period of catastrophic adversity while others do not. A quantitative research design was used to test for a correlation between psychosocial resilience and HIV risk behavior. Fifty seven respondents were included in the study, 28 who were HIV positive, and 29 who were HIV negative. The Risky Behavior Questionnaire and the Resilience Survey were used to collect study data. The main study finding was a significant correlation between resilience and sex-related HIV risk behaviors, including unprotected sex, a lack of awareness of HIV status, multiple male sexual partners, and alcohol and drug use during sex. According to study findings, BMSM with higher resilience might be less likely to engage in sex-related HIV risk behaviors than those with low resilience. Strategies to mitigate HIV transmission could include resilience training. The benefit to the society would be reduced HIV infections transmission due to reduced risky HIV behaviors. The population social change would be the importance of the resiliency practice among BMSM in an effort to dispel the fear about the disease.

This multiple-article dissertation explores institutional support for student academic engagement through the lens of the Academic Communities of Engagement (ACE) framework. A literature synthesis explores the current research on teaching assistant (TA) support in online and blended environments in higher education, with a special emphasis on their role in providing support for affective engagement, in addition to supporting cognitive and behavioral engagement. The review suggests that additional research needs to be done in this area to better understand the role of TAs in online environments and how institutions can prepare them for this role through meaningful training. The second article provides insight into students' barriers to learning online and how the institution can support these students. Researchers gathered survey results of 1295 university students regarding the barriers they experience and the support they receive from the institution to support their academic engagement. Descriptive statistics and thematic coding revealed specific practices institutions could implement to help students overcome barriers to fully engaging in their learning. The third article presents how online teaching assistants (OLTAs) interact with students to support their engagement in online and blended learning courses and how a training course may influence their interactions. Researchers gathered data from a tracking instrument that documented OLTA-student interactions over a 2-week period and conducted interviews with 10 OLTAs. Descriptive statistics and thematic coding indicated that TAs supported students in several ways and that their training program most likely influenced how they approached these interactions.

No description available.