Introduction: Carrying out this research is justified in relation to the current scenario of deficiency in the process of filling out the Death Certificate, which negatively influences the quality of data on mortality in Brazil. Through experience at the Hospital Epidemiology Center (NHE) of the Hospital under analysis, many incompleteness, flaws, erasures and errors were observed in the insertion of data when filling out the death certificate fields; Given this, the question arises what are the difficulties in filling out death certificates by resident doctors at the University Hospital under study? Objective: To analyze the completion of Death Certificates by resident doctors at a University Hospital in the period from 2020 to 2022. Methodology: The study presents 5 resources built from the information provided by the research, 4 articles and 2 educational products. Results and Discussions: Article 1 refers to a systematic review of the scientific literature, which addresses the inconsistencies present in death registration documents, aiming to understand the origins of the mistakes. Article 2 refers to the Construction and Validation of the Checklist Instrument, which also addresses incompleteness and failure to complete. In article 3, an evaluation of the completion of the death certificate by resident doctors was carried out, with the aim of comprehensively and systematically evaluating the process of completing the Death Declaration by resident doctors, identifying the main gaps, challenges and underlying causes that impact the quality of documentation. And article 4, Addresses an Assessment of Knowledge About Completing the Death Certificate by Resident Doctors at a University Hospital. For this investigation, in this article, a questionnaire was applied on the main difficulties faced by resident doctors when filling out the Death Certificate and its possible causes. Product 1 and product 2 were educational resources, consisting of a checklist and an audiovisual video. Conclusion: Therefore, the availability of valuable information on the correct completion of the Death Certificate will not only meet legal requirements, but also strengthen the integrity and responsibility of healthcare professionals. It is expected that the training provided will result in more accurate death certification, avoiding legal complications and contributing to efficient documentation.

This Academic Course Conclusion Work (TACC) from the Professional Master's Program in Health Teaching (MPES) at the Faculty of Medicine (FAMED) of the Federal University of Alagoas (UFAL) addresses the integration between education and health services as a strategy for professional qualification in the Unified Health System (SUS). In the first part, the TACC includes a scientific article on "The Influence of the Mental Health Care Course in Primary Care on the performance of Healthcare Professionals during the COVID-19 pandemic." The COVID-19 pandemic has brought about significant changes in society and in the work processes of healthcare professionals, such as the increased use of digital tools. Faced with this challenging scenario, professionals have had to adapt to meet the growing demand, encountering not only the fear of contagion but also exhaustive workloads. This situation often compromised their own health care, both physical and mental. The preparation and development of healthcare professionals within the SUS are priorities for state health managers. Continuous Education is essential for professionals, who frequently face new and complex challenges. The growing concern about the mental health of the Brazilian population and the formulation of policies in this regard are trends already present before the pandemic. The motivation for this research arose from the researcher's professional experience, who worked for over a decade in mental health management in Alagoas. As the originator, content provider, and tutor of the course, the guiding question of the research emerged, facilitating the creation of the general objective of this study: to analyze the influence of the Mental Health Care course in Primary Care in the context of the COVID-19 pandemic on the performance of healthcare professionals in municipalities of Alagoas. The course, conducted in the distance learning mode between October and December 2021, was made available on the educ@sesau platform of the State Department of Health (SESAU). This research is a descriptive Case Study with a qualitative approach. The course was offered for free, with a total duration of 88 hours, distributed over 8 modules. Activities were conducted asynchronously and synchronously. Ten healthcare professionals from different areas, originating from municipalities in Alagoas, who met the inclusion criteria and agreed to participate, signed the Informed Consent Form (ICF). Data collection involved two stages: document analysis and online focus group. In document analysis, documents from the course platform, including the curriculum matrix and application projects, were used. The online focus group took place on Google Meet, mediated by a facilitator. Content analysis was the methodology adopted to examine the information obtained during data collection, employing Bardin's thematic or categorical analysis technique, revealing two main categories with corresponding subcategories. In the second part, two educational products were developed in response to the results obtained: the "PodSUSpirar" podcast and the "PodSUSpirar" Instagram. Both educational strategies have the same name to allow an association between them. It is essential to maintain a focus on promoting mental health and strengthening the SUS. Despite the challenges faced, developing different strategies, such as promoting Continuous Education practice, enables professional improvement and practice change, allowing universal access to more humane and qualified health services. It is hoped that this research will inspire the search for new ways to promote educational processes that integrate teaching with health services, also encouraging scientific production in this area.

Introduction: The adoption of active methodologies for undergraduate students suggests a paradigm shift, where the educator is not merely a transmitter of knowledge but an encourager of the student's curiosity, stimulating the pursuit of knowledge. In these approaches, the student plays an active and central role in the learning process, not merely a passive recipient of information to be absorbed. Inquiry-Based Learning (IBL) is embedded within the context of active methodologies, as it encourages students to seek solutions to the problems they face in their daily lives. This methodology has the potential to promote understanding of social phenomena and the development of scientific skills such as procedural knowledge, reasoning, and communication, among others. The Inquiry-Based Learning (IBL) method involves approaching content through problems, in a shared journey between students and educators who explore and question phenomena in a structured and systematic manner, aiming to make learning meaningful and relevant. Inquiry-Based Learning (IBL) is implemented through teaching activities known as Investigative Teaching Sequences (ITS), which are didactic proposals aimed at developing scientific content or themes through different investigative activities. Curricular internships are mandatory activities in which students develop essential competencies and skills for professional practice, representing an important moment of preparation for their future professional actions in the face of social demands. In Service research, these investigations are an important part of the professional posture, integrating technical and operative skills of the social worker. Among the various issues experienced within the Maternity context is the problem of underreporting of Birth Registration, which is essential for ensuring citizenship rights from the earliest moments of neonates' lives, as it opens doors to access various essential public policies such as health, education, and social assistance. Despite this, it is concerning to observe that many women, even with the free and available service at HUPAA/UFAL, fail to register their newborns. The study reflects on educational practices that promote the intern student's role as the protagonist of teaching and learning, considering their skills and prior knowledge about the surrounding reality, as well as the development of scientific skills through the implementation of the Inquiry-Based Learning method. The work consists of 2 articles. In the first article: DIGITAL REFLECTIVE PORTFOLIO IN INQUIRY-BASED 8 LEARNING: an analysis in the context of curricular internship in social work; the aim was to evaluate the learning obtained by the students through the application process of the IBL methodology, and another function of this tool was to stimulate, assist in reflections, and in the writing of knowledge acquired from the execution of the Investigative Teaching Sequences (ITS), developed in the research project. In the second article: INQUIRY-BASED TEACHING AND CURRICULAR INTERNSHIP IN SOCIAL WORK: a possible meeting. aimed to explore the contributions of the active teaching methodology Inquiry-Based Learning (IBL) regarding the problem of underreporting of birth registration, with students of the Social Work course during supervised curricular internship in Social Work. Objective: To explore the contributions of Inquiry-Based Learning (IBL) regarding the problem of underreporting of birth registration, during supervised curricular internship in Social Work. Methodology: This is a research with qualitative methods, descriptive, exploratory, and diagnostic in nature. The methodological perspective to be adopted will be action research, which is characteristic of this methodological perspective to provide participants with conditions to search for solutions to a problem presented within a certain social context, providing conditions for changes in the experienced reality. The Inquiry-Based Learning (IBL) approach will be used in this action research, with the supervisor of the field/researcher and the students who will be experiencing the practice reality, intervening on it from a change perspective. The teaching methodology of IBL, developed through four (04) Investigative Teaching Sequences (ITS). The Investigative Teaching Sequence (ITS) is a didactic proposal aimed at developing scientific content or themes through different investigative activities. The ITS will be used in the following activities: ITS-1, Digital Reflective Portfolio, (developed in the digital tool Padlet); ITS 2-Systematic Documental Research, ITS-3 Diagnostic Field Research, and ITS-4- Integrative Systematic Review. Data collection took place between June and December 2023, where students developed the 4 (four) Investigative Teaching Sequences (ITS), proposed to investigate the sub-registry of birth registration in the public Maternity. For the elaboration of the Digital Reflective Portfolio (ITS1), students received guidance and systematic monitoring for the portfolio realization through group discussions that took place in person. ITS 2 (systematic documental research of diagnostic character aimed to lead intern students to understand the problem of underreporting birth 9 registration at HUPAA/UFAL, for this step, the following technical visits were made: visit1: Service point of the Civil Registry Office, located within HUPAA, in order to collect the number of Birth Registrations referring to the years from January 2017 to December 2022; visit 2: Billing Department of HUPAA/UFAL, to collect the number of Civil Birth Registrations billed during the years 2017 to 2022. In ITS 2, the data obtained from the Diagnostic Research were exposed in a table and analyzed individually by participant, ITS-3- Field Research: Integrative Systematic Review, describes a bibliographic review (secondary research), of the integrative systematic type, of qualitative nature systematic documental research, the selection of articles used in this mapping involved the selection of keywords, search terms, and inclusion criteria to identify studies to be later evaluated and included in the mapping. It is a bibliographic review (secondary research), of the integrative systematic type, of qualitative nature, with inclusion criteria (full text available for free, such as: original and review articles; publications from 2000 to 2022) and exclusion (repeated articles and those that do not cover the themes that deal with underreporting birth registration). Scans were performed in virtual libraries (CAPES Periodicals, Scielo, BVS, Wiley, and Science direct) from the crossing of the following descriptors (Portuguese and English) through Boolean operator (AND), constituting the following search strings: a) underreporting (DeCS Identifier: 16129; Mesh ID: DDCS016129) AND Birth registration (DeCS Identifier: 36396; Mesh ID: DDCS036396); b) underregistration AND Birth Registration. ITS 3 was developed in a virtual environment, through the Google Meet platform, and counted on the participation of all study participants. ITS 4-Collection of Diagnostic Field Research aimed to obtain information directly from the population of postpartum women hospitalized in the HUPAA/UFAL Maternity, requiring the intern researchers, intern students, direct contact with the interviewees in the space where the phenomenon occurs, a set of information about the studied problem was collected through the application of a semi-structured questionnaire that aimed to investigate the reasons why postpartum women do not perform the birth registration document. The semi-structured questionnaire instrument used by students for data collection was developed by the researcher and underwent a validation process during the implementation by the main researcher of the Educational Products II discipline, taught in the Professional Master's Degree in Health Teaching of the Faculty of Medicine of the Federal 10 University of Alagoas MPES/FAMED/UFAL. Data collection took place at HUPAA/ UFAL Maternity, at the beds of postpartum women, where they were invited to participate in the study, and for this, they signed the Free and Informed Consent Form (FICF). Each of the 5 (five) students applied 6 (six) semi-structured questionnaires, totaling 30 (thirty) questionnaires, prior to data collection, a Pilot Test was performed by students, which aimed to adjust the previously elaborated questionnaire to the objectives that were intended to achieve. The responses obtained from the field research questionnaires were created in the Google Forms digital tool, with the responses being displayed through graphs, the results compiled and entered into a spreadsheet and, finally, analyzed collectively by students, resulting in a single interpretation. Results and discussion: The analysis of the IBL method was carried out from the elaboration of thematic categories, based on Bardin's content analysis that were developed from the use of Artificial Intelligence (AI) through CHATGPT version 3.5, and supervised by the human mind, the use of the IBL method, in the context of training in Service. The analysis of the IBL method, in the context of training in Service, revealed the learning that students developed during the didactic activities, pointing to a more dynamic perspective aligned with contemporary demands in educational work, especially in the context of curricular internship practice. The use of the active methodology demonstrated the active participation of intern students, who not only acquired knowledge about the studied theme but also developed skills of the scientific culture. This study highlights the importance of educational approaches that promote active student participation and integrate theory and practice effectively, preparing them for the challenges of the real world. Conclusion: The results obtained through the application of the Inquiry-Based Teaching / Learning method, for Social Work students in the Curricular Internship discipline, in the practice scenario of the HUPAA/UFAL Maternity, were consistent with the objectives proposed by the teaching methodology, the students were able to develop learning about the sub-registry of Birth Registration, as well as develop several skills present in the scientific culture such as: critical analysis, hypothesis elaboration, data collection, analysis of collected data, among others.

This Course Conclusion Academic Work (TACC) is composed of the following sections: presentation; dissertation, the result of research carried out during the master's degree; and related educational products. At the end, the general considerations of the TACC are outlined and the appendices and annexes are made available. In the presentation, the personal motivations that led to the research are explained, as well as a brief history of the topic studied. The dissertation comes from the research "Knowledge of the preceptor teacher of the supervised internship, on the necessary competences that the student should achieve in the primary care internship", carried out with a qualitative approach, through documentary research, analyzing the Pedagogical Project of the Course (PPC) of a private institution in Maceió-AL. Observing gaps in the training processes of professionals and graduates, which made it difficult to put into practice what the PPC of the course and the DCNs advocated, actions were thought and executed that could collaborate in health training, capable of causing changes in care practices. As a result of these actions, the educational products were: an original article, and a workshop for the preceptors of the nursing course, with the objective of showing what weaknesses were found, in order to bring solutions for improvement for the internship and consequently for the course. The general conclusion, from the research and related interventions and products, is that the proposed objectives were achieved. Therefore, the text of the PPC, after being analyzed, is sufficient for training compatible with a professional profile capable of understanding and offering adequate care. In addition, there was important learning for the researcher and her interlocutors in this academic trajectory, producing improvements for professionals, graduates, users and for the institution where the actions were developed.

Introduction: The podcast is being incorporated into educational strategies in higher education, with the aim of contributing to Comment start the teaching-learning process in the construction of collaborative Comment end knowledge, without disregarding classical scientific learning. The lack of literature demonstrating the use of podcasts in physiotherapy teaching motivated the development of this project that questioned how students perceive the collaborative production of podcasts associated with PBL for self-learning in physiotherapy. Objective: to analyze the perception of students about the process of building individual and collaborative knowledge in the production of a podcast associated with Project-Based Learning (PBL) as a strategy for learning in intensive physical therapy discipline. Methodological path: This is a study with a qualitative approach, of the action research type. Data were collected through a digital wall (Padlet) and through audio recordings and were processed by the Interface de R software (4.1.3) IRAMUTEQ, version 0.7. Results: The data obtained after the students' perception of podcast production as a teaching-learning strategy gave rise to three categories: construction of collaborative knowledge during podcast production, use of podcasts in the transmission of knowledge in Physiotherapy and evaluation of collaborative activity. As well as the construction of a Rubric for formative evaluation. Final considerations: The use of the PBL steps during the construction of the podcast went beyond the exercise of traditional content and demonstrated the development of cognitive, affective, social and emotional skills and competences during the learning of Intensive Physiotherapy, in addition to everything, it provided the expansion of criticality and of the students' self-assessment practice.

Residue management in healthcare services is crucial. It is a complex system involving multiple
stages and different people, from citizens, health professionals and drivers of internalservices
in healthcare institutions, to specialized professionals in residue management. In this context
and scenario, this academic work was carried out as a final course project under the title
“Assessmentonenvironmentalawareness,pro-environmentalbehaviorandresidue
management quality in healthcare services: The Reality of a Medical Course in a Public Higher
Education Institution (HEI) in Alagoas." The researcher presents the results of the study on the
subject in the format of an article and educational product. The first general objective was
investigating the relationship between environmental awareness, pro-environmental behavior
and residue management in healthcare services (GRSS), among medical students from a public
higher education institution in Alagoas. This is an exploratory case study, with descriptive-
analytical and a quantitative approach. The sample consisted of 93 medical students. The
inclusion criteria was: being enrolled in the medical course of the researched institution; and as
exclusion criteria: student transferred from other HEIs and student removed from academic
activities. As a data collection instrument, a validated questionnaire was used, entitled
“Behavior for Sustainability” (Afonso et al. 2016). The questionnaire was based on theoretical
constructs related to sustainability, encompassingthree dimensions: Environmental Awareness,
Pro-EnvironmentalBehaviorandResidueQualitymanagement.TheLikert-typescale
evaluates six items for each dimension, totaling 18 items. Thequestionnaire and the TCLE were
inserted in Google Forms and sent to the selected students by institutional electronic mail (e-
mail). For data analysis, the information was initially grouped in a Microsoft Office Excel
spreadsheet. Subsequently, the variables were organized in tables. For data description, the
following measures were used: absolute frequency (n), relative frequency in percentage (%),
avarage, standard deviation (SD), Pearson's correlation coefficient (r) and Cronbach's alpha
coefficient.TheCronbach'salphavaluewas0.5596fortheenvironmentalawareness
dimension, indicating a moderate level of internal consistency, while the pro-environmental
behavior and residue management dimensions exhibited 0.6571 and 0.715, respectively,
indicatinga considered substantial level of internal consistency. The results showed that the
level of environmental awareness had a positive influence on pro-environmental behavior and
on the quality of the GRSS. Pro-environmental behavior exerted a positive influence on the
quality of residue management in healthcare services. Fifth year students had a greater positive
attitude (statistically significant) towards the dimensions of environmental awareness and pro-
environmental behavior than the others, including sixth year students. In this study, there was
no statistically significant difference in behavior between female and male students in any
dimension. The students’ perception of GRSS quality, across all years, requires curriculum
improvement. For greater depth, further qualitative research is suggested to explore existing
learning opportunities. The institution's documents proved to be insufficient to materialize the
management of solid residue in healthcare. It was concluded that the HEI needs to practice,
guide and monitor the GRSS, as well as raise students awarenessregarding the disposal of
residue generated duringpractical activities. The students at the researched institution presented
concerning attitudes in the dimension of GRSS quality, indicating a need for improvement. The
producedEducational Product was a video titled “Generating and Disposing of RSS in a
Practical Setting.” The resource aimed to raise awareness among the academic community
about their role in the GRSS. The video was built using the Animaker Platform and has a
duration of 2'49''. Its contents address the role of the HEI in the GRSS and Situation Simulation
of RSS Generation and Disposal. It is expected that this academic work will consolidate itself
as an auxiliary resource for improving the curriculum of the medical course of the researched
institution.

This Course Completion Academic Work (TACC) of the Postgraduate and Teaching Program in Health (PPES) belonging to the Faculty of Medicine of the Federal University of Alagoas consists of the following sections: general presentation of the TACC; article based on the research entitled “HEALTH PLANNING AND TEACHING-SERVICE-COMMUNITY-MANAGEMENT INTEGRATION”; educational product; final considerations of the TACC; and, finally, the appendices and annexes. In the general presentation of the work, the personal motivations that led to the realization of the research are outlined. The article presents, in an expanded and detailed way, the development of the research that had as general objective to understand how the health planning actions used for the construction of the Municipal Health Plan in Arapiraca-AL contribute to the teaching-service-community-management integration . The research was carried out in 2022 with primary care preceptors who participated in the 2022-2025 Municipal Health Plan workshop and, for the production of information, the Conversation Circle technique was used. The information was analyzed having as a methodological contribution, the discursive practices and production of meanings and analysis of linguistic repertoires, producing as results three sets of meanings: health planning in times of pandemic, the meanings of health planning and the teaching of planning in health as a possibility to rethink health practice. As a product was written: a digital book (e-book) on Planning in the Territory. The study seeks to contribute to health planning oriented towards the integration between teaching-service-community-management, in order to build a stronger and more resolute SUS.

Within the context of preceptorship, characterized as in-service education
aimed at training professionals in practical settings, the preceptor plays
pivotal roles. They are not only responsible for imparting knowledge from
their daily experiences but also for overseeing and guiding students in
their professional development. The Academic Completion Work (TACC)
of the Professional Master's in Health Education, affiliated with the
Medical School of the Federal University of Alagoas, is structured in two
primary facets: the drafting of a scientific paper and the creation of a
technical educational product. The article titled "Technical and Behavioral
Competencies of the Nurse Preceptor in a Neonatal Intensive Care Unit
of a Public Hospital in Alagoas" centers on analyzing the performance of
such competencies in a public Neonatal Intensive Care Unit. This
research, of an exploratory, qualitative, and descriptive nature, relied on
data collected from a sample of 30 preceptors from the Neonatal ICU of a
Teaching Maternity Hospital, conducted through a tool consisting of three
key questions. Additionally, an animated educational video titled
"Preceptorship in Neo I will talk" was developed, available on the
YouTube platform at the link https://youtu.be/9LhtWEREe2c, which
subsequently underwent a validation process, leading to the publication
of a specific article on the subject. The core aim of this work is to provide
a significant contribution to practical education, spurring reflections on
preceptorship and assessing the technical and behavioral performance of
nurse preceptors in neonatal settings

This is a study on publications that report plagiarism and self-plagiarism in national and
international scientific articles through an integrative review from 2018 to 2022. Publications were

searched in PubMed, BSV and SciELO databases, with the exact descriptors plagiarism AND self-
plagiarism. The results of the articles that make up this review showed that easy access to online

information with the rapid growth of the internet, the development of technology aligned with cases of
misconduct in scientific production, increased considerably in the creation and adulteration of data,
insertion of authors who did not participate in the study and plagiarism. Among the most frequent
misconducts are plagiarism and selfplagiarism present in the most diverse levels of education from
basic education to higher education.

Introduction: Based on the curricular guidelines and on the policies to encourage training in health, it is estimated that the internship in primary care contributes to the formation of the critical-reflective profile of the nurse. Objective: To analyze the preceptor's perception of how the teaching-learning process occurs during the supervised internship in primary care. Method: This is an exploratory study with a qualitative approach, case study type. It was developed at Faculdade Estácio de Alagoas, with preceptors from the nursing course who are part of the teaching staff of the discipline of supervised internship in primary care, which has 23 preceptors, of which only six agreed to participate in the study. Data collection took place from August to September 2022, through a questionnaire prepared on the Google Forms platform, containing 14 questions. Results: All participants were female, with a nursing degree from a private institution, with a prevalent age group of 31-40 years. Most have Lato Sensu specialization. As for having a teacher training course, half reported having yes. In terms of preceptorship time, 66.7% said they had more than 4 years. It is possible to perceive that there is a concern, on the part of the preceptors, to have, at least, the title of specialist to develop the preceptorship. Conclusion: It was possible to identify the preceptor's relevance and impact on the training of new nurses, and on the importance of these having technical and pedagogical knowledge of their profession.

This Final Academic Work - FAW of the Professional Master's Degree in Health Teaching at the Faculty of Medicine of the Federal University of Alagoas consists of two parts: the first is composed of a scientific article and the second, of two educational technical products, derived from the research: “Therapeutic futilities to the detriment of palliative care for patients with HIV/aids at the end of their life: student knowledge”. The motivation for this research arose from the researcher's concerns when reflecting on the knowledge, actions and difficulties of undergraduate students and health professionals in dealing with aids patients in the face of imminent and inevitable death within an infectious disease hospital. It objective is to know the knowledge of students in a hospital for infectious and contagious diseases on palliative care and the use of futile therapies for patients with HIV/aids at the end of their lives. This is an exploratory study, with a qualitative approach, of the case study type. The instrument used for data collection was the semi-structured interview. Data analysis was conducted according to the method proposed by Bardin and organized into categories 1) Palliative care in the training of health graduates; 2) Understanding and identifying practices that prolong the dying process; 3) Factors that lead to the use of techniques that prolong the dying process. Thus, a scientific article was produced, with the title: “Therapeutic futilities to the detriment of palliative care for patients with HIV/aids at the end of their life: student knowledge”, the same title as the research. And two educational products 1 e-book “Palliative Care for patients with HIV/aids at the end of their lives: addressing Therapeutic Futilities”, a didactic, accessible, practical, free, and easy-to-understand material; product 2: videos series: “Palliative Care; Palliative care for patients with HIV/aids; Therapeutic futilities”, viable due to the wide possibility of access and dissemination of the themes. With this work, we hope to contribute to the teaching-learning process of health course students, discourage futile practices in end-of-life patients with HIV/aids and collaborate in integrating teaching, service, and community.

Professional training is a constant concern in the history of humanity, especially for those who will take care of the population's health. Botti and Rego, (2008) apud Macedo (1999) state that, in primitive tribes, candidates to perform the role of shaman were carefully selected and trained. Lately, preceptorship has been standing out as a teaching modality in the training of professionals, especially in the health area, whether at undergraduate or postgraduate level. Based on the results of this study, it is possible to produce and/or support arguments that lead to an improvement in the training of these professionals. This research aimed to analyze the contribution of preceptors to the training of residents in Obstetric and Women's Health nursing at a public institution in Maceió; Know the specific training process of preceptors participating in the research, for the exercise of preceptorship of the internship under study; It is research with a qualitative, exploratory approach, designed as an Educational Case Study. The results achieved show the growing presence of men, which means affirming the emergence of a new trend, that of masculinization in the category. (PUCPR-2020); Although there are many challenges, limitations in completeness for the better development of the Curriculum and teaching-learning process in health training, the relationship between the parties involved, resident-preceptor promotes the benefit by creating an exchange of theoretical and practical knowledge. The characteristics of the relationship developed between preceptor and resident, mentioned here as something positive, portray its relevance for collective work, mediated by the appreciation of the student's knowledge, in which the preceptor develops educational criticism, in a constant process of elaboration and re-elaboration of knowledge -do, in order to horizontalize this relationship. We suggest greater interaction between the institutions participating in the relational process - trainers-trainees, in order to offer better training to residents, making the preceptor part of the educational process, without maintaining a link with the university

Interprofessional Education (EIP), understood by WHO as learning together to work together, is the subject of studies by researchers and professionals in the field of higher education around the world and is very strongly embraced by the CAIPE (Centre for Advancement of the Interprofessional Education) in the United Kingdom, which demonstrates the need to implement collaborative practices as one of the competencies of healthcare professionals through teamwork. In Brazil, the EIP constitutes one of the principles of the 2001 National Curriculum Guidelines, reformulated in 2017, however, unilateral and fragmented practices are still perceived both in the health internship and in the hospital setting. This article, called Interprofessional Education in health training: perspective of interns in a trauma hospital in Northeastern Brazil, aims to analyze the perception of health interns in relation to IPE and collaborative work in a trauma hospital. The quanti-quali study, with content analysis according to Bardin, has the following data collection instruments: 1 - the application of the RIPLS questionnaire (Readiness Interprofessional Learning Scale), adapted to Brazilian Portuguese; 2 - an online focus group (GFO) to better understand the responses to the questionnaire. SPSS (version 25) and Atlas-Ti (version 9.0) software were used for quantitative and qualitative analyses, respectively. Forty-three interns from different health courses in a trauma hospital of the SUS in the Northeast region of Brazil participated in the research. The research was approved by the CEP under the CAAE number 37476920.1.00000.5013. In the quantitative part, the responses to the RIPLS questionnaires draw attention to the frequency of score 3 (I neither agree nor disagree) in the three dimensions: 1. Teamwork and Collaboration (TEC), 2. Professional Identity (PI) and 3. Focused Attention in the Patient (ACP). In the qualitative analysis, the following categories emerged from the speeches of the interns at the GFO: 1.Definition of interprofessional education in health, with the subcategories: learning together and exchange of knowledge; 2. Absence of interprofessionality in academic training, with the subcategories: joint learning with different courses in training, encouragement of interdisciplinarity and work in the undergraduate curriculum; 3. Lack of teamwork, with the subcategories: collaboration, collectivity, sharing, interaction and working together; 4. Difficulties in interprofessional communication, with the subcategory: lack of contact with other sectors; 5. Values, with the subcategories: respect, ethics, empathy and solidarity; 6. Reflections on professional practices, with the subcategories: professional goals versus clinical goals and self-analysis. These categories showed that, despite the interns never having participated in IPE processes, they are likely to learn together with others in order to qualify their future professional practice in patient care. The interns demonstrated availability for interprofessional practice in health and collaborative practices. It is hoped that this study can contribute to health education through Interprofessional Education and collaborative practices in the hospital context.

The legal recognition of health as a right for all and a duty of the State was affirmed in the Federal Constitution of 1988 (CF/1988) which established the Unified Health System (SUS) as a strategy for its implementation. Thus, the need arises for a training process in health that meets the principles established by the SUS, in which the teaching-service integration represents a relevant strategy for this training. The research “The teaching-service integration of the curricular internships of the courses in the health area of a public university in a municipality of Alagoas” aimed to analyze the process of teaching-service integration of the curricular internships of the courses in the health area in the municipality. This is a qualitative study which interview coordinators of health courses at the Federal University of Alagoas, professionals from the Municipal Health Department of Arapiraca who coordinate health internships, preceptor professionals working in the health services of the municipality of Arapiraca and students who were completing a curricular internship in these services. Two categories of analysis were established: organization and development of the stage of courses in the health area; and interfaces of teaching and service integration, the first category being subdivided into two: planning of activities in SUS training spaces; and pedagogical training for preceptorship in the SUS. The results showed that there is a fragility in the communication between the actors involved in the training process of the curricular internships, as well as in the planning between the university internship coordinations and preceptors, making it difficult to develop the actions to be carried out in the SUS practice scenarios, and the process of integration between teaching and service. This research also generated as a product the Digital Guide for curricular internships in health services, aiming to provide prior knowledge of the internship fields of the municipal health network, as well as to present the management instruments that make up the planning system in the SUS. As final considerations, it is understood that the teaching-service integration is essential for the training and development of health professionals, and necessary for the consolidation of SUS.

The National Program For Patient Safety instituted by the Brazilian Ministry
of Health is recognized for its contribution to the qualification of healthcare,
turning its presence in every national healthcare facility essential,
stimulating safe assistance practices. The research´s leading question was:
What is the knowledge of nursing undergraduates of a public university
regarding patient safety? The study had a goal to measure the knowledge of
the undergraduates regarding patient safety during their internship in a
University Hospital. Methodology-wise, we consider the research a
qualitative-descriptive exploratory study, in which participated 19 students
in the 9° period of the nursing course enrolled in the subject "Supervised
internship in a general hospital and basic health unit 1". The information
was collected by interviews guided by a semi-structured tool and analyzed
according to the phases proposed by Bardin (2011): 1. Pre-analysis; 2.
Material exploration; 3. Treating results. The results obtained showed that
the undergraduates, at the beginning of the internship, had limited
knowledge regarding Patient Safety, being obtained during the discipline
and extracurricular activities, showing significant progress concerning the
subject during the internship. We conclude with the research that with the
activities developed during the internship allowed the students to present a
better understanding of the protocols implemented by the hospital´s Patient
Safety Core and recognize its importance to the quality of assistance in
healthcare. The study´s relevance and the expected scientific contribution
are found in the possibility of incorporating the data to increment the
formation of the nursing students with the acquired knowledge regarding
patient safety leading them to act multidisciplinary, seeking an improvement
in the quality of assistance.

It constitutes an action research that intends to institute the evaluation of the professor by the student in the Medicine course of a Public University.

This end-of-course work of the Professional Master of Teaching in
Health of the Medical School of the Federal University of Alagoas is
composed of the dissertation and the product, where the TACC was
developed, to identify the perception of the student of the Nutrition
course on the knowledge needed to work in Primary Care. Nutritional
care is defined as a set of actions of food security and nutrition within
the public health scenarios. However, in Brazil, the descriptions of
actions and guidelines on food and nutrition performed by academia,
or by primary care teams, are still insufficient for specific
understanding. The curriculum of the Higher Education Institutions
(HEI) contemplates in general, the levels of complexity of health care of
the Unified Health System, with little integration between disciplines
and not always develop active methodologies during theoretical and
practical classes. The general objective is to verify in a concrete and
real way the perception of students in the undergraduate nutrition
course within the context of professional reality through the
theoretical basis, especially in the implementation of activities in
primary health care. The study of qualitative character, facing the
theoretical assimilations for professional performance in basic health,
specifically in primary care with the students of the nutrition college of 

the Federal University of Alagoas (UFAL), following the instruments of
data collection, the same was performed according to the state decree
for quarantine periods because of the covid-19 pandemic. The data
were constructed from individual online interviews, conducted by
videoconference on an online platform (Google Meet), on a previously
scheduled date and time. All information gathered occurred through
online interviews following a script with four open-ended questions.
Participaram deste estudo 7 acadêmicos do curso de Nutrição, os
estudantes concederam
dados e informações acerca do assunto abordado, utilizando a técnica
de análise de conteúdo temática, emergem três tipos de categorias,
incialmente o processo de formação e atuação do profissional de
nutrição na Atenção primária, em seguida surge as práticas acadêmicas
nas instituições de saúde e por último a Atenção primária como local e
cenário das atividades do nutricionista...

ARTICLE: NURSING RESIDENCE IN NEONATOLOGY: UNDER THE VIEW OF THE PRECEPTOR AND RESIDENT

ABSTRACT

Introduction: Preceptorship is defined as teaching-assistance supervision by specific area of activity or professional specialty, aimed at health professionals who have completed an undergraduate course and at least three years of experience. Objective: to analyze the perspective of the nurse-preceptor and the resident regarding the Nursing Residency Program in neonatology of a public school maternity hospital. Methods: descriptive study with a qualitative approach of the case study type, with an exploratory characteristic. The research instrument was through individual interviews through a semi-structured script, with 09 participants among residents and preceptors. The data obtained were transcribed and interpreted according to content analysis by Bardin and Minayo. Based on the results, four analytical categories were created: 1) Competencies of the preceptor; 2) Potentialities found in preceptorship; 3) Difficulties in preceptorship and 4) Challenges during the pandemic in preceptorship. Results: strengths and weaknesses were observed in terms of teaching and learning in nursing residency in neonatology. The need to involve everyone who is part of the preceptorship in the search to collaborate with democratic proposals to build quality service learning and incentive to strengthen the preceptor. The preceptor needs to know his role, how to develop, actively participate in permanent education and collaborate with teaching in the formation of strategies that aim to achieve the preceptorship's objectives. Education is the responsibility of everyone involved in this process. There is a need for periodic discussion of factors that contribute to decision-making for the category of preceptors and support advances to be implemented. Final considerations: it is understood that teaching in service demands time, updates and support for preceptors, greater involvement of educational and health institutions, and appreciation of this class of professionals who develop assistance in parallel with teaching, providing guidance for future specialists . The contribution of those involved in the development of the practice brought dynamic updates and necessary cooperation for preceptors and residents, aiming to strengthen in-service teaching. We believe that the research results will be able to contribute to dialogues about the formation of the Nurse-Neotalogist, making this an instrument that facilitates and instigates in-service teaching.

This work presented to the qualifying panel is composed of the following sections: presentation; an article (under construction), derived from the research (in progress); and three related educational products. At the end, appendices and attachments are made available. In the presentation, personal motivations are described, as well as a brief background about the ongoing research. The article is entitled "Workshops as a teaching strategy for the Kangaroo Method in a university extension project" and its general objective is to know how workshops can contribute to the teaching of the Kangaroo Method, based on the discourse of the students of the university extension project in a public teaching hospital. The educational products were developed for the development of the workshops, they are: “Technical Manual for carrying out Kangaroo Method Workshops”; “Video: Knowing a Neonatal Unit!”; and “Game: Kangaroo Method QUIZ”.

The creation of the Unified Health System determines a new model of health care, whose organizational axis is integrality. Thus, with the objective of re-discussing and transforming health practices, the Ministry of Health launched the National Humanization Policy, presenting welcoming to the family as an operational guideline for changing the work process. The university as an instrument for social transformation and critical and reflective thinking has the role of fostering new health practices, having as reference the health needs of the population and government policies. Objective: to analyze the teaching of embracement to the family during undergraduate nursing at a federal university in Northeastern Brazil. Method: this is an exploratory-descriptive study with a qualitative approach that used the focus group as a method of data collection and discourse analysis according to Bardin for data analysis. Results: 62.5% of the graduates of the undergraduate nursing course participated in the study. All female. 60% of the students affirm that the content about welcoming the family is not seen during the undergraduate course. Qualified listening is cited as inherent and essential to welcoming. For the study participants, welcoming is more feasible in primary care. Final considerations: The undergraduate students have knowledge about hosting. The theme is addressed during graduation, however, without theoretical deepening. The discipline that most deals with the subject in the course is mental health. It is also concluded that the development of welcoming actions, according to the undergraduate students, is easier in primary care than in the hospital network

This Academic Work for Completion of Course (TACC) of the Professional Master in Teaching
in Health (MPES) of the Faculty of Medicine of the Federal University of Alagoas (UFAL) is
consists of two parts: the first consists of two articles and the second, three
educational technical products. The articles, entitled “Learning about humanization of
health and nursing practices in a Neonatal Unit ”and“ Senses about humanization
of health under the eyes of nurses in Neonatal Care ”, were based on the research
“Learning about humanization of health and nurses' practices in a Unit
Neonatal ”. The products, according to CAPES, are educational materials, such as digital media,
in the format of sequential digital posters, to be made available via the internet, in
free platforms and apps. They were based on the aforementioned research, in the
Kangaroo Method and in humanized practices in the Neonatal Unit. We hope to contribute with
teaching and health and humanized care practices developed in Units
Neonatal, integrating teaching, service and community.

In the hospital environment, workaccidentsinvolvingexposuretobiological material stand out
for thefrequency in whichtheyoccurandtheriskofprofessionalsacquiringpathologies.
Accidentsinvolvingbiological material have medical emergencycarecriteria,
sinceprophylaxisinterventionstoprevent HIV infection, for example, require
speedandeffectiveness, starting in thefirst hours afterexposure.
Nursingprofessionalsworkdirectlywithpatientcare, being more
vulnerabletooccupationalexposuretobiological material, such as blood, bodyfluids etc. The
mainobjectiveofthisworkwastoanalyzetheprevalenceofaccidentswithbiological material in
students, residentsandprofessionals in theNursingareaof a Teaching Hospital, in
theperiodfrom 2015 to 2019. Thisis a cross-sectionaldescriptiveepidemiologicalstudywith a
quantitative approach tothe data, which are consideredsecondary, present in
theworkaccidentnotificationformsreferringtotheperiodfrom 2015 to 2019
madeavailablebytheOccupational Medicine sector oftheTeaching Hospital.
Duringthestudyperiod, 77 workaccidentswithnursingprofessionalswerereported, where 90.9%
occurred in femalesand 9.09% in males. As a characterizationofaccidents,
thecategoriesthatpresentedthehighestpercentageofnotificationswereNursing (19.5%)
andNursingTechnician (68.8%). Withregardtoduty, thepercentageofaccidentswas 49.4% for
themorning, 25.9% for theafternoonand 24.6% for thenight shift. As for the sector, the
General ICU stood out, with 18.2%, Wards in general with 45.4% andObstetric Center with
12.9% ofaccidents. Regardingthetypeof material, 67.5% werecausedbyneedlesand 12.9%
bybloodsplatter. Regardingthecircumstances,
thehighestpercentagewasrelatedtothelackofattentionwith 26% ofaccidentscaused.
Thisstudyallowstheidentificationoftheaccident profile,
whichcancontributetothecreationofaneffectiveaccidentpreventionplan, in
additiontotheimplementationofpermanenthealtheducationtoadheretogoodpracticesatwork.

This Academic Work of Course Completion (TACC) is composed of the following sections:
presentation; dissertation, the result of research carried out during the master's degree; and
four related educational products. At the end, the general considerations of the TACC are
outlined and the appendices and annexes are made available. In the presentation, the
personal motivations that led to the research are explained, as well as a brief background on
the studied topic. The dissertation comes from the research "training for the care of cultural
diversity in primary care in a nursing course", carried out with a qualitative approach, through
documentary research, analyzing the Pedagogical Course Project (PPC) of nursing of a
private institution in Maceió-AL. Observing gaps in the training processes of professionals
and graduates, which made it difficult to put into practice the care for cultural diversity, actions were designed and implemented that could collaborate in health education for
cultural diversity, capable of causing changes in care practices. As a result of these actions,
the educational products were: an original article, a model for adapting the curriculum of the
Supervised Internship curriculum, the elaboration of a systematic review article, aimed at the
scientific community and a video aimed at researchers, showing the importance of theory
Leininger in the practice scenario and the possibilities of its use as a pedagogical tool, presented during the II Iberoamerican Teachers Congress in July of this year. The general
conclusion, arising from the research and the interventions and related products, is that the
proposed objectives were achieved, revealing insufficiencies in the analyzed PPC text for a
training compatible with a professional profile capable of understanding and offering
adequate attention to the current current cultural diversity. in Alagoas society. In addition,
there was important learning for the researcher and her interlocutors in this academic
trajectory, producing improvements for professionals, graduates, users and for the institution
where the actions were developed. 

Empathy is an ability linked to Emotional Intelligence (EI) that needs to be cultivated
and directly interferes with the human being's ability to interact and relate to other
people, being described in the literature as one of the most striking characteristics of
great medical professionals. The present Academic Work of Course Completion
(TACC) aims to investigate how the levels of empathy are manifested in medical
students, from a private institution in northeastern Brazil, throughout their
undergraduate course, and wants to emphasize the importance of attributing to the
development and improvement of the empathic construct in students, to the teaching
of the so-called medical humanities, the art of caring, the same emphasis given to the
acquisition of technical-scientific knowledge during academic training, so that these
future doctors can better deal with diversity of ethical and affective clashes that they
will face in their daily professional practice and, in this way, they will be able to establish
more satisfactory and successful doctor-patient relationships that meet the needs of
contemporary society. As a product of this study, the MedCine Project was created,
which brings cinema into the classroom as a powerful media-education tool that
provides medical students with a broader understanding of the human being and favors
the acquisition and consolidation of essential skills in person-centered health care.

COVID-19 is a contagious disease, of immeasurable proportions, caused by SARS-CoV-2 (new coronavirus). Due to this scenario, we are facing a great challenge, for which we still don't have all the answers. This study aimed to identify the influence of the pandemic on quality of life and its relationship with the permanence of students enrolled in the Psychology course at campus AC Simões, Federal University of Alagoas. This is a quantitative research, obtained with the application of the Likert-type scale instrument added by a situational and sociodemographic inventory and the assessment of quality of life through the WHOQOL-bref tool. Based on the research results, it was possible to reflect and dialogue about care practices and new procedures for the functioning of classes, learning and administrative components, adopting virtuality to replace face-to-face care. The results suggest that the pandemic situation can be considered a determinant that affects different dimensions of students' lives and, in view of such changes, digital transformations will come to play a leading role in life inside and outside universities.

According to the World Health Organization (WHO) Patient Safety is defined as the reduction of risk of damage or injury according to the International Classification of Patient Safety (CISP) Based on assistance care, within a minimally acceptable limit, as some risk that brings the possibility of an incident: the error related to failure in health care, ineffective or incorrect implementation of a care plan or even adverse events. In detriment of this approach, this study aimed to analyze the perception of students about Patient Safety during the Undergraduate Nursing Program at the ASCES-UNITA University. This is a unique Case Study, exploratory in nature with a qualitative approach, carried out in March 2021, applied to twelve students of the ninth period of the course, eight females and four males from the aforementioned university. An Online Focus Group (GFO) was held in compliance with current health regulations resulting from the COVID-19 pandemic regarding learning from the student's point of view about patient safety. Among the results found, it was divided into three categories on patient safety: teaching in the classroom; curricular internships; and, attributes for the management of future nurses. There is no specific discipline for this subject, each docente teaches as he/she thinks necessary during the course, but the students did not feel harmed and believe that the teachings are sufficient to understand the protocols. This study generated a scientific article and two educational products: one of them was the Educational E-book entitled "Have you studied what is Patient Safety today?" and PodCasts on the same theme, both validated by a panel of experts and published in the EduCAPES repository.

This Academic Work of Course Completion (TACC) of the Post-Graduate
Program of Teaching in Health at the Faculty of Medicine of the Federal
University of Alagoas consists of a dissertation entitled "Interdisciplinarity in
the Preceptorship of PET Saúde Gradua/SUS - Perspective of Students"
and an educational product. The personal motivations that led to the
research are presented in the presentation. At the end, considerations,
appendices and annexes are presented. The main objective of the
dissertation was to identify the perspective of students regarding
interdisciplinarity in the preceptorship of the PET Saúde Gradua/SUS
Program. The survey was conducted with students from the UFAL Medicine
course on the Arapiraca campus, who participated in the PET Saúde
Gradua/SUS. For data collection, the Conversation Wheel was used to
produce information. The speeches obtained were transcribed and analyzed
using the technique of analysis of discursive practices. After the analysis, 3
(three) sets of meanings resulted: affection, interdisciplinary experience and
health services. As a product, an integrative review article on
interdisciplinarity in the context of PET Saúde was written. This TACC
intends to contribute to the understanding of interdisciplinarity in health
education, both at the university and in the practices of health services.

Os cursos na saúde têm investido em profissionais que proponham mudanças dos modelos de atenção em saúde, com inovações no processo ensino-aprendizagem, que contribua com uma formação crítico-reflexiva. Nesse processo são ofertados cursos de especialização nos moldes de Cursos de Residência. A enfermagem foi a segunda profissão a adotar Programas de Especialização nessa modalidade. Nessa formação a preceptoria tem o papel de facilitador sendo responsável pelo acompanhamento do desempenho teórico-práticas. Porém, as equipes podem não estar preparadas para receber esses profissionais, sendo esse um desafio alcançar os objetivos do programa. Assim, é imprescindível a realização de planejamento articulado entre os programas e os serviços que recebem esses residentes. Nesse contexto, a instituição formadora tem papel crucial na formação de preceptores. Com o processo de interiorização da saúde surgiram novos programas de residência, que requerem avaliação da implantação para melhoria. Objetivo: compreender a visão dos residentes quanto a implementação do Programa de Residência em Enfermagem Obstétrica no interior de PE. Percurso metodológico: Estudo descritivo e exploratório, estruturado em uma abordagem qualitativa, no Programa de Residência de Enfermagem obstétrica situado em três maternidades regionais do interior de Pernambuco. A pesquisa se deu após aprovação do CEP nº06343519.7.0000.5013, no período de julho a agosto de 2019. Foi realizado entrevistas após agendamento e disponibilidade dos participantes mediante um roteiro estruturado com a caracterização dos participantes e questões sobre a percepção do Programa de Enfermagem Obstétrica, cujas respostas foram gravadas em meio digital. As respostas gravadas nas entrevistas foram transcritas na íntegra e foi realizado análise de conteúdo de Bardin de duas formas, manual e auxiliado pelo uso do programa Atlas ti, posteriormente comparadas as duas para obtenção do resultado final. Resultados: no PREO foram destacados, pelos residentes, fragilidades na comunicação, na organização do programa e na parte teórica, no preparo dos hospitais, na falta de engajamento de muitos preceptores, na integração ensino-serviço e que a distância geográfica pode dificultar essa integração. E também destacaram fortalezas como: formação diferenciada, pois há crescimento pessoal e profissional através da promoção de oportunidades de atividades práticas, benefícios para o cenário de aprendizagem onde os residentes perceberam mudança de conduta do preceptor através de sensibilização podendo levar a uma melhor assistência. Em se tratando do processo de ensino aprendizagem o desenvolvimento depende de cada residente com influência da associação entre atividades teórico-prático e preceptor foi visto como elemento importante nesse processo, podendo influenciar de forma positiva ou negativa. Com relação a educação permanente e formação para se tornar preceptor não foi conclusivo. Conclusão: o Programa de Residência de Enfermagem Obstétrica foi avaliado pelos residentes como positivo, pois traz vários benefícios para todos os atores envolvidos. As aulas teóricas deixaram a desejar, pela percepção dos residentes, provavelmente, por não dominar a utilização das metodologias ativas para construção do processo de ensino-aprendizagem. A fragilidade na comunicação entre ensino-serviço pode influenciar na formação do residente, sendo o preceptor um ator importante nesse processo. O estudo não é conclusivo quanto a solidez da formação da preceptoria, o que sugere o desenvolvimento de outros estudos que escutem outros atores, como os preceptores e gestores.

os cursos na saúde têm investido em profissionais que proponhammudanças dos modelos de atenção em saúde, com inovações noprocesso ensino-aprendizagem, que contribua com uma formação crítico-reflexiva. Nesse processo são ofertados cursos de especialização nosmoldes de Cursos de Residência. A enfermagem foi a segunda profissão aadotar Programas de Especialização nessa modalidade. Nessa formaçãoa preceptoria tem o papel de facilitador sendo responsável peloacompanhamento do desempenho teórico-práticas. Porém, as equipespodem não estar preparadas para receber esses profissionais, sendo esseum desafio alcançar os objetivos do programa. Assim, é imprescindível arealização de planejamento articulado entre os programas e os serviçosque recebem esses residentes. Nesse contexto, a instituição formadoratem papel crucial na formação de preceptores. Com o processo deinteriorização da saúde surgiram novos programas de residência, querequerem avaliação da implantação para melhoria. Objetivo:compreender a visão dos residentes quanto a implementação doPrograma de Residência em Enfermagem Obstétrica no interior de PE.
Percurso metodológico: Estudo descritivo e exploratório, estruturado emuma abordagem qualitativa, no Programa de Residência de Enfermagemobstétrica situado em três maternidades regionais do interior dePernambuco. A pesquisa se deu após aprovação do CEPnº06343519.7.0000.5013, no período de julho a agosto de 2019. Foirealizado entrevistas após agendamento e disponibilidade dosparticipantes mediante um roteiro estruturado com a caracterização dosparticipantes e questões sobre a percepção do Programa de EnfermagemObstétrica, cujas respostas foram gravadas em meio digital. As respostasgravadas nas entrevistas foram transcritas na íntegra e foi realizadoanálise de conteúdo de Bardin de duas formas, manual e auxiliado pelouso do programa Atlas ti, posteriormente comparadas as duas paraobtenção do resultado final. Resultados: no PREO foram destacados,pelos residentes, fragilidades na comunicação, na organização doprograma e na parte teórica, no preparo dos hospitais, na falta deengajamento de muitos preceptores, na integração ensino-serviço e que adistância geográfica pode dificultar essa integração. E tambémdestacaram fortalezas como: formação diferenciada, pois há crescimentopessoal e profissional através da promoção de oportunidades deatividades práticas, benefícios para o cenário de aprendizagem onde osresidentes perceberam mudança de conduta do preceptor através desensibilização podendo levar a uma melhor assistência. Em se tratando doprocesso de ensino aprendizagem o desenvolvimento depende de cadaresidente com influência da associação entre atividades teórico-prático epreceptor foi visto como elemento importante nesse processo, podendoinfluenciar de forma positiva ou negativa. Com relação a educaçãopermanente e formação para se tornar preceptor não foi conclusivo.Conclusão: o Programa de Residência de Enfermagem Obstétrica foiavaliado pelos residentes como positivo, pois traz vários benefícios paratodos os atores envolvidos. As aulas teóricas deixaram a desejar, pelapercepção dos residentes, provavelmente, por não dominar a utilizaçãodas metodologias ativas para construção do processo de ensino-aprendizagem. A fragilidade na comunicação entre ensino-serviço podeinfluenciar na formação do residente, sendo o preceptor um atorimportante nesse processo. O estudo não é conclusivo quanto a solidezda formação da preceptoria, o que sugere o desenvolvimento de outrosestudos que escutem outros atores, como os preceptores e gestores.

Objetivo: A pesquisa intitulada “Controle Social na Formação dos
Discentes: Contribuição da Preceptoria na Atenção Básica” tem como
objetivo analisar a contribuição dos preceptores da Atenção Básica na
formação dos discentes com foco no controle social. Metodologia: Trata-se
de uma pesquisa exploratória de abordagem qualitativa. Participaram da
pesquisa oito preceptores lotados nas Unidades de Saúde (US) do VII
Distrito Sanitário (DS) e sete graduandos que realizaram ou estavam em
estágio curricular obrigatório nesses serviços de saúde. Foram realizados
dois grupos focais, um com as estudantes, outro com os preceptores. Os
dados foram analisados mediante a técnica de Análise do Conteúdo de
Bardin. Resultados: Os resultados da pesquisa apontam para uma
fragilidade no entendimento apresentado pelos estudantes sobre controle
social e que houve pouca abordagem durante o estágio de atividades que
potencializem a discussão sobre o tema. Outro achado no estudo é ausência
da problematização das dificuldades apontadas como ingerência política e
ausência dos usuários e trabalhadores na participação e controle social nos
serviços. Conclusão: Conclui-se desse estudo que o estágio curricular tem
contribuído pouco para uma formação pautada na diretriz da participação e 

controle social e que o preceptor, ator importante nesse processo, necessita
de uma formação pedagógica que transforme seu processo de ensino,
alinhando-o com os preceitos do SUS. Apesar das Diretrizes Curriculares
Nacionais destacarem às competências gerais necessárias para formar
futuros profissionais que atendam às necessidades do SUS e da população,
ainda não é fomentado a participação e o controle social.

Os Resíduos de Serviços de Saúde (RSS) constituem-se um problema complexo com
forte interface entre a saúde pública e as questões ambientais. Nessa perspectiva, os
enfermeiros devem romper com o paradigma de que a responsabilidade profissional
se encerra no ato técnico, e atentar, sobretudo, para o manejo adequado dos resíduos
gerados no processo de cuidar, visando resguardar a saúde humana e do ambiente.
Para que isso ocorra, é fundamental que as competências e habilidades para RSS
sejam apreendidas desde a graduação, exigindo dos futuros profissionais um
comportamento responsável e consciente. O presente trabalho de conclusão de curso
do Mestrado Profissional em Ensino na Saúde (MPES) é composto por uma pesquisa
e um produto de intervenção sobre o tema. A pesquisa teve como objetivo conhecer
a percepção dos discentes de Enfermagem sobre Gerenciamento de Resíduos de
Serviços de Saúde (GRSS). A metodologia ancorou-se na abordagem qualitativa,
descritiva e se utilizou da técnica de Grupo Focal (GF), com sete discentes do quarto
período do curso de graduação em Enfermagem de uma universidade pública do
nordeste brasileiro. O GF abordou os temas: biossegurança, conceitos de RSS e de
GRSS, oportunidades de aprendizagem sobre GRSS durante o curso, consequências
do descarte inadequado dos RSS, e o papel do enfermeiro no GRSS. Os dados
produzidos foram interpretados, conforme a análise de conteúdo na modalidade
temática de acordo com Bardin (2011) e Malheiros (2011). Como resultados, as
seguintes categorias de análise emergiram do GF: Os saberes dos discentes sobre
RSS; O fazer do enfermeiro frente à gestão dos RSS, na percepção dos discentes; e,
O processo formativo dos discentes sobre a temática GRSS. O ensino sobre RSS
mostrou-se fragmentado, carecendo de aprofundamento e amplitude conceitual. No
contexto prático constatou-se que as experiências vivenciadas acontecem, na maioria
das vezes, no ambiente hospitalar, requerendo cenários de práticas diversificados.
Reconheceram o enfermeiro como responsável pelo Plano de Gerenciamento de
Resíduos de Serviços de Saúde (PGRSS) e destacaram a Educação Permanente em
Saúde (EPS) como uma estratégia para capacitar a equipe sobre a temática, o que
implica olhar além das práticas de saúde. Não obstante, a academia deve fomentar e
estimular o aprendizado sobre o tema por meio de metodologias de ensino inovadoras,
contextualizadas, articuladas e problematizadas com abordagem interdisciplinar e
transdisciplinar. Os resultados da pesquisa motivaram a produção do guia prático
sobre GRSS. Este produto de intervenção teve como objetivo contribuir com o
aprendizado de questões essenciais sobre o tema, considerando os princípios da
biossegurança, preservação da saúde pública e do meio ambiente. O guia foi dividido
em quatro partes: conceitos, histórico da legislação, classificação e etapas de
implementação do PGRSS. E teve como população-alvo os estudantes e profissionais
da Saúde, especialmente da Enfermagem.

Este trabalho acadêmico de conclusão do curso de Mestrado Profissional em Ensino na Saúde
(MPES), da Universidade Federal de Alagoas (UFAL), atendendo às premissas desse tipo de
pós-graduação, é constituído por uma pesquisa e um produto de intervenção, ambos baseados
em problemas provenientes do campo profissional. Assim, a presente pesquisa teve como
objetivo conhecer as contribuições do Estágio Curricular Supervisionado no âmbito das
Análises Clínicas, por meio das concepções e expectativas dos egressos e da gestão do curso.
Trata-se de uma pesquisa de abordagem qualitativa, de caráter descritivo, tendo como cenário
de investigação o Estágio em Análises Clínicas (AC) de um curso de graduação em Farmácia,
desenvolvido em Hospital de Ensino de uma Universidade Pública do Nordeste brasileiro.
Para a obtenção dos dados, foi realizado um Grupo Focal (GF) com cinco egressos de ambos
os sexos e uma entrevista semiestruturada com a gestão do curso. Os dados coletados foram
analisados à luz da análise de conteúdo, da qual emergiram três categorias: O Estágio
Curricular Supervisionado como lócus da profissionalização; Percepções sobre os fatores
dificultadores do desenvolvimento da aprendizagem durante o Estágio em AC; Percepções
sobre os fatores facilitadores do desenvolvimento da aprendizagem durante o Estágio em AC.
Os caminhos apontados pelos discursos de egressos e da gestão do curso de Farmácia
revelaram que ocorrem oportunidades de estabelecimento de relações entre teoria e prática no
cotidiano profissional do Estágio em AC. Porém, indicaram também, de forma enfática, a
necessidade de promover iniciativas de reflexão e avaliação das práticas desenvolvidas no
estágio, em consonância com os objetivos formativos do curso, por meio de planejamento
conjunto das atividades, bem como investimentos em desenvolvimento docente dos
preceptores. Tomando-se por base essa avaliação do estágio, pode-se concluir que existem
aspectos passíveis de realinhamento e fornece subsídios concretos para a melhoria da
qualidade do currículo do curso de graduação, cenário deste estudo. Nesse sentido,
desenvolveu-se, com base nas sugestões emitidas pelos egressos participantes desta pesquisa,
a construção de um produto de intervenção, um relatório técnico conclusivo de pesquisa.
Neste produto, defende-se o investimento na preceptoria por meio de um programa –
“Conhecer, Planejar, Capacitar e Avaliar: Programa de Valorização da Preceptoria do
Estágio em Análises Clínicas” (PVP) – como sugestão aos gestores do curso. O título deixa
claro os propósitos e a sequência de intenções do projeto, o qual abrange quatro fases: a
primeira, tornar conhecido dos preceptores o Projeto Político Pedagógico (PPP) do curso que
norteia a formação; a segunda, fazer o planejamento conjunto do Estágio em AC, baseado nos
objetivos de aprendizagem que compõem o PPP do curso; a terceira, promover a capacitação
com base nas demandas dos preceptores; e, finalmente, a quarta fase, avaliar o estágio para
melhor aperfeiçoamento deste período de formação. Portanto, considera-se que os resultados
desta pesquisa, bem como o produto gerado, são relevantes para propiciar uma reflexão acerca
do Estágio Curricular Supervisionado, objetivando o aprimoramento e fortalecimento na
formação do profissional farmacêutico, focado no cuidado à saúde e na transformação da
realidade social.

This Academic Course Completion Work (TACC) of the Graduate Program in Health Education (PPES) belonging to the Faculty of Medicine of the Federal University of Alagoas consists of the following sections: presentation; dissertation, based on the research entitled “Interdisciplinarity of teaching in the health in the preceptorship of the PET-Health/GraduaSUS”; and two education products, directly linked to the dissertation. At the end, the general considerations of the TACC are presented and the appendices and annexes are made available. In the presentation, the personal motivations that led to the research are outlined. The dissertation, built on the basis of Social Constructionism, had as its main objective to investigate the controversies in the conversations between the preceptors of the Education through Work Program for Health/ GraduaSUS (PET-Health/GraduaSUS) on interdisciplinarity of teaching in Cheers. The research was carried out with preceptors of the program (PET-Health/GraduaSUS / 2016-2018) from a public university in the interior of Alagoas, using the Conversation Wheel technique to the produce the information. The information was analyzed based on discursive practices, offering five sets of meanings as a result: formative profile; interdisciplinarity; training processes; power relations; challenges. As products were written: a infographic on Conversation Wheels and an integrative review article on interdisciplinarity in the context of PET-Health.This study seeks to the contribute to the understanding of interdisciplinarity and its implications in the context of health education, as well as in the training of preceptors in the interior of Alagoas, collaboration to expand and strengthen the teaching-service-community integration, with a view to bringing health professionals closer together university and co-responsible for the critical students and builders collective action in the scenarios of practices of the Unified Health System (SUS).

This Academic Course Completion Work (TACC) had as main objective to investigate
the knowledge about the Harm Reduction (RD) strategy among students of Nursing
and Medicine courses at a public university in Maceió. This is a qualitative research
conducted with a group of 28 students (16 from the undergraduate nursing course
and 12 from the undergraduate medical course), in 2019. Two focus groups were
held with the participation of a moderator, observer and the students, using a script
with seven guiding questions. The speeches were recorded, transcribed and the
textual contents were processed using the IRAMUTEQ software. Six classes were
generated after the analysis: class 1: Alcohol and other drugs policy; class 2:
Learning about the topic; class 3: Approach of the theme in the course, class 4
called: Harm Reduction Strategy; class 5: Understanding the concept of Harm
Reduction and class 6: Discussion of the topic Harm Reduction during graduation. It
was observed that the analyzed groups have knowledge on Harm Reduction,
requiring a better learning on the subject. Based on these results, a webinar on Harm
Reduction as an educational product was motivated where knowledge about the
concept, history, current scenario in Brazil and in the world, and approach to teaching
was discussed and shared. It can thus be used for updates on the subject and as a
research source.