Banca de QUALIFICAÇÃO: ANDRÉA PAULA BEZERRA DE ALENCAR LIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDRÉA PAULA BEZERRA DE ALENCAR LIRA
DATE: 16/12/2021
TIME: 16:00
LOCAL: Google Meet
TITLE:

Interprofessional Education in Health Training: the Perspective of Interns at a Trauma Hospital in Northeastern Brazil.

KEY WORDS:

Interprofessional Education. Collaborative Learning Clinical Internship. Interprofessional Relations. Team Science.

PAGES: 84
BIG AREA: Ciências da Saúde
AREA: Medicina
SUMMARY:

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.

BANKING MEMBERS:
Interno - 549.324.328-87 - CARLOS HENRIQUE FALCAO TAVARES - UFAL
Interna - 1121117 - CRISTINA CAMELO DE AZEVEDO
Presidente - 1121127 - MARIA DE LOURDES FONSECA VIEIRA
Interna - 1120653 - ROSANA QUINTELLA BRANDAO VILELA