Educação permanente no processo de trabalho da Enfermagem em uma Unidade Hospitalar

Abstract

The general objective of this study was to analyze the permanent education in the work process. Of the nursing team in a medical clinic unit. It was also sought to describe the work process and identify the educational actions carried out and to establish the relationships between educational actions and the work process, discussing perspectives and potentialities. In order to carry out the study, we chose the qualitative approach and the descriptive-exploratory methodology, with a theoretical-methodological orientation of the dialectic. The study scenario was the Clinical Medical unit of a public teaching hospital in Belo Horizonte, which carries out teaching, research and assistance activities. The participants were eight nurses and eight nursing technicians who work in the Clinical Medical Unit and a key informant who works alongside the coordinating educational actions of the hospital.The data were collected through two techniques: observation and semi-structured interview and analyzed by the Thematic Content Analysis technique. At all stages of the study, Resolution 466/2012 of the National Health Council was considered. The results indicate that the work process in the study scenario is marked by a daily routine with division of tasks and responsibilities between the different professionals With the possibility of exchanges and shares of knowledge and actions. The mechanization of care, the professional hierarchization and the distance of the nurse from the direct assistance to the patient are aspects of this work process. It was possible to identify the potential trigger of actions in the work process that demand permanent education. Thus, the doubts, questions and uncertainties of health work are present in the study scenario and could be used as triggers for the educational process. However, even if professionals recognize the importance of educational actions in the context of work, they happen in an unsystematic way and are guided by the model of reproduction of knowledge and transmission of knowledge. Thus, lifelong education reveals itself as a proposal that is found in the definition of the institution but with challenges to be achieved in the practice of health work. It was concluded that lifelong education has potential intrinsic to the demands and perspectives of the hospital context and that its concretization must take place in the articulation of the indispensable knowledge to the transformation of the practices in the work process in health.