Abstract
Objective:analyze professional implication with the support of humanization and articulators of permanent education in health as a tool of Permanent Education in Health.Method:this is an interventional study of qualitative approach, based on the theoretical reference of Institutional Analysis. Thirty-five humanization supporters and/or permanent education articulators participated in this study. Semi-structured interviews, monthly meetings, restitution meetings and a daily logbook were used as tools for data production. The material was analyzed according to the principles of the study reference and the results were presented according to the ideological, organizational and libidinal dimensions of professional implication.Results:this study identified a contradiction when finding a professional profile for the development of support and articulation; feelings of discouragement, pessimism and optimism in the development of these roles; influences of the nursing profession on the development of support and articulation; length of professional service; and the absence/presence of desire in such development.Conclusion:the analysis of professional implication consisted of a powerful tool generating training processes. It allowed learning and reflection of the practice through analysis of the actions performed by the professionals, generating changes in the conception of work in health.
Highlights
Permanent Education in Health (EPS) has been addressed in several scientific studies developed by nurses associated with the training of health professionals for technical improvements of their daily practices[1,2]
This is due to the understanding that the problems in the territories and those experienced in the daily work in health have a complex nature, requiring solutions based on the context of the professionals inserted in that reality and knowledge that goes beyond the technical fields of health professions[3]
The ideological dimension of professional implication refers to what the individuals believe
Summary
Permanent Education in Health (EPS) has been addressed in several scientific studies developed by nurses associated with the training of health professionals for technical improvements of their daily practices[1,2]. The National Policy for Permanent Education in Health (PNEPS) has an approach that goes beyond the character of punctual training, looking more like a process aiming to place daily work actions in a collective analysis to allow changes in practices and training. This is due to the understanding that the problems in the territories and those experienced in the daily work in health have a complex nature, requiring solutions based on the context of the professionals inserted in that reality and knowledge that goes beyond the technical fields of health professions[3]. It has recognized the need to become increasingly closer to training through health work[7]
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