Comparative analysis of comprehensive care approach in health education curriculum

Abstract

The theme of comprehensive care in the training of health professionals is linked to one of the main pillars that underlie the creation of the Unified Health System (SUS). The expansion of the dimension of care in professional practice implies, in addition to3q the rearrangement of health care, the need for effective professional training with a view to transforming health practices, depending, then, on principles, conditions and procedures for training courses. of the Higher Education System. This work can be classified as exploratory-analytical, of a quantitative nature and, in terms of procedures, a documentary study. The graduation in Biotechnology did not present DCN. The analysis of the documents revealed speeches that broaden the concept and universe of health. The terms involved with comprehensive care were: “health promotion”; “health protection”; “attention levels”; “broad concept of health”; “Being biopsychosocial”. Medicine and pharmacy courses are the courses with the most recent DCNs. Even so, the contextualization of teaching focused on the principles and guidelines of the SUS, such as comprehensiveness, is more evidently noted in medicine. Nursing, Dentistry and Nutrition structure the care axes in a similar way: Health care; Decision-making; Communication; Leadership; Administration and management; Permanent Education. The “Health Care” axis was what ensured the principle of integrality in the three graduations. Finally, there was an association between integrality in health and the generalist profile, teamwork, and the integration of specialties within each course.