Educação permanente em saúde e o procedimento operacional padrão: pesquisa convergente assistencial

Abstract

The present study has the objective of studying permanent education as a strategy for the implementation of Standard Operational Procedures (SOPs) in service at the Dialysis Center. Its objectives were to verify the knowledge of the professionals in terms of permanent education in health and the POPs; identify whether the team uses the SOPs at the moment of the care given to the hemodialysis patients; to describe the possible difficulties for the implementation of SOPs by the team in the context of hemodialysis and to implement permanent education to facilitate the use of SOPs by the professionals of the Dialysis Center. The methodology used was the convergent assistance research, through the problematization, where it is made from the problems faced in reality and takes into account the knowledge and experiences that people already have. The research scenario was the nephrology sector of the Antonio Pedro University Hospital, located in Niteroi, a city in the State of Rio de Janeiro. The research had three stages and the instruments of data collection used were: In the first stage, participant observation; in the second stage, semi-structured interview and; in the third stage, educational groups. In the first stage, a problem and theme that would be worked out from the need of the sector was built. In the second stage, four categories were constructed, after Bardin’s content analysis. They are: 1) "Joy does not only come in the find, but it is part of the search process. And teaching and learning cannot be out of demand, out of good-naturedness and joy."; 2) "No one educates anyone, no one educates himself, men educate one another, mediated by the world."; 3) "If education alone does not transform society, without it neither does society change."; 4) "Teaching is not transmitting knowledge, but creating possibilities for its own production or its construction". In the third stage, the participants were invited to the educational groups, a place for dialogue, reflection and elaboration of hypotheses for solutions, following the proposal of the problematization methodology. In these groups, we discussed what Permanent Education in Health, Continuing Education, and SOPs were; the main SOPs related to hemodialysis were updated; summary flowcharts were constructed on each updated SOP; and from this knowledge a mobile application, where the flowcharts were present so that everyone had access wherever they went, was built. It was concluded that little knowledge was available about the current legislation on permanent health education and that the lack of full meaning was limited to the forms of contact with SOPs. However, the solutions found by the group, even if it did not form uniformly throughout the meetings, were a sum of experiences gathered, which provided what Paulo Freire calls "a certain ethical-critical-political understanding of education" for the convergent assistance research, for the awakening of critical thinking, the improvement of the quality of the dialysis service and the national policy of permanent education in health as an empowerment strategy