Avaliação do processo de qualificação profissional dos agentes comunitários de saúde

Abstract

NTRODUCTION: Health Care Network workers are essential for achieving objectives such as health promotion, prevention of diseases and injuries, treatment, and rehabilitation of the assisted population. To this end, it is necessary for the professional training and qualification process to be continuous and effective to equip healthcare workers to transform practices aiming for better results in the healthcare scenario. The community health agent (CHA) represents the community within the Basic Health Unit (UBS) and his position favors bringing users closer to health services. OBJECTIVES: General Objective: Analyze the effects of educational actions for professional qualification offered to CHAs. Specific Objectives: Identify how the literature portrays continuing education for CHWs, aiming to improve professional practice; Identify the sociodemographic and work profile of CHAs in the municipality of Palmas (TO); Evaluate the perception of CHAs in relation to educational actions for professional qualification offered in the municipality of Palmas (TO); Evaluate the knowledge acquisition of CHAs based on professional qualification educational activities offered in the municipality of Palmas (TO); Evaluate institutional support for the applicability of knowledge acquired in educational actions offered in the municipality of Palmas (TO); Evaluate the changes in the work process resulting from the professional qualifications offered to CHAs in the municipality of Palmas (TO). METHOD: The first stage of the research was carried out through an integrative literature review, based on 6 (Six) phases: 1st Phase - elaboration of the guiding question, 2nd Phase - with the search or sampling in the literature, 3rd Phase - the collection of data, 4th Phase - critical analysis of included studies, 5th Phase - discussion of results and 6th Phase - presentation of the integrative review. The second stage of the research is descriptive-exploratory, transversal, with a quantitative approach. The research participants were the ACS, from the municipal Health Care Network, linked to the Municipal Health Department of the Municipality of Palmas – TO. The Personal and Work Profile Questionnaire of research participants and the Effects Assessment Questionnaire were used, which seeks to evaluate the consequences of the continuing education process, related to the qualifications of workers and the effects on the work process. Data collection occurred after approval by the Palmas School of Public Health Foundation - FESP Research Project Assessment Committee and the Research Ethics Committee of the Federal University of Tocantins. RESULTS: They were systematized in two manuscripts, namely: Manuscript 1. Continuing education for community health agents aiming to improve professional practice: Integrative Review. Results: Regardless of the origin of the training space, whether formal or informal, EPS represents a device for the qualification of health work in the SUS; CHAs constitute a professional category whose training takes place during work practice. Unlike other health professionals, who already acquire professional training before entering the work environment; the studies found have a weak level of evidence, denoting the absence of scientific evidence on the topic of continuing education for CHWs. Manuscript 2. Monitoring of educational actions for professional qualification for community health agents. Results: When associating the profile of the CHA with the dimensions of the effects, statistically significant results were found between Assessment of the perception of educational action with age group and education; Assessment of learning with schooling; Assessment of institutional support with gender, education, professional training, and time since the last training; and Modifications in the work process with professional training and time elapsed since the last training. CONCLUSION: The effects of the professional qualification of CHWs are linked to extrinsic factors, which include the structuring and organization of services, availability of materials, equipment, as well as the commitment to educational actions on the part of managers.