Educational intervention on managerial skills with nurses from Family Health Strategy

Associate Editor (Peer review process): Alexandre Pazetto Balsanelli (https://orcid.org/0000-0003-3757-1061) Escola Paulista de Enfermagem, Universidade Federal de São Paulo, SP, Brasil

Collaborations

Peruzzo HE, Marcon SS, Silva IR, Haddad MCFL, Peres AM, Costa MAR, Teston EF and Batista VC contributed to study design, data analysis and interpretation, article writing, relevant critical review of intellectual content and approval of the final version to be published.

Conflicts of interest: this study is part of a thesis entitled “Intervenção no contexto das competências gerenciais entre enfermeiros da estratégia saúde da família”, presented to the Graduate Program in Nursing at the State University of Maringá (UEM), in 2019.

Meetings	Objectives
Leadership and self-knowledge	1. Present to participants the main objectives of the intervention based on the points listed by them in qualitative data collection; 2. Enable a space to meet each other and assess themselves as leaders; 3. Differentiate the main leadership styles; 4. Problematize leadership as a nurse’s managerial skill. Pedagogical strategies: dynamics “mirror” and “tower building”, construction of SKA on leadership and video “full ball x withered ball”.
Communication	1. Promote discussions about communication as a managerial skills of nurses; 2. Enable reflections on how communication is used in the work process in FHS. Pedagogical strategies: theater: “It is communicating that one understands”, dynamic “Chinese whispers” and construction of SKA on communication.
Interpersonal relationship and teamwork	1. Reflect on teamwork as an important tool for managing FHS teams; 2. Understand the need for interpersonal relationships as a managerial skill of nurses. 3. Know the main strategies for conflict resolution. Pedagogical strategies: dynamics “boat factory” and “rôtulos”, construction of SKA interpersonal relationships and teamwork.
Decision-making, negotiation and flexibility	1. Reflect on how nurses make decisions, negotiate or exercise flexibility in the context of FHS; 2. Address the main strategies for decision-making, negotiation and flexibility. Pedagogical strategies: dynamics “who will survive?” and “untying knots”, building the SKA’s decision-making, negotiation and flexibility.
Entrepreneurship and creativity	1. Encourage reflection on how entrepreneurship and creativity are being employed in FHS; 2. Understand the meanings of entrepreneurship and creativity in the context of health. Pedagogical strategies: dynamics “free fair” and “brainstorming”, construction of SKA of entrepreneurship and creativity.
Systemic vision, planning and organization	1. Enable reflection and discussion on the need to develop management skills of systemic vision, planning and organization. Pedagogical strategies: dynamics “execution and project planning” and construction of SKA of systemic vision, planning and organization.

Subcategories

Excerpts from speeches

Intervention as a space for exchanging experiences and sharing anxieties

I think we really needed this stop, to be discussing the work process, because we don’t have a lot of meetings to discuss it. (Nur-1) We see we’re not alone! I see that I have more nurses who are in the same situation as me, with the same difficulties and limitations. This way we don’t get tense! (Nur-3) I felt overvalued. We’re not used to it. (Nur-4) I felt privileged. When I saw the themes I thought “it’s going to be kind of an escape for me”, get out of work a little and sit down with colleagues. The negative is not here! The negative is in getting this far! Here is the point to relax, an escape valve, is a therapeutic time! (Nur-5) You were able to bring all the focus to FHS nurses, in our daily lives, in our reality. Nobody thinks only of nurses! I felt welcomed. (Nur-6) We really think that we are alone, that the problem is only with us, that it is only my team that is not working. (Nur-7) What a pity it’s going to end. I spent the whole week thinking Friday was coming. That I could sit down and exchange experiences, identify myself, because we can’t do that inside the unit. (Nur-7)

Visualizing positive strategies and resources in implementing an intervention

The way they were approached we didn’t keep reading book parts. The dynamics are extremely different and new. We can’t get enough! (Nur-3) Usually when we have training with several meetings, we realize that the number of participants is decreasing each day, because sometimes the theme does not matter, the theme does not meet what we need! So we always prioritize the work, but in this case we prioritize the training. In this intervention, the themes were so pertinent to our performance and the role we played that we were waiting for others and thinking about what it would be like! That’s why there was no waiver. (Nur-4) We built this knowledge during the meetings. We don’t read, we build! (Nur-4) The training and protocol presentations that come from the department are very archaic already, outdated. (Nur-5) You leveled all of us, respected our knowledge, our experience. This methodology is nice because part of this, needs the previous knowledge to come out a new collective concept. Here you listen, you can talk, you have a voice. (Nur-5) If you continued, I think it would add more. I think the manager should always invest in it. The more meetings the better the results we will have in BHU. (Nur-8) I had already discussed this in residency and in graduate studies in people management, but I had never discussed it that way. It’s usually always with slides and a teacher talking. The way it was put here we were able to put into practice more easily. (Nur-8) Regarding time, I think the six meetings were ideal, both in relation to the hours of the day and in relation to the number of meetings. Of course, if you had more themes, we would follow. But everything comes at a time when it gets tired, even when it’s good. So, for this purpose, it was enough. (Nur-9) One thing is to hear someone talk. I have a great facility to sleep and I do sleep. And when you do an activity like this, no matter how simple it is, it sticks in your head, it’s essential. (Nur-9)

Subcategories

Excerpts from speeches

Evidencing that intervention brought knowledge to practice

All the subjects that were raised in the meetings, we thought we were far away from us, that we were totally unfamiliar with it. But we saw that we just don’t know how to name, and now we have too much training and theoretical knowledge to do better. (Nur-3) The opportunity came to learn, listen, put into practice. For me, in particular, it came at a very important time in my life, it came to impose limits on me. This moment I’m going to bring to life. (Nur-5) As far as how to give feedback, everyone learned how to give a compliment first. There’s something we incorporate forever. (Nur-8) It’s what people do on a daily basis, but we don’t stop to think. We wouldn’t stop! But today I can stop and think, “Is this decision democratic?” This anchors in us! Because it’s exactly the content we needed. (Nur-9)

Seeing changes in the work process after intervention

For me, it added a lot. I changed a lot the vision of my work. Many attitudes I did not even realize I was doing. And today I changed some things, corrected many things. (Nur-1) I began to rethink the issue of communication between the team, between patients, among all of us. You pay more attention and do some of the things we discussed here. I’m rethinking it and there are some changes I’m already trying to make. It’s really been a change. (Nur-4) Today, we had a meeting and even “having” this meeting was better. I’m seeing changes, I appreciate it, thanks for these “glasses”. It’s softer, you can see a better return on top of that demand. (Nur-4) These reflections that we had and these changes that I’m trying to put into everyday life will reflect on the team. We were all tired of the same thing, these “little things”, the lack of communication. We need to try to make the environment lighter, and the team more cohesive, in sync. (Nur-4) I went back to my workplace with the thought of working that way. And for me it got faster, quieter. It didn’t change the problem, but it changed the way we act on it. That meant a lot. (Nur-5)

[1] Corresponding author. Hellen Emília Peruzzo. E-mail: hellen_peruzzo@hotmail.com

Brasil

Brasil

Educational intervention on managerial skills with nurses from Family Health Strategy

Abstract

Objective

Methods

Results

Conclusion