Atención a mujeres en situación de violencia: la construcción de un modelo de educación permanente para la salud

Souza, Marli Aparecida Rocha de; Peres, Aida Maris; Wall, Marilene Loewen; Haddad, Maria do Carmo Fernandez Lourenço; Sade, Priscila Meyenberg Cunha; Lowen, Ingrid Margareth Voth; Zangão, Maria Otília Brites

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Original Article • Rev. Gaúcha Enferm. 43 • 2022 • https://doi.org/10.1590/1983-1447.2022.20210203.en copiar

Atención a mujeres en situación de violencia: la construcción de un modelo de educación permanente para la salud

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivo:

Proponer un Modelo Permanente de Educación en Salud para el desarrollo de competencias de los profesionales que trabajan en la atención directa a mujeres en situación de violencia.

Método:

Investigación cualitativa realizada por la técnica de grupo focal, con profesionales que forman parte de una red intersectorial en Curitiba-PR, de agosto a octubre de 2019. Datos analizados por análisis de contenido en la modalidad temática, a la luz del marco teórico de las Cinco Disciplinas: dominio personal; modelo mental; visión compartida; aprendizaje en equipo y pensamiento sistémico.

Resultados:

Las Cinco Disciplinas fueron evidenciadas en las categorías, así como las estrategias a ser utilizadas en el desarrollo de competencias. Una representación diagramática fue utilizada para ser cubierta durante el proceso de aprendizaje.

Conclusión:

Las estrategias sugeridas por los profesionales que actúan en el cuidado de la mujer en situaciones de violencia sustentaron la proposición de un Modelo de Educación Permanente en Salud a partir del referencial teórico adoptado.

Palabras clave:
Aprendizaje del sistema de salud; Educación basada en competencias; Educación continua; Educación interprofesional; Violencia contra la mujer

Discipline	Strategies suggested by the participants and proposal based on the theoretical framework	Mastery/ Competence
Personal Mastery	Participants: Provide spaces for reflection for professionals to spill out their feelings. Proposal: Moments in which the professional writes down his ambitions, in search of what he really wants, promoting reflection on his writing and proximity to what he wants. Characterized as removing “layers” that involve aspects of personal vision and questioning “self” and “being”, without abandoning the individual vision, but how it contributes or not to the whole.	Knowledge Organize care
Mental Model	Participants: Discuss social historical context, gender, sexist culture in professionals. Proposal: Ladder of inference, each step with dynamics of reflections in the search for knowledge that professionals have about other services. Together with discussions and conducting knowledge about the vision they have among themselves, later about the care, including topics on the historical context of the theme of violence against women and actions of the intersectoral network.	Competence: Promoting person-centered care
Shared Vision	Participants: Discuss the comprehensiveness of services in the care for women in situations of violence Proposal: Allow people to share their expectations and tasks. The goal is that when participating in a shared vision, they are likely to listen, discuss other ideas and recognize difficulties. Discussion not imposed, but with the use of horizontal communication.	Attitude Assertive communication; Work in an intersectoral way.
Team Learning	Participants: Promote communication between services and learn about the actions that each one performs at RAMSVC Proposal: Focus the dialogue using three basic conditions: 1. Suspension of individual assumptions, leaving them aside for analysis of opinions and not facts; 2. View the other as a colleague; 3. Mediator who knows the dialogue strategy. Necessary principles: conduction that makes the other feel secure in speaking even in the presence of authority; avoid dispersion and encourage maximum discussion; direct the speech to the center of the group; allow an idea to be experienced, until the team becomes independent, and where complex issues culminate in decision making. As well as the participating professionals, promote in their services an extension of learning.	Knowledge Work collaboratively; Plan resolutive actions. Attitude Decision making.

PHEM structure
Assumptions: PHE as a resource used in work management and as a tool for educational processes with a focus on training in articulation with the needs of the population. The development of competences and the use of an organizational learning process generate in the individual knowledge about comprehensiveness. The articulation between the services in an intersectoral way involves the participation of professionals as articulators of this process, in which the actions will be carried out collectively.
Central concepts: Interprofessional: professionals who compose the intersectoral network and promote care beyond the biological. The environment: the intersectoral network itself, which focuses on its formation, an attention directed to women to get out of the cycle of violence. The human being: women in situations of violence, with institutionalized rights capable of generating better opportunities in their needs. Health/disease, represented by the context of violence itself, as a phenomenon that affects different levels at these women’s health.
Theory: Using the referential of art and practice of the learning organization: The fifth discipline, composed by: Personal mastery, mental model, team learning, shared vision and systems thinking.
Diagram and its applicability: “U” process

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[1] Corresponding author:
Marli Aparecida Rocha de Souza E-mail: marlirochasouza2@gmail.com