Multiprofessional family health residency as a setting for education and interprofessional practices

Araújo, Heloísa Pimenta Arruda; Santos, Lucas Cardoso dos; Domingos, Thiago da Silva; Alencar, Rúbia Aguiar

doi:10.1590/1518-8345.4484.3450

Acessibilidade / Reportar erro

Brasil

Revista Latino-Americana de Enfermagem

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Original Article • Rev. Latino-Am. Enfermagem 29 • 2021 • https://doi.org/10.1590/1518-8345.4484.3450 copy

Multiprofessional family health residency as a setting for education and interprofessional practices

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective:

to know the experiences lived during the residency by graduates of a Multiprofessional Residency Program in Family Health that could contribute to the development of Interprofessional Education and/or Collaborative Practice.

Method:

a qualitative study with residents who entered a Multiprofessional Residency Program of a Brazilian public university in 2017, a period in which the theme of interprofessionality was implemented in the activities of the residency. Data was collected using an electronic form built from the theoretical framework of interprofessional education. Content analysis was used to process the data.

Results:

nine residents participated, distributed among the professions of Physical Education, Nursing, Nutrition, Dentistry, Psychology and Social Work, five of whom were female and with a mean age of 28.4. Two categories emerged: the Residency as a setting for learning from the other, and the Residency as a setting for understanding the role of the other. Interprofessional education and practice provided opportunities for the development of collaborative skills, enhancing teamwork and interprofessional work.

Conclusion:

the multiprofessional logic was evidenced in the resident’s practice; and the gradual insertion of activities such as case discussions, shared services and inter-sectoral actions aligned with the theoretical-methodological framework of interprofessionality favored an approach to interprofessional work.

Descriptors:
Interprofessional Relations; Primary Health Care; Family Health; Interdisciplinary Communication; Health Care Team; Interprofessional Education

Items explored in the composition of the questions	Questions
Motivation for the professional choice	Why did you choose your undergraduate course?
Experiences with other professional categories throughout graduation	During your graduation, did you have the opportunity to take classes/activities with students from courses in other areas? If so, tell us how these classes/activities took place:
Interaction with professional categories, with the possibility of being another member of the residency or the health service worker in question	Which profession(s) would you list as most important for your teaching-learning process during the residency? In your answer, consider the professions of the health services team and of the residency.
Learning with, about and for each other about attitudes, perceptions, roles, responsibilities and relationships with health care.	From the profession(s) listed in the previous question, talk about what you learned about attitudes, perceptions, roles, responsibilities and relationships with health care?
Experiences with a professional, another resident and/or patient, contextualizing its importance for your training.	Write a text in the format of a reflective narrative about some experience that occurred during the residency in which you had the opportunity to perform/experience with some professional or other resident, contextualizing its importance for your professional training.

Theoretical Framework	Central Categories	Empirical Categories	Subcategories	Representation of the Subcategories
Interprofessional Education	The Residency as a setting for learning with the other	Interpersonal relations	Resident-Resident	R1, R2, R3, R4, R5, R6, R7, R8, R9
			Resident-Health professional	R1, R2, R3, R4, R7
			Resident-Community	R2, R5, R6, R9
			Inter-sectoriality	R4, R7
	The Residency as a scenario to understand the role of the other	Enhancing the CIP^* * CIP = Collaborative Interprofessional Practice	Recognize the performance of other professional categories	R1, R2, R3, R4, R5, R7, R8, R9
			Deconstruct previous concepts	R3, R4
			Skills to be incorporated in the own practice	R1, R2, R3, R4, R5, R8, R9
			Recognize professional limits	R2, R3, R4, R5, R8

Participant	Gender	Age	Professional Category	HEI	Undergraduate IPE experience
R1	Female	26	Psychology	State public - In-person	Moments with psychologists, nurses, physicians, technicians during an internship in Primary Health Care services.
R2	Male	29	Odontology	State public - In-person	Did not have any contact with other professional categories. Mentions as a hindrance the physical structure of the institution that was isolated from other courses. Sought an extension project that provided interaction with Biology, Biomedicine, Nursing, Pharmacy, Physiotherapy, Medicine, Psychology and Veterinary Medicine.
R3	Male	25	Nutrition	State public - In-person	Did not have any contact with other professional categories. Sought an extension project and had contact with physicians.
R4	Female	32	Nursing	State public - In-person	A course in conjunction with medical students.
R5	Female	26	Nursing	Federal public - In-person	Several disciplines that provided contact with other professional categories in the health area.
R6	Female	25	Nursing	State public - In-person	A course in conjunction with medical students.
R7	Male	28	Social Service	Private - In-person	Did not have any contact with other professional categories. Sought an extension project and had contact with Psychology students.
R8	Female	25	Nursing	State public - In-person	A course in conjunction with medical students.
R9	Male	40	Physical Education	State public - In-person	Did not have any contact with other professional categories.

Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Av. Bandeirantes, 3900, 14040-902 Ribeirão Preto SP Brazil, Tel.: +55 (16) 3315-3451 / 3315-4407 - Ribeirão Preto - SP - Brazil
E-mail: rlae@eerp.usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Corresponding author: Heloísa Pimenta Arruda Araújo E-mail: heloisa_pimenta@hotmail.com https://orcid.org/0000-0003-3583-4729