Desenvolvimentoe implementação de um ambiente vistural de aprendizagem para educação permanente em atenção domiciliar

Abstract

Introduction: The Home Care Service involves promotion, prevention, treatment, rehabilitation, and palliation actions at home or in long-term care institutions, providing care to individuals of all age groups who are not in hospital units. In order to meet the needs for continuing education and provide a safe environment for the treatment and care practices of patients undergoing home hospitalization in the Federal District, a course was developed in a virtual environment focused on the most relevant topics. Objectives: Develop in a virtual learning environment (VLE), a course for professionals working in Home Care at the State Department of Health of the Federal District, residents, and health academics. To analyze the main gaps in knowledge highlighted by study participants in preliminary studies carried out with SUS-DF home care professionals. To develop technical requirements based on an existing VLE to support the creation of asynchronous remote teaching-learning strategies aimed at SUS-DF AD professionals. To develop a teaching approach permeated by Health Information and Communication Technologies (ICT) for continuing education in AD, and to develop a post-class performance assessment methodology for each module and for evaluating the VLE. Methods: Methodological research of the Design Science Research Methodology (DSRM) type, carried out in five stages: The 1st stage involved defining the problem; the 2nd stage involved suggesting possible solutions through deliberative dialogue with AD managers in SUS-DF; the 3rd stage, development, involved modeling the course, which included the elaboration of a pedagogical project approved by the ESCS/FEPECS board, preparation of the course plan with details of the module contents, creation of video scripts, recording of videos, and setting up the course in a VLE; in the 4th stage, assessments were developed for each module and the final assessment of the course; and in the 5th and final stage, the course was implemented with wide dissemination through social networks, with monitoring of those enrolled and the performance of each student, including the reception of evaluations and automatic certification of those who completed it. Results: The work resulted in the development of 2 products, the first being a course divided into 6 modules, containing 19 videos based on scientific evidence and current protocols of the Ministry of Health, pedagogical material and complementary reading, according to the topic discussed in each of the modules, which were made available on the ESCS/FEPECS MOODLE platform. Module 1 addressed the topic of AD in Brazil and DF; Module 2 dealt with patient safety in Home Care; Module 3 presented content related to infection control in AD; Module 4 focused on the appropriate use of Personal Protective Equipment (PPE) used in AD; Module 5 addressed waste and its management; Module 6 brought a set of multiple choice questions for participants to evaluate the course. The application period was 6 to 8 weeks, with a total of 81 (100%) participants, of which 30 (38.2%) completed the course and obtained a 31-hour certificate in 8 weeks. At the end of each module, participants completed an assessment of the content studied and were invited to complete an assessment, containing 6 questions, on the relevance of the topic and the structure of the module. The sixth and final module was intended for the general evaluation of the course, in which participants answered a questionnaire containing 24 questions, one of which had an open answer about the entire course and its achievement. The second product was the development of 19 scripts for the construction of each animation video containing an average of 3 to 5 minutes each for illustration and better understanding of the topics covered. Conclusion: The development of a course in an AVA proved to be a tool that contributes to knowledge and updating, helping the permanent education program for residents, academics and health professionals, facilitating and shortening distances, in an asynchronous remote way. In this way, with the commitment of managers to provide time protection, supported by the education policy in health services, adherence to the course can be greater, which will contribute significantly to assistance that is more focused on preventing and minimizing harm to patients.