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O Caderno Educação Permanente para a Promoção da Saúde integra a série de publicações em homenagem aos 15 anos da Política Nacional de Promoção da Saúde (PNPS), publicada em 2006 e revista em 2014. A série, voltada a gestores e profissionais de saúde, busca articular de forma prática os componentes da PNPS com outras políticas, programas e iniciativas implementadas pelo Ministério da Saúde em parceria com outros setores e instituições, demonstrando seu caráter transversal, bem como destacar as possibilidades de fortalecimento mútuo no enfrentamento dos determinantes da saude e na promoção da equidade e da saúde, nos territórios. Este Caderno apresenta uma proposta de articulação entre a PNPS e os processos de educação permanente desenvolvidos no âmbito do Sistema Único de Saúde, a partir das lentes da promoção da saúde, dos determinantes e da equidade. A Política Nacional de Promoção da Saúde (PNPS), baseia-se no conceito ampliado de saúde e no referencial teórico da promoção da saúde como um conjunto de estratégias e formas de produzir saúde, no âmbito individual e coletivo, caracterizando-se pela articulação e cooperação intra e intersetorial e pela formação da Rede de Atenção à Saúde, buscando articular suas ações com as demais redes de proteção social, com ampla participação e controle social. Seu objetivo geral é promover a equidade e a melhoria das condições e dos modos de viver, ampliando a potencialidade da saúde individual e coletiva e reduzindo vulnerabilidades e riscos à saúde decorrentes dos determinantes sociais, econômicos, políticos, culturais e ambientais.

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BACKGROUND: The digital transformation in health care requires training nursing and health professionals in the digitally competent use of digital assistive technologies (DAT). The continuing education training "Beratende für digitale Gesundheitsversorgung" ("Consultant for Digital Healthcare") was developed to fill this gap. The effectiveness of the training program will be assessed in this study. OBJECTIVE: The primary objective is to record and measure the participants' learning success. We will assess whether the previously defined teaching intentions, learning objectives, competencies, and participants' expectations have been achieved and whether a transfer of learning occurred. The secondary objective is participant satisfaction and feasibility of the training. The tertiary objective is the successful transfer of DAT by participants in their institutions. METHODS: Approximately 65 nursing and health care professionals will participate in the pilot phase of the further training and evaluation process, which is planned in a mixed methods design in a nonsequential manner. The different methods will be combined in the interpretation of the results to achieve a synaptic view of the training program. We plan to conduct pre-post surveys in the form of participant self-assessments about dealing with DAT and content-related knowledge levels. Exploratory individual interviews will also be conducted to build theory, to examine whether and to what extent competence (cognition) has increased, and whether dealing (affect) with DAT has changed. Furthermore, an interim evaluation within the framework of the Teaching Analysis Poll (TAP) will occur. The knowledge thereby gained will be used to revise and adapt the modules for future courses. To assess the transfer success, the participants create a practical project, which is carried out within the training framework, observed by the lecturers, and subsequently evaluated and adapted. RESULTS: We expect that the learning objectives for the continuing education training will be met. The attendees are expected to increase their level of digital competence in different skills areas: (1) theoretical knowledge, (2) hands-on skills for planning the application and practical use of DAT, (3) reflective skills and applying ethical and legal considerations in their use, (4) applying all that in a structured process of technology implementation within their practical sphere of work. CONCLUSIONS: The aim of this study and appropriate further training program are to educate nursing and health care professionals in the use of DAT, thereby empowering them for a structured change process toward digitally aided care. This focus gives rise to the following research questions: First, how should further training programs be developed, and which focus is appropriate for addressee-appropriate learning goals, course structure, and general curriculum? Second, how should a training program with this specific content and area be evaluated? Third, what are the conditions to offer a continued program? INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/57860.

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The rapid advancement of technology in healthcare is creating new competency requirements for professionals, such as skills for data management and the adoption of new technologies, understanding the effect of digitalisation on clinical processes, and evaluating clinical safety and ethics within the context of digitalisation. These requirements call for improved educational curricula and ongoing continuing education in digital skills. This study, as part of the Digital Skills Training for Health Care Professionals in Oncology (DigiCanTrain) project, aims to map and describe the existing continuing education in digital skills for healthcare professionals (HCPs) in European Union (EU) Member States. Using a mapping study methodology, data was collected from experts in 25 EU countries through surveys and from online sources. Qualitative content analysis was used for categorising the data. The results show variations between countries in policy strategies, training organisation, and funding mechanisms. Educational institutions, employers, third parties, and national/regional authorities were found to be the main organisers of the digital skills training. Comprehensive accreditation systems seemed to be scarce, and practices also varied between countries. The study highlights the importance of adopting a systematic approach to enhancing continuous professional development in digital skills, which would ensure that professionals have equitable access to education, resulting in consistent, quality patient care across countries and regions. The findings offer valuable insights for policymakers, educators, healthcare institutions, and professionals.

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Unlabelled: Virtual care appointments expanded rapidly during COVID-19 out of necessity and to enable access and continuity of care for many patients. While previous work has explored health care providers' experiences with telehealth usage on small-scale projects, the broad-level adoption of virtual care during the pandemic has expounded opportunities for a better understanding of how to enhance the integration of telehealth as a regular mode of health care services delivery. Training and education for health care providers on the effective use of virtual care technologies are factors that can help facilitate improved adoption and use. We describe our approach to designing and developing an accredited continuing professional development (CPD) program using e-learning technologies to foster better knowledge and comfort among health care providers with the use of virtual care technologies. First, we discuss our approach to undertaking a systematic needs assessment study using a survey questionnaire of providers, key informant interviews, and a patient focus group. Next, we describe our steps in consulting with key stakeholder groups in the health system and arranging committees to inform the design of the program and address accreditation requirements. The instructional design features and aspects of the e-learning module are then described in depth, and our plan for evaluating the program is shared as well. As a CPD modality, e-learning offers the opportunity to enhance access to timely continuing professional education for health care providers who may be geographically dispersed across rural and remote communities.

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O livro faz parte do projeto Programa Nacional de Cooperação Acadêmica na Amazônia (PROCAD Amazônia/CAPES) que envolve três instituições: Programa de Pós-Graduação em Condições de Vida e Situações de Saúde na Amazônia (PPGVIDA) do Instituto Leônidas e Maria Deane/Fiocruz; Programa de Pós-Graduação em Saúde Coletiva da Faculdade de Ciências da Saúde da Universidade de Brasília (UnB); Programa de Pós-Graduação em Saúde Pública da Universidade de São Paulo (FSP USP). A coletânea traz contribuições de docentes e discentes que atuam na Amazônia, mostrando a potencialidade dos territórios e as estratégias de tecnologias de cuidado dos povos originários. A obra também traz resultados de pesquisa dos principais agravos da região, trazendo reflexões para o aprimoramento das políticas públicas. Por fim, a obra contribui para a ampliação da produção do conhecimento na saúde coletiva na Amazônia, mostrando que as parcerias institucionais e de grupos de pesquisa potencializam a ciência e as redes de atenção na região.

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Apresentamos aos leitores uma série de três volumes, contendo 56 textos elaborados por egressos da Escola Nacional de Saúde Pública Sergio Arouca, dos cursos de Especialização e Residência. Os textos abordam temas distintos, relativos à saúde mental, à saúde do trabalhador e às violências, organização dos serviços de saúde, tecnologias e estratégias voltadas para formação e qualificação dos trabalhadores da área da saúde, contendo análises, reflexões e experiências trazidas por discentes e seus orientadores com foco em intervenções e mudanças das práticas em serviços de saúde. Essa produção tem se caracterizado por uma feliz integração entre o conhecimento acadêmico e a experiência de diferentes atores da prática, trazendo possibilidades de novas formas de análise e de enfrentamento de problemas do cotidiano. Apesar dessa potencialidade identificada, a produção acadêmica relacionada aos cursos, embora traga imensa riqueza de temas contemporâneos, com abordagens e linguagens inovadoras, não se adequa às exigências editoriais da maior parte das revistas da área. Essa dificuldade em dar publicidade a esses trabalhos de forma mais organizada dificulta o acesso, reduz os debates e as reflexões acerca de questões relevantes e desestimula alunos e orientadores. Ao propor a publicação de uma série de livros, compostos por uma coletânea de textos escritos por diferentes colaboradores, resultados de trabalhos de conclusão dos cursos de Lato Sensu e da ENSP, esperamos abrir um espaço que ajude a ampliar os debates e ainda que contribua com a valorização do ensino Lato Sensu não apenas na ENSP, mas nas diferentes instituições que se dedicam a tal tarefa.

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Apresentamos aos leitores uma série de três volumes, contendo 56 textos elaborados por egressos da Escola Nacional de Saúde Pública Sergio Arouca, dos cursos de Especialização e Residência. Os textos abordam temas distintos, relativos à saúde mental, à saúde do trabalhador e às violências, organização dos serviços de saúde, tecnologias e estratégias voltadas para formação e qualificação dos trabalhadores da área da saúde, contendo análises, reflexões e experiências trazidas por discentes e seus orientadores com foco em intervenções e mudanças das práticas em serviços de saúde. Essa produção tem se caracterizado por uma feliz integração entre o conhecimento acadêmico e a experiência de diferentes atores da prática, trazendo possibilidades de novas formas de análise e de enfrentamento de problemas do cotidiano. Apesar dessa potencialidade identificada, a produção acadêmica relacionada aos cursos, embora traga imensa riqueza de temas contemporâneos, com abordagens e linguagens inovadoras, não se adequa às exigências editoriais da maior parte das revistas da área. Essa dificuldade em dar publicidade a esses trabalhos de forma mais organizada dificulta o acesso, reduz os debates e as reflexões acerca de questões relevantes e desestimula alunos e orientadores. Ao propor a publicação de uma série de livros, compostos por uma coletânea de textos escritos por diferentes colaboradores, resultados de trabalhos de conclusão dos cursos de Lato Sensu e da ENSP, esperamos abrir um espaço que ajude a ampliar os debates e ainda que contribua com a valorização do ensino Lato Sensu não apenas na ENSP, mas nas diferentes instituições que se dedicam a tal tarefa.

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Nesta Tribuna, os autores discutem as transformações da sociedade e seu impacto na construção dos sistemas de saúde e a comprovada importância da Atenção Primária à Saúde, com a abordagem do processo de saúde-doença de modo singular e articulado ao contexto social por meio do trabalho em equipe interprofissional. A criação dos Núcleos de Apoio à Saúde da Família, recentemente rebatizados como Núcleos Ampliados de Saúde da Família e Atenção Básica, é um bom exemplo da imperiosa importância dessa abordagem interprofissional no âmbito da atenção primária. Contudo, nessa interlocução, também emergem desafios e fragilidades. Esses aspectos são suscitados na reflexão proposta.

In this forum, the authors discuss the transformations in society and their impact on the construction of health systems and the proven importance of Primary Health Care, with a unique approach to the health-disease process that is articulated with the social context through interprofessional teamwork. The creation of Family Health Support Centers, recently renamed Expanded Family Health and Primary Care Centers, is a good example of the imperative importance of this interprofessional approach in the context of primary care. However, in this dialogue, challenges and weaknesses also emerge. These aspects are raised in the proposed reflection.

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Para mais informações, visite: Facebook: www.facebook.com/EscolaMunicipaldeSaude Instagram: www.instagram.com/EscolaMunicipaldeSaudeSP Twitter: twitter.com/EMS_SMS_SP Site: www.prefeitura.sp.gov.br/saude/ems

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BACKGROUND AND OBJECTIVES: This study examined the impact of receiving foundational information about aging on continuing education (CE) interests, preferences, and behaviors of mental health providers. RESEARCH DESIGN AND METHODS: Participants were practicing licensed professional counselors (N = 120) recruited from a random sampling of a state registry. The study employed a 3-group randomized controlled design with participants assigned to 1 of 3 conditions: an aging-specific reading, an opioid use disorder-specific reading, and a CE requirement-specific reading. As outcomes, participants rated their interest in aging-specific CE and selected to receive an aging-specific CE or Motivational Interviewing-specific CE program. RESULTS: Perceived competence for working with older adults, assessed before the experimental manipulation, predicted choice and degree of interest in the aging-specific CE across conditions. Participants in the Aging-Reading condition rated a higher interest in aging-specific CE and were marginally more likely to select the aging-specific CE option than those in the other 2 conditions. Those in the Aging-Reading condition were also more likely to register for and complete an actual CE program focused on any topic. DISCUSSION AND IMPLICATIONS: Foundational knowledge about aging may increase practitioners' interest and behaviors toward gaining competency for working with older adults, supporting the Positive Education about Aging and Contact Experiences model (Levy, S. R. (2018). Toward reducing ageism: PEACE (positive education about aging and contact experiences) model. Gerontologist, 58(2), 226-232. https://doi.org/10.1093/geront/gnw116) of reducing ageism.

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INTRODUCTION: Mobilizing different types of expertise helps to meet some of the challenges faced by health care systems. In French-speaking Switzerland, patient expertise has been mobilized in a new postgraduate curriculum, the Certificate of Advanced Studies (CAS) in Care Coordination and Networking, according to the different levels of engagement described in the Montreal Model. PURPOSE OF THE RESEARCH: The aim of our research was to explore a) the feasibility and acceptability of implementing different levels of patient involvement in this continuing education program, b) the factors that influence them, and c) the preliminary benefits of this implementation for students. Mixed methods were used for this exploratory study conducted between 2021 and 2022. RESULTS: All the levels of patient engagement in teaching proposed by the Montreal Model were implemented. Among the success factors, the involvement and reflective skills of the patient partners are essential. However, human, organizational, and financial resources need to be allocated to ensure the sustainability of this curriculum. Partnership seems to be a lever for organizational transformation, for the development of professional skills, and for practice improvement. CONCLUSIONS: To our knowledge, this exploratory study reflects a pedagogical and organizational innovation in the context of continuing education in French-speaking Switzerland. The results will be used to adjust the curriculum in its next edition, to disseminate it in other training contexts, to improve systemic elements to support the patient partnership in education, and to develop research.

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OBJECTIVE: Promoting health, and in particular developing psychosocial competences, at school encourages the emancipation of pupils and creates a favourable school environment. Furthermore, by helping to improve academic success, they improve pupils' overall health. However, school professionals need to be trained to develop students' psychosocial competences. The aim of this study was to describe the perceptions of French National Education professionals who have attended in-service training in psychosocial competences. METHOD: This research adopts a mixed methodology. An online questionnaire was administered to 304 professionals in order to measure their levels of satisfaction and professional development following the training. Then, 14 professionals took part in individual semi-structured interviews to discuss their needs and the obstacles and levers they encountered in reinvesting what they had learned into their professional practice. RESULTS: The quantitative data showed that the professionals have an average satisfaction rating ranging from 6.96 to 8.22 out of 10 depending on the variable measured, but that they need to discover more tools and practices to develop psychosocial competences (79.28%). The qualitative data reveal that continuing training enables National Education professionals to exchange ideas with their peers and to review their posture (78.57%). They were able to experiment with psychosocial competences according to their needs and modified their practices as a result of the training (57.14%). CONCLUSION: This study suggests that continuing training in psychosocial competences leads to changes in the attitudes and practices of National Education professionals, despite significant heterogeneity in terms of the length of training. Future research could focus on the actual practices of professionals trained in the development of psychosocial competences in order to assess the difficulties they encounter.

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BACKGROUND: Healthcare professionals constitute a critical component of clinical care services. To provide the expected service, they must continuously develop their profession through continuous learning. This kind of learning is recognized as continuing professional development (CPD). Traditionally, CPD is offered onsite. Onsite training is associated with some barriers that prevent healthcare professionals from attending such educational activities, including financial difficulties and long distance. This is why online learning is proposed to overcome these barriers. OBJECTIVE: The main purpose was to evaluate usability, knowledge and challenges of e-learning platforms for CPD of healthcare professionals at University Teaching Hospital of Kigali (CHUK). METHODS: The cross-sectional quantitative study approach was utilized; the data was collected at the workplace of nurses, midwives, and allied health professionals by using a pre-designed questionnaire. The data were analyzed using Statistical Package for the Social Sciences (SPSS) version 25 and presented as frequencies. RESULTS: A significant majority was aware of CPD e-learning platforms. For example, 95.7% of the participants were familiar with these platforms, indicating that they had some degree of knowledge about their existence and purpose. Regarding the mode of accessing CPD courses, 82.1% of participants preferred online platforms, demonstrating a strong will to use e-learning platforms. CONCLUSION: This study highlighted a high level of awareness and utilization of CPD e-learning platforms among healthcare professionals at CHUK, additionally, participants expressed confidence in using the platforms but emphasized the need for further support and training.

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Pôster eletrônico elaborado para apresentação no Conselho de Secretários Municipais de Saúde 2024 sobre as ferramentas tecnológicas desenvolvidas para favorecer os processos de trabalho da educação permanente na Escola Municipal de Saúde da Coordenadoria Regional de Saúde Oeste

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OBJECTIVE: The aim of the study was to identify continuing professional development (CPD) needs of allied health professionals (AHP) in regional and rural Victoria. DESIGN: This study was an online cross-sectional design conducted between December 2022 and February 2023. SETTINGS AND PARTICIPANTS: AHPs employed at a large multi-site regional public health service providing acute, subacute, community and outpatient care in Victoria, Australia. MAIN OUTCOME MEASURE(S): The online questionnaire included four sections investigating satisfaction of CPD, prioritised topics for CPD, preference for CPD sourcing and perceived capabilities in delivering education. To investigate prioritised topics of CPD, a tool was adapted from the Hennessy Hicks Training Needs Analysis questionnaire to align with allied health (AH) career pathways. For organisational alignment, a second questionnaire was sent to AH managers. RESULTS: The response rate was 17% (53/316 AHPs) from members of 10 AH professions. The median years of clinical experience for participants was between 2 and 5 years. Participants with 6-10 years of clinical experience reported the lowest level of satisfaction. Research and education were identified as areas of highest training need. Self-perceived competence in education delivery was proportionately lower in areas of assessment, developing digital learning and constructive alignment. CONCLUSION: CPD needs for AHPs in a regional and rural health service were shown to vary by career stage and weighted towards developing research and education delivery capabilities. Findings from this study may support public health sector and policy investment in CPD opportunities to support horizontal career progression opportunities, a balance of internal and externally sourced professional development and strategic investment in education delivery capabilities.

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Introducción: El personal administrativo es un colectivo esencial. El objetivo de este estudio es analizar el impacto formativo de un curso online básico sobre seguridad del paciente para administrativos. Método: Estudio cuasi experimental antes/después en una población de 170 administrativos/as que prestaban sus servicios en los centros de la Mutua Colaboradora con la Seguridad Social MC Mutual y que realizaron un curso de seguridad del paciente. Se evaluaron los conocimientos adquiridos mediante una prueba al inicio (P1) y al final del curso (P2). Además, se eligió una muestra de conveniencia de 42 administrativos/as para evaluar sus conocimientos mediante entrevista, previos (E1) y posteriores (E2) al curso, y a los 6 meses (E3).Resultados: De los 170 administrativos/as participantes en el curso, 167 (98,2%) completaron la prueba al inicio y final, con puntuaciones medias que incrementaron de 5,7 (P1) a 7,3 (P2) (p<0,05). Aceptaron participar en las entrevistas 22 administrativos/as de una muestra de 42 (52,4%), y se consiguieron las tres entrevistas de 21 (E1), 22 (E2) y 19 (E3) administrativos/as, cuyas puntuaciones medias incrementaron desde 5,9 (E1) a 7,2 (E2) y 7,5 (E3) (p<0,05). Conclusiones: Los resultados sugieren que el curso de formación fue efectivo. La evaluación mediante la entrevista a los seis meses del curso indica un probable efecto a medio-largo plazo. La implicación de los/as profesionales administrativos/as en la atención a los usuarios de la Mutua es clave. La evaluación del impacto de una intervención es esencial para informar sobre su efectividad y orientar su planificación.(AU)

Introduction: Clerical staff are an essential part of the healthcare team, as they provide administrative and organizational support to healthcare institutions. The aim of this study is to determine the impact of a basic one-hour online training course on patient safety for these staff.Method: A quasi-experimental pre/post study carried out in a population of 170 administra-tive staff working in the centers of an Occupational Mutual Insurance Company (MC Mutu-al) who completed the patient safety training. A convenience sample of 22 administrative professionals, who agreed to participate, was chosen from this population, which made it possible to test their knowledge before and after the course, by examination (P1, P2) and interview, immediately after the course and at 6 months (E1, E2, E3).Results: Of the 170 professionals participating in the course, 167 (98.2%) completed the initial test and the post-test, with mean scores increasing from 5.7 (P1) to 7.3 (P2) (p<0.05). A total of 22 out of a sample of 42 (52.4%) agreed to participate in the interviews and all three interviews were completed by 21 (E1), 22 (E2) and 19 (E3) professionals, whose mean scores increased from 5.9 (E1) to 7.2 (E2) and 7.5 (E3) (p<0.05) Conclusions: The results suggest that the training course was effective. The evaluation by interview 6 months after the course indicates a likely medium to long term effect. The involvement of administrative professionals in the company ́s patient care is key. Evaluating the impact of an intervention is essential to inform its effectiveness and guide its plannin.(AU)

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BACKGROUND: Awareness and understanding of dementia remain limited in ethnically diverse populations in multicultural societies due to culturally inappropriate and inaccessible information. OBJECTIVE: To establish the impact, helpers and hinderers of an online multilingual dementia awareness initiative co-created with and for English, Arabic and Vietnamese speaking people. DESIGN: A case study using mixed methods to assess the impact and implementation of an information session on dementia knowledge. SETTING AND PARTICIPANTS: The study was conducted with English, Arabic and Vietnamese speaking individuals in Canterbury-Bankstown, Australia. INTERVENTION STUDIED: A dementia alliance co-created an online multilingual dementia information session, which was delivered synchronously in English, Arabic and Vietnamese by trained facilitators. MAIN OUTCOME MEASURES: In-session group discussions, quizzes and a postsession survey assessed the impact on dementia knowledge. A postimplementation focus group explored the factors that helped and hindered the initiative. RESULTS: The online dementia information session successfully supported participants understanding of dementia causes, impacts and care strategies. The initiative was hindered by competing priorities and limited accessibility to target audiences, while it was helped by the support of an established organisation and feedback mechanisms. DISCUSSION: Ongoing dementia education and awareness-raising campaigns that are culturally sensitive are needed in communities to promote dementia literacy and help-seeking. CONCLUSIONS: An online multilingual dementia information session can be an effective way to improve dementia literacy and advocate for change in multicultural communities. PATIENT OR PUBLIC CONTRIBUTION: English, Arabic and Vietnamese speaking members of the Canterbury Bankstown Dementia Alliance participated in the co-creation and evaluation of this initiative.

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Certified registered nurse anesthetists (CRNAs) who are responsible for airway management, may lack adequate continuing education for emergency front of neck access (EFONA), an advanced skill necessary in situations when a patient cannot be intubated and cannot be oxygenated (CICO). The purpose of this study was to improve CRNA knowledge and confidence when performing a scalpel-bougie cricothyrotomy for EFONA in a CICO event through the implementation of a spaced learning intervention. Thirteen CRNAs at a 160-bed community hospital participated in a 3-week educational intervention. Week 1: online preintervention survey followed by an educational video. Week 2: video review and skills component practiced on a cricothyrotomy trainer. Week 3: skills component practiced on a cricothyrotomy trainer followed by postintervention survey. This was a single-arm study and Wilcoxon sign ranked tests and a paired t-test were utilized to monitor for change in CRNA knowledge, confidence, and skill in performing EFONA. Implementation of a 3-week spaced learning program for educating CRNAs to perform a scalpel-bougie cricothyrotomy significantly increased CRNA knowledge, confidence, and skill when performing EFONA. Utilizing a spaced learning program may therefore improve provider skills, resulting in optimized patient care during a CICO event, leading to improved patient safety and outcomes.

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