Educação permanente em diagnóstico do câncer infantojuvenil: vivências significativas de profissionais da atenção primária à saúde

Abstract

Health learning processes seek to strengthen, update and emancipate the subjects involved. For health professionals, permanent education has been shown to be a strategy that allows the expansion of knowledge, skills, competencies and attitudes that will allow improvements in health care and for society. The themes that guide the educational processes for health professionals are different and are planned according to the needs of the group of professionals, the demands of the care and work process, or even to respond to the needs of society. Among these social demands, childhood cancer stands out, which is among the main causes of mortality in children under 18 years of age on the world stage. It is known that early diagnosis has been the main action for possible changes in this epidemiological reality. To analyse the significant experiences of Primary Health Care professionals in Salvador-Bahia in permanent education about the early diagnosis of cancer in children and adolescents. Descriptive, exploratory research with a qualitative approach. The study will be carried out with health professionals who work in primary health care in a municipality in the state of Bahia. Professionals who were present at the first and/or second edition of the training course on early diagnosis of childhood cancer, carried out by specialists in the area of oncopediatrics from a reference institution in the care of children with cancer, will be invited to participate in the study. The research will respect the ethical and legal aspects that permeate the determinations of Resolution 466/2012 and 510/16 of the National Health Council, since it will contemplate the principles that underlie research involving human beings, which permeate autonomy, non-maleficence, beneficence, justice and equity. Data were organized, coded and characterized for each analysis category. Content analysis and theoretical support for the interpretation of FOI data supported by the meaningful learning model were used as methodological guides. From the significant experiences of the participants, 2 categories emerged: Meanings related to the applicability of experiences in the field of practice; Meanings related to possible difficulties faced by professionals for the implications of the early diagnosis process of childhood cancer. The study revealed tha Primary Health Care professionals perceive the learning process as fundamental to improvin the quality of care to children with suspected childhood cancer. Discussing continuing education activities in this context is a strategy to be reflected upon and implemented.