Comunidade de prática docente-assistencial como estratégia de educação permanente na atenção hospitalar em enfermagem: uma abordagem teórica

Abstract

Professional training in nursing relies on the active participation of the hospital, the faculty member, the supervising nurse and the student, establishing a symbiotic relationship and knowledge sharing. understanding the importance of teaching-service integration, the necessary pedagogical preparation to act in training, the community of practice as a viable space for the collective development of teaching-assistance, this study of theoretical approach. Had as objectives: to know the potential and challenges of permanent health education in hospital care and analyze the contributions of communities of practice to teacher training and practice, with a view to valuing the teaching-care performance in the qualification of professional training in nursing, defending the community of teaching-care practice as a strategy for permanent health education in hospital care. With the bibliographic research method, characterized as a qualitative, descriptive study, a narrative review of the literature was developed, with 18 documents captured by google scholar contemplating productions from 2005 to 2020, on permanent health education in hospital care , and an integrative literature review on the contributions of the community of practice, consisting of 27 articles, identified through searches in the MEDLINE, LILACS, BDENF, CINAHL AND ERIC databases, between april and june 2020, allowing access to recent studies of the themes on the agenda, and a reflective and critical interpretation. The results showed that studies on permanent education showed themes such as: historical contextualization of permanent health education; survey of needs and obstacles for permanent health education in hospital care; development of proposals for permanent health education; role of permanent health education in hospital care; and permanent health education promoting the integration of teaching and service. In relation to the contributions of the communities of practice, the following stand out: collaborative learning; transformative pedagogical space; strategy for the production of innovative knowledge; and approaching professionals from regional, national and international borders through virtual resources. It was concluded that the theoretical approach used evidenced the contributions that the development of communities of teaching-assistance practice in hospital care allows advancing in the pedagogical knowledge of these actors as a permanent education strategy in hospital organizations and to value the teaching-assistance integration, qualifying the training professional and health care.