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Appears in:
Pages: 7231-7238
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0647

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

THE CHALLENGE OF THE CONTINUOUS LEARNING HIV COURSE CONCEIVED WITHIN THE DISTANCE EDUCATION MODE BY THE APPLICATION OF THE PROBLEMATIZATION METHODOLOGY

A.A.N.S. Bones1, S.C. Cazella1, M.R. Costa2

1Universidade Federal de Ciências da Saúde (UFCSPA) (BRAZIL)
2Universidade Federal de Ciências da Saúde (UFCSPA) and UNA-SUS/ UFCSPA (BRAZIL)
The Problematization Methodology (PM) is made of an active methodology that makes it possible to improve the student's capacity, in reference to his role as an agent of participation and social transformation, in the perception of real problems and in the search of original and creative solutions. The threefold goal 90-90-90 came to the world confronting the HIV epidemic, proposing that 90% of people living with HIV have diagnosis, 90% of them receive antiretroviral treatment and 90% of these will have viral suppression by 2020. The expectation is to expand the diagnosis, however it's necessary to reflect on the possibility of permanent health education about the subject. Objective: Creating opportunities to transform the practice of the user's initial management with rapid reagent test for HIV through Distance Education using PM. The need to choose an appropriate methodology to turn professional pratice health in distance education mode, reflecting the interdisciplinarity of Health Informatics and Education. Interdisciplinary practice is placed as the integration potentiator that enables some broader understanding of the working object through the interaction between professionals and the relationship between the various knowledge and practices. Iribarry indicates that refers to solidarity and sharing knowledge and concern of the professional to contribute with their knowledge aimed at solving a problem. The authors conducted a critical action research in a reflective process through an interactive educational module(avaliable in https://ares.unasus.gov.br/acervo/handle/ARES/3474) offered in the Specialization Course of UNA-SUS/UFCSPA. The teaching methodology used was PM. And its innovative use in teaching virtual environment on health. The research methodology and the PM have a social nature for transforming praxis. The module design with an alternative use of the PM is shown as a result. The PM has an arc of action of the reality was experienced by the student, followed by his observation, survey of problem situations, theorizing content to aid in understanding of the situation and structure possible actions after the organization of possible solutions to the problem situations at listed and a final planning an action plan to interfere with the reality and modify it. Since in the reality the application of the stage there is the activity of drawing up a flowchart proposal with user management with initial positive result for the HIV virus within their reality of their units, preferably with their team. The objective was to enable to organize planning decisions to transform care line conduct. The cooperation system to perform collective proposal has reduced the need for leader. At this time, the reality is transformed and can follow the application of the arc again to expand its improvement. The reality of the professional practice student in his work could be presented at the forum, despite the practice of the rapid test, have not been previously thought about the time of the diagnosis revelation when a result was reagent. Thus, PM may be an alternative to work issues that are the reality of the students and that have the goal of behavioral improvement, not only transposition of knowledge. Narrowing the network of interactions between subject and object, and between theory and practice. Pedagogy, Informatics and Health should be partners, and interdisciplinary organization projects can promote an organization of the work process.
@InProceedings{BONES2016CHA,
author = {Bones, A.A.N.S. and Cazella, S.C. and Costa, M.R.},
title = {THE CHALLENGE OF THE CONTINUOUS LEARNING HIV COURSE CONCEIVED WITHIN THE DISTANCE EDUCATION MODE BY THE APPLICATION OF THE PROBLEMATIZATION METHODOLOGY},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0647},
url = {http://dx.doi.org/10.21125/iceri.2016.0647},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {7231-7238}}
TY - CONF
AU - A.A.N.S. Bones AU - S.C. Cazella AU - M.R. Costa
TI - THE CHALLENGE OF THE CONTINUOUS LEARNING HIV COURSE CONCEIVED WITHIN THE DISTANCE EDUCATION MODE BY THE APPLICATION OF THE PROBLEMATIZATION METHODOLOGY
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0647
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 7231
EP - 7238
ER -
A.A.N.S. Bones, S.C. Cazella, M.R. Costa (2016) THE CHALLENGE OF THE CONTINUOUS LEARNING HIV COURSE CONCEIVED WITHIN THE DISTANCE EDUCATION MODE BY THE APPLICATION OF THE PROBLEMATIZATION METHODOLOGY, ICERI2016 Proceedings, pp. 7231-7238.
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