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A formação profissional contínua dos técnicos de análises clínicas e de saúde pública no INSA
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A crescente importância da formação contínua no desempenho profissional e a
inexistente investigação sobre o impacto que esta tem no desenvolvimento dos
Técnicos de Análises Clínicas e de Saúde Pública, em particular, levou-nos à
realização deste estudo, norteado pela questão central “Como se caracteriza a
formação contínua dos Técnicos de Análises Clínicas e de Saúde Pública no Instituto
Nacional de Saúde Dr. Ricardo Jorge?”.
Realizámos um estudo exploratório e descritivo, de natureza interpretativa, tendo-se
recorrido num primeiro momento, à entrevista semi-estruturada individual a
8 Coordenadores de Unidades Laboratoriais, com vista à recolha de indicadores que
possibilitassem a construção do questionário.
O questionário, instrumento central do estudo, foi aplicado a 118 técnicos, cujas
respostas foram objecto de tratamento estatístico. Nesta perspectiva, procedeu-se,
numa primeira fase, a uma abordagem descritiva dos dados, com uma apresentação
gráfica correspondente e, numa segunda fase, a uma abordagem interpretativa,
tendo em conta o quadro teórico de referência, bem como a nossa experiência
profissional.
A análise e a interpretação dos resultados do estudo permitiu-nos verificar que 66,7% dos técnicos admitem que as acções de formação são pontuais sem repercussões
práticas, sendo que, 85,5% consideram que a formação é organizada de forma
autónoma, constatando-se ainda que 78,9% concordam que os temas propostos
para as acções de formação são os que estão na moda.
Assim, as principais conclusões do nosso estudo confirmam que, apesar de haver
algum investimento por parte do INSA relativamente à formação continua dos
técnicos, há discrepâncias entre o real e o desejado, uma vez que cerca de metade
dos sujeitos referem que as dificuldades sentidas no exercício profissional estão
associadas à falta de formação específica.
Assim sendo, torna-se necessário que a Instituição invista cada vez mais em acções
de formação que dêem resposta às dificuldades sentidas/percepcionadas pelos
profissionais, por forma a promover o desenvolvimento pessoal e profissional dos
que nela intervêm.
The increasing importance of continuous education in professional practice and the fact that no research has been undertaken on the impact of such training on biomedical laboratory science staff, in particular, has led us to carry out this study, aimed at answering the following question: “How to characterize the continuous education of the biomedical laboratory science staff at National Institute of Health Dr. Ricardo Jorge”? We undertook a descriptive and exploratory study, of an interpretative nature, having, at a first moment, conducted individual semi-structured interviews with 8 Laboratory Units Coordinators, with the purpose of collecting markers that would enable the preparation of the questionnaire. The questionnaire, an essential tool for the study, was distributed to 118 health techniques, whose answers were subject to statistical handling. This research was, at first stage, subject to a descriptive analysis of the data, with a corresponding graphical presentation. This was followed by an interpretative approach, at a second stage, taking into account both the theoretical framework used as reference and our own professional experience. The analysis and interpretation of the results allowed us to conclude that 66.7% of the health techniques recognize that the training actions are sparse and with no practical repercussions. Furthermore, 85.5% acknowledge that the training is organized autonomously, and 78.9% agree that the themes proposed for the training actions are those in fashion. The main conclusions of our study confirm that, despite some investment by INSA regarding the continuous training of the health techniques, there are some discrepancies between the real and the desirable outcome, this because around half the subjects mention that the difficulties they experience in their professional practice are associated with their lack of specific training. As a result, it is essential that the Institute invest more and more in training that might respond to the difficulties felt/observed by the professionals, in order to promote the personal and professional development of the people concerned.
The increasing importance of continuous education in professional practice and the fact that no research has been undertaken on the impact of such training on biomedical laboratory science staff, in particular, has led us to carry out this study, aimed at answering the following question: “How to characterize the continuous education of the biomedical laboratory science staff at National Institute of Health Dr. Ricardo Jorge”? We undertook a descriptive and exploratory study, of an interpretative nature, having, at a first moment, conducted individual semi-structured interviews with 8 Laboratory Units Coordinators, with the purpose of collecting markers that would enable the preparation of the questionnaire. The questionnaire, an essential tool for the study, was distributed to 118 health techniques, whose answers were subject to statistical handling. This research was, at first stage, subject to a descriptive analysis of the data, with a corresponding graphical presentation. This was followed by an interpretative approach, at a second stage, taking into account both the theoretical framework used as reference and our own professional experience. The analysis and interpretation of the results allowed us to conclude that 66.7% of the health techniques recognize that the training actions are sparse and with no practical repercussions. Furthermore, 85.5% acknowledge that the training is organized autonomously, and 78.9% agree that the themes proposed for the training actions are those in fashion. The main conclusions of our study confirm that, despite some investment by INSA regarding the continuous training of the health techniques, there are some discrepancies between the real and the desirable outcome, this because around half the subjects mention that the difficulties they experience in their professional practice are associated with their lack of specific training. As a result, it is essential that the Institute invest more and more in training that might respond to the difficulties felt/observed by the professionals, in order to promote the personal and professional development of the people concerned.
Descrição
Tese de mestrado em Ciências da Educação (Área de Formação de Adultos), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Formação profissional contínua Análises clínicas Saúde pública - Portugal