Objective: analyzing how scientific studies describe Burnout syndrome in nurses of urgent and emergency services. Method: an integrative literature review conducted by databases BDENF, IBECS, LILACS, MEDLINE and SciELO, through descriptors: burnout and nursing. From the 3087 selected publications for descriptors, only 11 articles met the criteria for inclusion and exclusion. Results: among the selected articles, 07 dealt with the stress; 04 spoke of the quality of life and leisure; 01 approached about somatic symptoms associated with Burnout and 03 detailing on Burnout syndrome, addressing the predictors and symptom dimensions in accordance with the Maslach Burnout Inventory. Conclusion: this study is important for population, professionals and managers acquire knowledge about the syndrome and may contribute to the development of coping strategies that will minimize the risk of triggering Burnout.
ResumoO termo ensino e aprendizagem valoriza a interdependência dos processos de ensinar e de aprender. As metodologias ativas de ensino e a teoria da aprendizagem significativa de Ausubel dão protagonismo ao estudante em seu desenvolvimento cognitivo, respeitando os saberes prévios, teóricos e práticos. O objetivo da pesquisa é analisar uma prática educativa, segundo a teoria da aprendizagem significativa, sobre metodologias ativas no ensino em saúde, realizada no Programa de Pós-graduação em Ensino em Saúde, mestrado profissional, da Universidade Estadual de Mato Grosso do Sul. A prática educativa foi realizada em quatro momentos: construção de uma colcha de retalhos pelos participantes; problematização sobre metodologia ativa; construção de mapa conceitual; e apresentação da teoria da aprendizagem significativa por meio de um cordel elaborado pelo grupo. A confecção da colcha de retalhos resgatou os saberes, bem como propiciou troca de experiências e de reflexões. A problematização desencadeou um consenso de que as metodologias de ensino devem ser estrategicamente planejadas, considerando o contexto e os atores envolvidos. O mapa conceitual como estratégia educativa e de avaliação formativa evidenciou que os mestrandos desenvolveram a aprendizagem significativa na temática abordada. A entoação do cordel sobre a teoria da aprendizagem significativa despertou o interesse e a atenção dos educandos. A prática educativa mobilizou subsunçores na temática, com problematização, reflexão e ressignificação, tanto nos participantes quanto nos mediadores, de forma horizontal no ensino e aprendizagem, em que quem ensina aprende, e quem aprende também ensina. Portanto, foi um processo de metodologia ativa de ensino com aprendizagem significativa.
Palavras-chave: Educação em Saúde. Metodologias Ativas de Ensino e Aprendizagem. Problematização. Mapas Conceituais.AbstractThe term teaching-learning values the teaching and learning interdependence processes. The active teaching methodologies and Ausubel's theory of meaningful learning provide the student with a leading role in his or her cognitive development, respecting previous, theoretical and practical knowledge. The objective of this research is to analyze an educational practice, according to the theory of meaningful learning, about active methodologies in health education, held in the professional master degree level at University of Mato Grosso do Sul in Health Education Postgraduate Program. The educational practice was performed in 4 moments: a quilt construction by the participants; questioning about active methodology; concept map construction; and presentation of the theory of meaningful learning through a cordel elaborated by the group. The making of the quilt rescued the knowledge as well as provided exchange of experiences and considerations. The questioning triggered a consensus that teaching methodologies should be strategically planned, considering the context and the actors involved. The concept map as an educational strategy and formative evaluation showed that the master degree students developed significant learning in the thematic approach. The cordel intonation about the theory of meaningful learning aroused the students' interest and attention. The educational practice mobilized subsumers, with problematization, reflection and resignification, both in the participants and the mediators, horizontally in teaching-learning, where those who teach learn, and those who learn also teach. Therefore, it was a process of active teaching methodology with significant learning.
Keywords: Health Education. Active Teaching-Learning Methodologies. Problematization. Concept Maps.
Objective: evaluating the standardization of vaccination rooms in Caxias, Maranhão. Method: this is an exploratory, observational, cross-sectional study of descriptive type, of a quantitative approach, conducted in the period May to August 2014 in 21 vaccination rooms of Basic Health Units in the city of Caxias, MA. The vaccination rooms were evaluated in relation to the physical space, the permanent material, the support material and consumption, the material to extramural vaccination activity and to printed and manually. Results: from the 21 vaccination rooms, 05 were not running. Therefore, we evaluated 16 vaccination rooms. Of these, 62,5% were considered good and 37,5% achieved bad index. Conclusion: in the present study, we observed failures in various vaccination rooms, making it difficult to provide a service of suitable protection, standardized by the Ministry of Health.
