Professional competencies to promote health in nursing and physical education undergraduate courses

Xavier, Samyra Paula Lustoza; Machado, Lucas Dias Soares; Moreira, Maria Rosilene Cândido; Martins, Álissan Karine Lima; Machado, Maria de Fátima Antero Sousa

doi:10.1590/0034-7167-2020-0617

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Revista Brasileira de Enfermagem

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 74 (2) • 2021 • https://doi.org/10.1590/0034-7167-2020-0617 copy

Professional competencies to promote health in nursing and physical education undergraduate courses

Competencias profesionales para promoción de la salud en la formación de enfermería y educación física

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to recognize the competencies for health promotion and their magnitude of expression in undergraduate health education based on the analysis of the pedagogical projects of the courses and from the teaching perspective.

Methods:

research with a mixed approach, carried out at a public university. The data collected from the pedagogical projects of the Nursing and Physical Education courses and through interviews and application of a matrix of Competencies in Health Promotion with 31 professors of the referred courses were analyzed in the light of Competencies Health Promotion.

Results:

all competencies investigated were recognized in the curricula and reports of nursing professors, but the possibility of changes was not identified in the pedagogical project of Physical Education, although this competency was recognized as extremely important by the professors, with a mode of 4.5.

Final Considerations:

the training process in the courses studied has favored the development of skills for health promotion.

Descriptors:
Health Promotion; Health Personnel; Professional Competency; Nursing; Physical Education and Training

POSSIBILITY OF CHANGES Professional action to enable individuals, groups, communities or organizations to build capability for response in health promotion, and thus improve and reduce health inequities⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Promote healthy lifestyles, reconciling the needs of both clients/patients and their community, acting as an agent of social transformation."	Not identified	"So I think it's the ability to recruit changes" (P10) "The possibility of promoting changes in the other." (P26)
MGE^ MGE - Magnitude of Global Expression; : 5 - Amplitude: IQR^* ***** IQR- Interquartile Range. : 0.83
ADVOCACY IN HEALTH Refers to the professional's action in claiming with and in favor of individuals, communities and organizations to improve health, well-being and training for action in Health Promotion⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
".. Not only care for your own health (...), but also put pressure on competent authorities or agencies, (...) to attend the rights of the population." "Advising agencies, companies and institutions in health projects."	"Participate, advise, coordinate, lead and manage multidisciplinary teams of discussion, define and implement public and institutional policies in the health fields (...)"	"You advocate on behalf of the patient." (P22) "(...) another aspect is the defense of interests (...) this thing of advocating the interests of users." (P10)
MGE:5 - IQR: 1.00
PARTNERSHIP It consists of working in collaboration with areas of knowledge/disciplines, sectors and partners to increase the impact and sustainability of Health Promotion actions⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Each professional must ensure that their practice is carried out in an integrated and continuous manner with the other instances of the health system."	"Participate, advise, coordinate, lead and manage multidisciplinary teams of discussion, define and implement public and institutional policies in the health fields (...)"	"Promote partnerships with the responsible agency to be also helping in that health promotion process, partnerships." (P02)
MGE^ MGE - Magnitude of Global Expression; : 4.75 - IQR^* ***** IQR- Interquartile Range. : 1.00
COMMUNICATION It manifests itself when communicating health promotion actions effectively, using appropriate techniques and technologies for different audiences⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Use new technologies, both for information and communication as high tech to care." "Communication involves verbal, non-verbal forms and writing and reading skills; mastering at least one foreign language and technologies of information and communication."	"Make use of information and communication technology to expand and diversify the ways of interacting and sharing the sources of production and diffusion of knowledge and technologies." "Adequacy and objectivity in the forms of written, verbal and non-verbal communication."	"I believe you have to know (...) the ability I bring more from communication." (P17) "Knowing how to deal with this aspect of communication, I think communication skills are extremely important (...) and then communicating involves knowing how to listen and knowing how to speak." (P09).
MGE^ MGE - Magnitude of Global Expression; : 5.0 - IQR^* ***** IQR- Interquartile Range. : 0.66
LEADERSHIP Contribute to the development of a shared view and strategic directions for action in health promotion⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"The work of professionals must be based on the ability to make decisions..." "The professionals must be able to take initiatives, (...) leaders in the health team."	"Demonstrate leadership with students and the school community." "Solve real problems of professional practice and the dynamics of educational institutions, ensuring the learning and development of students and the school community."	"For health promotion leadership skills come in." (P05) "Like, he needs to have that leadership spirit, know how to move, coordinate people, actions." (P06)
MGE^ MGE - Magnitude of Global Expression; :4.66 - IQR^* ***** IQR- Interquartile Range. : 1.00
DIAGNOSIS It refers to the action of diagnosing the needs and potential of a partnership with social actors/partners, in the context of political, economic, social, cultural, environmental, behavioral and biological determinants that promote or compromise health⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Understand health policy in the context of social policies, recognizing the epidemiological profiles of populations." "Identify the individual and collective health needs of the population, their conditions and determinants."	"Critically consider the characteristics, interests and needs of students and the school community." "Understand the socio-cultural, political, economic and environmental implications (...) to act in a critical-overcoming way."	"So, I think it's the ability to identify the problem, to technically know the problem in question." (P01) "Develop in them a critical-reflective thinking that they can identify a problem, not only see a reality and see an apparent problem but see what is beyond that problem." (P14)
MGE^ MGE - Magnitude of Global Expression; : 5.0 - IQR^* ***** IQR- Interquartile Range. : 0.66
PLANNING Comprises actions to mobilize individuals to develop health promotion goals and objectives that can be measured, based on the diagnosis of needs and potential in partnership with social actors/partners⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Responding to regional health specificities through strategically planned interventions." "Coordinate teamwork, select, prioritize and analyze problems to build intervention plans."		"Competencies have to be in the planning issue." (P08) "I think the professional has to be an educator, has to be a manager, know how to plan." (P21)
MGE^ MGE - Magnitude of Global Expression; : 5.0 - IQR^* ***** IQR- Interquartile Range. : 1.00
IMPLEMENTATION It is based on the implementation of effective, efficient, culturally sensitive and ethical health promotion actions, in partnership with social actors/partners⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Plan and implement an education and health promotion program, considering the specificities of different social groups and the different processes of life, health, work and illness."	"Analyze reflexively to intervene ethically in your daily professional situations." "Planning, implementation and evaluation of professional intervention programs."	"Plan actions, implement and evaluate." (P12) "Perform interventions, implementation and evaluation." (P13)
MGE^ MGE - Magnitude of Global Expression; : 5.0 - IQR^* ***** IQR- Interquartile Range. : 0.83
EVALUATION AND RESEARCH Use of appropriate assessment and research methods, in partnership with social actors/partners, to determine the scope, impact and effectiveness of health promotion actions⁽²2 Dempsey C, Barry M, Battel-Kirk B. The CompHP core competencies framework for health promotion handbook: workpackage 4 [Internet]. Galway: Executive Agency for Health Promotion and Consumers: National University of Ireland. 2011 [cited 2017 Jul 10]. 1-27. Available from: http://www.szu.cz/uploads/documents/czzp/nerovnosti/2011/5._CompHP_Core_Competencies_Framework_for_Health_Promotion_Handbook_revised.pdf http://www.szu.cz/uploads/documents/czzp... ⁾
*PP^ * PP - Pedagogical Project; Nursing**	*PP^ * PP - Pedagogical Project; Physical Education**	Interviews
"Evaluate, systematize and decide the most appropriate conduct, based on scientific evidence." "Develop, participate and apply research and/or other forms of knowledge production that aim to qualify professional practice."	"Knowing, mastering, producing, selecting and evaluating the effects of applying different techniques, instruments, equipment, procedures and methodologies." "Take over a critical-reflexive attitude about the research results for the adequacy and improvement of interventions."	"Evaluation is also of utmost importance." (P29) "Monitor the actions, evaluate, and then the research question itself (...)if I don't assess, if I don't research, an evaluation it's a survey, but it's a survey that will have a return." (P07)
MGE^ MGE - Magnitude of Global Expression; : 5.0 - IQR^* ***** IQR- Interquartile Range. : 0.60

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[1] Corresponding author: Samyra Paula Lustoza Xavier. E-mail: samyralustoza@gmail.com