| Technical-pedagogical support of Nasf to the Family Health Teams. |
The importance of Nasf in the technical-pedagogical support to the family health teams in the transformation of the reception process in PHC. |
I first understand Nasf as matrix support. It's the main role. Helping teams to do this reception process is one of the functions of Nasf: in sensitization to achievement, in understanding what is the reception... I consider this work important. It was fundamental the participation regarding this awareness of the staff because we suddenly have a vision they did not have. So, we were able to change all the way the reception took place, and, sometimes, in fact, we just clicked them, so they could think and manage to move. Nasf was important to get out of this comfort zone that the team had, thinking they were practicing reception.
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| Results of the Nasf support in the transformation of the reception process. |
Organization of the work process, professional satisfaction, greater interaction, re-signification of knowledge and optimization of the attendances identified as results of the technical and pedagogic support of Nasf in the transformation of the reception process for the teams. |
Nasf brought a new vision to the professionals of the Units. For example, they thought they were practicing reception, but according to the reception guidelines, they were not. So we managed to break it. I think the teams can breathe a little bit more because working organized is much better. There was this break, there was an organization, that people thought they had, but, actually, in the process, we saw that they did not have it. There was not in fact a flowchart of what was done with the patient when the patient arrives. I think their work has been optimized. This we notice when we move around through the Units and that the teams are happier with the result of the work. They started to know each other because we noticed in some Units that even the team did not know each other, what the other did.
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Work overload for the medical professional. |
For the doctor it may not be so cool, that serves more people in a day than before the reception.
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Increase in the number of accesses, including the population of areas without registered Community Health Agents (CHAs), and humanized care identified as results of the technical-pedagogical support of Nasf in transforming the reception process for the population. |
In relation to the population, it optimizes the trip to the Health Unit. So, they no longer must face the queue, they do not have to pick up a form any more, to arrive at dawn, to undergo an inhumane service. There was much more access to the community that was not assisted, that was not covered by the Unit. The number of calls has increased. I think that was very relevant.
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New knowledge, visibility, self-satisfaction and organization of access identified as results of the technical-pedagogical support of the Nasf in transforming the reception process for the own group. |
First the question of knowledge because I had no concept of what reception was. And the other one that brought visibility to us. People began to see more our role, they began to request us. Our coordinator inflated our ego because of the reception issue. The group gains mainly in satisfaction to know that it is even modifying the life of the people. The joint work of matrix-based strategies we have how to measure and have a return of it. It organizes the access also to get in the Nasf and the flow.
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Amount of Nasf request by teams without suffering variation. |
I thought the Nasf would be much more requested after the reception, and it hasn't been much.
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| Challenges of the technical-pedagogical work in the reception. |
The challenge of convincing teams to transform the reception process. |
We are arriving in environments that already worked in a way, and we arrive, a new team with new ideas, and sometimes the teams are so closed, there are people who are sometimes closed to the new. The challenge is actually getting the group out of the comfort zone, especially the CHA that have been in the teams for the longest time. They were accommodated in their work routine.The challenge is to awaken in the staff the desire to want to change, to offer the best for the community. We need to convince the teams that the reception brings gains not only to the population, that is our main target, but also to the teams themselves. So, the main challenge for me was the awareness of the team for everyone to participate.
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Challenge to know the teams faithfully before supporting them |
So, I missed it a little bit: knowing it! Because we practically went to a meeting to know how it worked there, and it's difficult for us to try to change the reality of that place without knowing so faithfully how it works.
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| Overcoming the challenges of technical-pedagogical work |
Dialogue, sharing of knowledge and workshops with practical situations as ways of overcoming the challenges of transforming the reception process. |
Supporting the teams, sensitizing, bringing them to understand what reception is, through a lot of talk and, not only talking, but also demonstrating and showing what went right in the other Units. Placing practical situations, we could break it. We could put them in the other's situation. And supporting during the process so that in the middle of it they do not give up the realization of the reception. I think the important thing was this, we opened the opportunity for trials and did not impose anything, we built together.
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| Suggestions for continuity of technical-pedagogical support. |
Need to evaluate and re-evaluate the process of transformation of the reception. |
What we must do is go back there to see how everything is going on because we never went again. There must be a conversation. After it's over, call those people who have had some form of resistance to know what's going on, because they do not want to. And from there we come together and think of a way to optimize that.
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