O enfermeiro na promoção da saúde: articulações entre unidades de saúde e educação básica
Bibliographic record
Abstract
Health is built by taking care of each other with oneself and with others, the ability to make decisions and the control of one's own life.This idea stems from the concept of Health Promotion, brought from the Ottawa international conference, held in 1986.Since then, the concept of health has been expanded, the subject has come to be seen in its uniqueness, as being complex, considering their living conditions and their role in the construction of knowledge and of themselves, according to their sociohistorical process, surpassing the way of seeing guided only in the biological and physical aspects.In this sense, the National Health Promotion Policy (PNPS) in Brazil was institutionalized, one of the actions to promote greater articulation between health sectors and policies was the institution of the Health at School Program (PSE), which aims at the integration and permanent articulation of education and health.With public policy on health and education moving towards integration between sectors, the present work aims to understand the role of nurses in the articulation between health units and schools of basic education, within the scope of health promotion.It is a qualitative, exploratory research, based on Vigotski's historical-cultural approach.Interviews were conducted with 19 nurses, one from each health unit in the north and west district of a medium-sized city in the interior of São Paulo.The results were organized into four themes: 1-Conceptions about Health Promotion; 2-Health promotion in the unit; 3-Health promotion at school and 4-The nurse at school.The nurses' conceptions about health and health promotion were focused on the disease and its prevention, few nurses presented an expanded concept of health, related to the social determinants of health.Health promotion at school is carried out when there is an agreement between the health unit and the schools, through the PSE, which occurs in 16 of the units surveyed.The actions are consistent with the concepts: focused on disease prevention.Most reported not obtaining knowledge about public health and education policies, recognizing only the PSE.They pointed out the role of the nurse as an articulator of the school community and the multidisciplinary team.Nurses showed concern about how they are working in schools and expressed the need for greater engagement, bringing the importance of intersectoriality and the multidisciplinary team.The planning and execution of the programs, with the participation of the different sectors, is still a challenge.In this sense, it is necessary to better define the roles of each one, so that this work can flow better.The relationship between health units and schools, involving health professionals, teachers, students and the community can and must be expanded and strengthened, to result in the construction of a more just, participatory and healthy society.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.007 | 0.025 |
| Scholarly communication | 0.016 | 0.009 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".