Análise do perfil do tutor quanto aos desfechos dos alunos do Curso de Capacitação para Líderes, Voluntários, Profissionais e Gestores de Comunidades Terapêuticas - CapacitaCT
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Data
2017-02-20
Autores
Carriel, Nathália da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Introdução: Comunidades Terapêuticas (CTs) são instituições que prestam serviços de atenção a pessoas com transtornos decorrentes do uso nocivo ou dependência de Substâncias Psicoativas (SPA) e representam uma alternativa assistencial com potencial impacto no cuidado à saúde desta população. No sentido de instrumentalizar os profissionais que atuam nestas unidades, foi ofertado o Curso de Capacitação para Líderes, Voluntários, Profissionais e Gestores de Comunidades Terapêuticas (CapacitaCT), em regime de educação a distância, o qual contou com um organizado sistema de tutoria on-line. Objetivo: Analisar a influência do perfil e ações do tutor para aprovação ou abandono dos alunos do Curso CapacitaCT. Método: Estudo observacional, transversal, com descrição do processo de seleção, capacitação e suporte à equipe de tutores (n=146), cálculo das frequências sociodemográficas e profissionais destes sujeitos, com análise da variância e teste de comparação múltipla de Tukey para os desfechos aprovação e abandono entre os alunos do curso. Resultados: Houve predominância de tutores do sexo feminino (86,30%), com idade igual ou inferior a 32 anos (60,00%), solteiros (55,48%), residentes em Botucatu (80,14%), graduados há mais de seis anos (40,41%), com títulos de pós–graduação Lato Sensu (60,28%) e na área da saúde (69,86%). A maior parte dos tutores exercia outro trabalho remunerado concomitante à função de tutor (85,62%), em funções de ordem assistencial (71,23%) e apresentavam experiência profissional na área da saúde (83,56%). Cerca de metade dos tutores acompanharam uma turma de 50 alunos (52,74%) e os demais tutoraram duas turmas. Houve maior percentual médio com significância estatística no desfecho aprovação dos alunos (p≤0,05) nas seguintes variáveis dos tutores: ter formação acadêmica básica na área das Ciências Sociais Aplicadas, graduação há três anos ou menos, titulação máxima na área de saúde mental e não possuir pós-graduação na área de docência. Com relação às ações no ambiente de aprendizagem, verificou-se que quanto maior o número de acessos do tutor, maior a estimativa no percentual de aprovação e menor a estimativa no percentual de abandono. No entanto, quanto maior o número de postagens no fórum, menor a estimativa no percentual de aprovação. Conclusão: Este estudo apresentou a experiência de tutoria em um curso de educação à distância voltado aos profissionais que atuam em CTs. Algumas variáveis dos tutores mostraram significância no desfecho dos alunos, como ser recém-formado e ser ativo no acesso ao ambiente on-line. Adicionalmente, este estudo descreve uma proposta de metodologia de capacitação e suporte sistematizado a tutores que pode servir de modelo ao gerenciamento e educação continuada destes importantes atores no contexto da educação a distância.
Introduction: Therapeutic Communities (CTs) are institutions that provide support to people with disorders due to harmful use or dependence on Psychoactive Substances (SPA) and represent an alternative with potential impact on the health care of this population. In order to instruct the professionals who work in these units, it was offered the Training Course for Leaders, Volunteers, Professionals and Managers of Therapeutic Communities (CapacitaCT) in a distance education system, which had a systematic method of on-line tutoring. Objective: To analyze the influence of tutor profile and actions for approval or abandonment of CapacitaCT Course students. Method: Observational, cross-sectional study with description of the selection process, training and support to the tutors team (n= 146). Additionally was realized the calculation of socio-demographic and professional frequencies of these subjects, with analysis of variance and Tukey's multiple comparison test for students approval and dropout outcomes. Results: There was a predominance of female tutors (86.30%), aged below 32 years (60.00%), single (55.48%), Botucatu residents (80.14%), college graduated (40.41%), with Lato Sensu specialization (60.28%) and belonging to health area (69.86%). Most tutors had other paid work concomitant with the tutoring role (85.62%), in care functions (71.23%) and had professional experience in the health area (83.56%). About half of subjects were responsible for a class of 50 students (52.74%) and the others tutored two classes. There was a higher average percentage, with statistical significance (p≤0.05), in students approval in the following tutors variables: to have academic formation in Applied Social Sciences, graduation at three years or less, maximum degree in the area of mental health, and do not have a postgraduate degree in teaching. With regard to tutor actions in the learning environment, it was verified that the greater the number of tutor accesses, the greater the estimate in the percentage of students approval and the lower the estimate in the percentage of abandonment. Conversely, the higher the number of tutor posts in the forum, the lower the estimate in the percentage of students approval. Conclusion: This study presented the experience of mentoring in a distance education course aimed at professionals working in CTs. Some variables of tutors showed significant significance in students' outcomes, such as being newly formed and active in accessing the online environment. In addition, this study describes a proposal for a training methodology and systematized support for tutoring that could be suggested as a model for the management and continuing education of these important actors in the context of distance education.
Introduction: Therapeutic Communities (CTs) are institutions that provide support to people with disorders due to harmful use or dependence on Psychoactive Substances (SPA) and represent an alternative with potential impact on the health care of this population. In order to instruct the professionals who work in these units, it was offered the Training Course for Leaders, Volunteers, Professionals and Managers of Therapeutic Communities (CapacitaCT) in a distance education system, which had a systematic method of on-line tutoring. Objective: To analyze the influence of tutor profile and actions for approval or abandonment of CapacitaCT Course students. Method: Observational, cross-sectional study with description of the selection process, training and support to the tutors team (n= 146). Additionally was realized the calculation of socio-demographic and professional frequencies of these subjects, with analysis of variance and Tukey's multiple comparison test for students approval and dropout outcomes. Results: There was a predominance of female tutors (86.30%), aged below 32 years (60.00%), single (55.48%), Botucatu residents (80.14%), college graduated (40.41%), with Lato Sensu specialization (60.28%) and belonging to health area (69.86%). Most tutors had other paid work concomitant with the tutoring role (85.62%), in care functions (71.23%) and had professional experience in the health area (83.56%). About half of subjects were responsible for a class of 50 students (52.74%) and the others tutored two classes. There was a higher average percentage, with statistical significance (p≤0.05), in students approval in the following tutors variables: to have academic formation in Applied Social Sciences, graduation at three years or less, maximum degree in the area of mental health, and do not have a postgraduate degree in teaching. With regard to tutor actions in the learning environment, it was verified that the greater the number of tutor accesses, the greater the estimate in the percentage of students approval and the lower the estimate in the percentage of abandonment. Conversely, the higher the number of tutor posts in the forum, the lower the estimate in the percentage of students approval. Conclusion: This study presented the experience of mentoring in a distance education course aimed at professionals working in CTs. Some variables of tutors showed significant significance in students' outcomes, such as being newly formed and active in accessing the online environment. In addition, this study describes a proposal for a training methodology and systematized support for tutoring that could be suggested as a model for the management and continuing education of these important actors in the context of distance education.
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Palavras-chave
Educação à distância, Tutor, Saúde mental, Transtornos relacionados ao uso de substâncias, Comunidades terapêuticas, Distance education, Mental health, Substance-related disorders, Therapeutic communities