Validation of the Continuing Health Education Policy logical model in the Psychosocial Care Centers

The study aims to describe the validation process of the Continuing Health Education Policy (PEPS) logical model in the Psychosocial Care Centers (CAPS) in Barreiras, Bahia, Brazil. In two rounds, this evaluability study on specialists distributed in the health training four-square model, including...

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Bibliographic Details
Published inCiência & saude coletiva Vol. 28; no. 8; pp. 2385 - 2402
Main Authors Mattos, Mússio Pirajá, Ferreira, Lorena, Gomes, Daiene Rosa, Esposti, Carolina Dutra Degli
Format Journal Article
LanguageEnglish
Portuguese
Published Brazil Associacao Brasileira de Pos-Graduacao em Saude Coletiva - ABRASCO 01.08.2023
Subjects
Education, Continuing
Educational Status
Health Education
Health Policy
Humans
Psychiatric Rehabilitation
Brasil
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Summary:The study aims to describe the validation process of the Continuing Health Education Policy (PEPS) logical model in the Psychosocial Care Centers (CAPS) in Barreiras, Bahia, Brazil. In two rounds, this evaluability study on specialists distributed in the health training four-square model, including management, education/research, service, and social control, was conducted through the Delphi consensus technique. The items were consensual when they reached more than 80% of agreement among the participants, confirmed by the analysis of the median and the interval between the first and the third quartiles. The results reflect the validated logical model content in five technical components: Planning, Political Articulation, Coordination, Technical Qualification, and Live Work in Care Production. The structure and processes required to carry out the EPS actions at the CAPS and the expected results in the short, medium, and long terms were described in the logical model. Validating the operational aspect of the intervention contributes to organizing and adopting operability and fertility criteria in a formative assessment that aims to strengthen the practices of an educational policy in mental health toward comprehensive care.
ISSN:1413-8123
1678-4561
DOI:10.1590/1413-81232023288.05612023EN