Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT
It is reported in several studies that physical therapy is a profession with high prevalence of Repetitive strain injury and Work-Related Musculoskeletal Disorders (RSI-WRMD). The first contact between the physical therapist and the RSI-WRMD risk factors occurs throughout their lives, but during...
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RSI/WRMD Prevention Physiotherapy Students Formation Ergonomics CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO |
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RSI/WRMD Prevention Physiotherapy Students Formation Ergonomics CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO Furtado, Tathyanna Kelly de Macêdo Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
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It is reported in several studies that physical therapy is a profession with high prevalence
of Repetitive strain injury and Work-Related Musculoskeletal Disorders (RSI-WRMD).
The first contact between the physical therapist and the RSI-WRMD risk factors occurs
throughout their lives, but during their training, when still a student of Physiotherapist,
this exposure to risk remains, without due precautions, in an environment that should
worry about preventing. During the professional learning phase, the students adopt
constant forced postures and biomechanical efforts, transfer and manual elevation of
patients, sudden efforts, among others, generating discomforts, pain and musculoskeletal
injuries. An injury in therapist can force him to have to work with pain, to have to change
the operative ways of work, to restrict the variety of clinical conduct and, consequently,
to anticipate the interruption of the professional career. This research aims the formation
of university students of Physiotherapy, who perform professional internship and to
elaborate guidelines to prevent RSI-WRMDs. Ergonomic Analysis of Work was taken as
a methodological reference. For that, the documentary analyzes related to the Political
Pedagogical Project of the Course of Physiotherapy, the curriculum grid, the course plan
and the discipline's agenda were searched for evidence of policies, guidelines and forecast
of approaches to contents and of professional practices related to the prevention of RSIWRMD. Also conducted interviews with the students, teachers and course coordinator,
and audio-visual records of the student in attendance and the infrastructure of the places
of attendance. It was verified that the Pedagogical Project of the course in focus had the
discipline of Worker's Health only formally and did not find, in Political Pedagogical
Project of the Course, no programmatic content related to the prevention of RSI-WRMD
and the self-care directed to occupational health of the students themselves. The students
reported that did not receive any specific classes of RSI-WRMD prevention, self-care,
ergonomics, occupational health and safety, or related subjects. However, the self-care
guidelines they received from teachers were diluted in some disciplines. The guidelines
that the students reported receiving in these disciplines consisted of: correcting stretcher
height, using a better force lever, being careful in bending and spinal rotation and to have
careful in handling loads. Students gained knowledge of RSI-WRMD prevention only for
the patient and spontaneously realized that they could transfer this knowledge, acquired
in another context, in the management of their self-care. However, most of the students
interviewed claimed that they could not implement the RSI-WRMD prevention
guidelines, because of the burden of study and fatigue after care. The specialty of the
professional stage, cited by the students interviewed, in which they presented the greatest
complaint of pain, was that of neurology, mainly because of the transfer actions, from one
place to another, of dependent and heavy patients. These actions are oftentimes
individually made and without mechanical assistance. No RSI-WRMD-prevention
guidelines or programmatic content were given by the teachers to the students during the
internships. It was also found that there is a high incidence of reports of pain among senior
students of physical therapy and the lack of a RSI-WRMD-prevention plan can let the
students to reproduce pathogenic behaviors during the professional life, which
consequently leads them to injures or early incapacitate. Therefore, it is recommended
the periodic evaluation of the musculoskeletal system of the students, preventive clinical
actions and the inclusion of a specific discipline and/or cross-curricular content in all
disciplines, providing students with knowledge about the possible causes of the onset and
aggravation of RSI-WRMD, the importance of prevention and possible prevention
measures and the relationship of this approach with the efficiency of the
physiotherapeutic act and, consequently, with the treatment results of the patient treated
by the student. This allows the student in professional formation to act with better efficiency, health and safety, integrated. And that, in their professional life, this
knowledge and good practices be assimilated, thus avoiding a bad mirror effect inherited
from incomplete university education. |
| author2 |
Carvalho, Ricardo José Matos de |
| author_facet |
Carvalho, Ricardo José Matos de Furtado, Tathyanna Kelly de Macêdo |
| format |
masterThesis |
| author |
Furtado, Tathyanna Kelly de Macêdo |
| author_sort |
Furtado, Tathyanna Kelly de Macêdo |
| title |
Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
| title_short |
Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
| title_full |
Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
| title_fullStr |
Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
| title_full_unstemmed |
Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT |
| title_sort |
análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de ler/dort |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/26981 |
| work_keys_str_mv |
AT furtadotathyannakellydemacedo analiseergonomicadaformacaodeestudantesdefisioterapiadeumauniversidadebrasileiraumapropostadeprevencaodelerdort |
| _version_ |
1773959728308682752 |
| spelling |
ri-123456789-269812019-05-26T06:13:44Z Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT Furtado, Tathyanna Kelly de Macêdo Carvalho, Ricardo José Matos de Saldanha, Maria Christine Werba Vidal, Mario Cesar Rodriguez Souza, Tulio Oliveira de RSI/WRMD Prevention Physiotherapy Students Formation Ergonomics CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO It is reported in several studies that physical therapy is a profession with high prevalence of Repetitive strain injury and Work-Related Musculoskeletal Disorders (RSI-WRMD). The first contact between the physical therapist and the RSI-WRMD risk factors occurs throughout their lives, but during their training, when still a student of Physiotherapist, this exposure to risk remains, without due precautions, in an environment that should worry about preventing. During the professional learning phase, the students adopt constant forced postures and biomechanical efforts, transfer and manual elevation of patients, sudden efforts, among others, generating discomforts, pain and musculoskeletal injuries. An injury in therapist can force him to have to work with pain, to have to change the operative ways of work, to restrict the variety of clinical conduct and, consequently, to anticipate the interruption of the professional career. This research aims the formation of university students of Physiotherapy, who perform professional internship and to elaborate guidelines to prevent RSI-WRMDs. Ergonomic Analysis of Work was taken as a methodological reference. For that, the documentary analyzes related to the Political Pedagogical Project of the Course of Physiotherapy, the curriculum grid, the course plan and the discipline's agenda were searched for evidence of policies, guidelines and forecast of approaches to contents and of professional practices related to the prevention of RSIWRMD. Also conducted interviews with the students, teachers and course coordinator, and audio-visual records of the student in attendance and the infrastructure of the places of attendance. It was verified that the Pedagogical Project of the course in focus had the discipline of Worker's Health only formally and did not find, in Political Pedagogical Project of the Course, no programmatic content related to the prevention of RSI-WRMD and the self-care directed to occupational health of the students themselves. The students reported that did not receive any specific classes of RSI-WRMD prevention, self-care, ergonomics, occupational health and safety, or related subjects. However, the self-care guidelines they received from teachers were diluted in some disciplines. The guidelines that the students reported receiving in these disciplines consisted of: correcting stretcher height, using a better force lever, being careful in bending and spinal rotation and to have careful in handling loads. Students gained knowledge of RSI-WRMD prevention only for the patient and spontaneously realized that they could transfer this knowledge, acquired in another context, in the management of their self-care. However, most of the students interviewed claimed that they could not implement the RSI-WRMD prevention guidelines, because of the burden of study and fatigue after care. The specialty of the professional stage, cited by the students interviewed, in which they presented the greatest complaint of pain, was that of neurology, mainly because of the transfer actions, from one place to another, of dependent and heavy patients. These actions are oftentimes individually made and without mechanical assistance. No RSI-WRMD-prevention guidelines or programmatic content were given by the teachers to the students during the internships. It was also found that there is a high incidence of reports of pain among senior students of physical therapy and the lack of a RSI-WRMD-prevention plan can let the students to reproduce pathogenic behaviors during the professional life, which consequently leads them to injures or early incapacitate. Therefore, it is recommended the periodic evaluation of the musculoskeletal system of the students, preventive clinical actions and the inclusion of a specific discipline and/or cross-curricular content in all disciplines, providing students with knowledge about the possible causes of the onset and aggravation of RSI-WRMD, the importance of prevention and possible prevention measures and the relationship of this approach with the efficiency of the physiotherapeutic act and, consequently, with the treatment results of the patient treated by the student. This allows the student in professional formation to act with better efficiency, health and safety, integrated. And that, in their professional life, this knowledge and good practices be assimilated, thus avoiding a bad mirror effect inherited from incomplete university education. O fisioterapeuta é relatado em vários estudos como uma profissão com alta prevalência de Lesão por Esforço Repetitivo e Distúrbios Osteomusculares Relacionados ao Trabalho (LER-DORT). O início do contato dos fisioterapeutas com os fatores que podem propiciar o desenvolvimento de LER-DORT se dá durante sua formação, quando ainda aluno de Fisioterapia. Ainda na fase de aprendizagem profissional, os estudantes adotam constantes posturas e esforços biomecânicos inadequados, transferência e elevação manual de pacientes, posturas estáticas, esforços bruscos entre outros, gerando desconfortos, dores e lesões musculoesqueléticas. Como o principal instrumento de trabalho do fisioterapeuta é o seu próprio corpo, uma lesão pode forçá-lo a ter que trabalhar com dores, ter que mudar os modos operatórios, restringir a variedade de condutas clínicas e, consequentemente, antecipar a interrupção da carreira profissional. Esta pesquisa visa analisar a atividade de formação dos estudantes universitários de fisioterapia, que realizam estágio profissional, e elaborar diretrizes para prevenir LER-DORTs. Tomou-se como referência metodológica a Análise Ergonômica do Trabalho. Para tanto, realizaram-se as análises documentais relativas ao Projeto Político Pedagógico do Curso (PPC) de fisioterapia, à grade curricular, ao plano de curso e às ementas de disciplinas em busca de evidências de políticas, diretrizes e previsão de abordagens de conteúdos e de práticas profissionais relativas à prevenção de LER-DORT. Também foram realizadas entrevistas com os alunos, professores e coordenação, registros fotográficos do aluno em atendimento e da infraestrutura dos locais de atendimento. Verificou-se que o PPC do curso de fisoterapia em foco possuía a disciplina de Saúde do Trabalhador apenas formalmente porque, na realidade, não se ofertava nenhuma disciplina específica sobre Saúde do Trabalhador, Ergonomia ou Saúde Ocupacional. Também não foi encontrado no PPC nenhum conteúdo programático relativo à prevenção de LER-DORT e ao auto-cuidado, direcionado para a saúde ocupacional dos próprios estudantes. Os alunos relataram que não receberam nenhuma aula específica de prevenção de LER-DORT, de auto-cuidado, de ergonomia, de saúde e segurança ocupacional, nem temas afins. Contudo, as orientações de auto-cuidado que receberam dos professores foram de forma diluída em disciplinas como Aplicada de Reumatologia, Aplicada de Ortopedia e Recursos Terapêuticos Manuais. As orientações que os alunos relataram ter recebido nessas disciplinas consistiam em: corrigir altura da maca, usar melhor alavanca de força, ter cuidado na flexão e rotação da coluna e no manuseio de carga. Os alunos obtiam conhecimento de prevenção de LER-DORT apenas para o paciente e, espontaneamente, percebiam que podiam transferir esse conhecimento, adquirido em outro contexto, na gestão do seu auto-cuidado. Entretanto, a maioria dos alunos entrevistados alegaram que não conseguiam colocar em prática, na sua rotina acadêmica, as mesmas orientações de prevenção de LER-DORT, que seriam aplicadas em seus pacientes, devido à carga de estudo e ao cansaço após os atendimentos. Observou-se, também, que os critérios organizacionais e biomecânicos, considerados pelos professores, para a distribuição de pacientes a serem atendidos pelos respectivos alunos, não eram totalmente transparentes. A especialidade de estágio profissional, citada pelos alunos entrevistados, em que apresentaram maior queixa de dor, foi a de neurologia, por causa, principalmente, das ações de transferências, de um local para outro, dos pacientes dependentes e pesados. Estas ações eram, por vezes, realizadas individualmente e sem a utilização de auxílio mecânico. Não se verificaram orientações dos professores, nem conteúdos programáticos nos estágios, voltados para a prevenção de LER-DORT dos alunos. Observou-se que o curso não oferece disciplinas, nem conteúdos programáticos, nem realiza práticas acadêmicas, que dão formação e propiciam ao aluno situações preventivas de LER-DORT e de auto-cuidado. E, também, que há uma grande incidência de relatos de dores entre os estudantes pesquisados do último ano do curso de fisioterapia e que a inexistência de um plano de prevenção de LER-DORT nestes alunos poderá fazer com que eles reproduzam as condutas patogênicas durante a vida profissional e se lesionem e/ou se incapacitem precocemente. Recomenda-se, portanto, a inclusão de uma disciplina ou de conteúdos transversais em todas as disciplinas, que propicie aos alunos o conhecimento sobre as possíveis causas do surgimento e agravamento de LER-DORT, a importância de prevenção e as possíveis medidas de prevenção e a relação desta abordagem com a eficiência do ato fisioterapêutico e, consequentemente, com os resultados do tratamento do paciente tratado pelo aluno. Isto possibilita que o aluno em formação profissional passe a atuar com melhor eficiência, saúde e segurança, integradamente. E que, na sua vida profissional, estes conhecimentos e boas práticas sejam assimiladas, evitando, assim um mau efeito-espelho herdado da incompleta formação universitária. 2019-05-06T23:22:14Z 2019-05-06T23:22:14Z 2018-02-27 masterThesis FURTADO, Tathyanna Kelly de Macêdo. Análise ergonômica da formação de estudantes de fisioterapia de uma universidade brasileira: uma proposta de prevenção de LER/DORT. 2018. 189f. Dissertação (Mestrado em Engenharia de Produção) - Centro de Tecnologia, Universidade Federal do Rio Grande do Norte, Natal, 2018. https://repositorio.ufrn.br/jspui/handle/123456789/26981 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM ENGENHARIA DE PRODUÇÃO |