<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0973</journal-id>
<journal-title><![CDATA[Revista Cuidarte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cuid]]></abbrev-journal-title>
<issn>2216-0973</issn>
<publisher>
<publisher-name><![CDATA[Programa de Enfermería, Facultad de Ciencias de la Salud, Universidad de Santander UDES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-09732020000100310</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.897</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Método Canguru: estratégias de Educação Permanente para sua implementação e execução]]></article-title>
<article-title xml:lang="en"><![CDATA[Kangaroo Method: continuing education strategies for its implementation and execution]]></article-title>
<article-title xml:lang="es"><![CDATA[Método Canguro: estrategias de educación permanente para su implementación y ejecución]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nietsche]]></surname>
<given-names><![CDATA[Elisabeta Albertina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Papa]]></surname>
<given-names><![CDATA[Mariana Mileski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terra]]></surname>
<given-names><![CDATA[Larice Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reisdorfer]]></surname>
<given-names><![CDATA[Ariele Priebe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Tierle Kosloski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[Andrei Pompeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732020000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732020000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732020000100310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução  Conhecer o contexto em que o método canguru é desenvolvido a partir das ações de Educação Permanente em Saúde.  Materiais e Métodos  Trata-se de um estudo com abordagem qualitativa do tipo exploratório. Participaram do estudo, 12 profissionais da equipe de saúde. A coleta de dados ocorreu por meio de entrevista semiestruturada e após, foram submetidos à análise de conteúdo.  Resultados  Emergiram três categorias de análise: método canguru &#8211; concepções e entendimentos; educação permanente &#8211; estratégias de ensino-aprendizagem; e método canguru e o trabalho em equipe &#8211; limites e possibilidades.  Discussão  Foram oferecidas ações educativas aos profissionais da UTI Neonatal antes de implementar o método canguru. Porém, no cotidiano de aplicação na prática identificou-se: baixa adesão da equipe multiprofissional na execução do método canguru; sobrecarga de trabalho; dificuldade no reconhecimento das indicações para colocar o recém-nascido na posição canguru; déficit de orientação aos familiares; e resistência da mãe para executar a prática.  Conclusões  Observou-se que a instituição se preocupou em ofertar ações educativas aos profissionais da UTI Neonatal antes de implementar o método canguru, mas é necessário que discussões sobre o tema sejam levantadas constantemente para aperfeiçoar o trabalho desenvolvido pela equipe de saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  To understand the context in which the kangaroo method is implemented based on the actions of Continuing Healthcare Education.  Materials and Methods  A qualitative exploratory study was conducted with twelve professionals of the healthcare team. The data was collected through a semi-structured interview and later analyzed to validate its content.  Results  Three categories of analysis were created: kangaroo method: conceptions and understandings; continuing education: teaching-learning strategies; and kangaroo method and teamwork: limitations and possibilities.  Discussion  Educational actions were provided to neonatal ICU professionals before implementing the kangaroo method. However, the following issues were identified in the day-to-day implementation: low adherence of the multidisciplinary team in the execution of the kangaroo method; work overload; difficulty remembering instructions to place the newborn in the kangaroo position; lack of guidance given to relatives; and resistance of mothers to put it into practice.  Conclusions  It was observed that the institution was concerned to provide educational actions to the neonatal ICU professionals before implementing the kangaroo method. However, it is necessary to constantly generate discussions on the subject to improve the work carried out by the healthcare team.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  Conocer el contexto en el que se desarrolla el método canguro a partir de las acciones de Educación Permanente en Salud.  Materiales y Métodos  Se trata de un estudio con enfoque cualitativo del tipo exploratorio. Participaron en el estudio 12 profesionales del equipo de salud. La recolección de los datos se hizo a través de una entrevista semi-estructurada y posteriormente los datos fueron sometidos a análisis para validar su contenido.  Resultados  Surgieron tres categorías de análisis: método canguro &#8211; concepciones y entendimientos: educación permanente &#8211; estrategias de enseñanza-aprendizaje; y método canguro y el trabajo en equipo &#8211; límites y posibilidades.  Discusión  Se ofrecieron acciones educativas a los profesionales de la UTI Neonatal antes de implementar el método canguro. Sin embargo, en el día a día de la puesta en práctica se identificaron los siguientes temas: baja adhesión del equipo multiprofesional en la ejecución del método canguro; sobrecarga de trabajo; dificultad en el reconocimiento de las indicaciones para poner al recién nacido en la posición canguro; falta de orientación a los familiares; y resistencia de la madre para ejecutar la práctica.  Conclusiones  Se observó que la institución se preocupó por ofrecer acciones educativas a los profesionales de la UTI Neonatal antes de implementar el método canguro, sin embargo es necesario plantear constantemente discusiones sobre el tema para perfeccionar el trabajo desarrollado por el equipo de salud.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Método Canguru]]></kwd>
<kwd lng="pt"><![CDATA[Educação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Equipe de Assistência ao Paciente]]></kwd>
<kwd lng="pt"><![CDATA[Pessoal de Saúde]]></kwd>
<kwd lng="en"><![CDATA[Kangaroo-Mother Care Method]]></kwd>
<kwd lng="en"><![CDATA[Education, Continuing]]></kwd>
<kwd lng="en"><![CDATA[Patient Care Team]]></kwd>
<kwd lng="en"><![CDATA[Health Personnel]]></kwd>
<kwd lng="es"><![CDATA[Método Madre-Canguro]]></kwd>
<kwd lng="es"><![CDATA[Educación Continua]]></kwd>
<kwd lng="es"><![CDATA[Grupo de Atención al Paciente]]></kwd>
<kwd lng="es"><![CDATA[Personal de Salud]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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