Lessons learned from the impact of the COVID-19 pandemic in Brazil on primary-care workplace learning groups

Enderson Rodrigues de Carvalho; John Sandars; Dario Cecilio-Fernandes

doi:10.1177/17449871231159596

Lessons learned from the impact of the COVID-19 pandemic in Brazil on primary-care workplace learning groups

J Res Nurs. 2023 Mar;28(2):143-150. doi: 10.1177/17449871231159596. Epub 2023 Apr 27.

Authors

Enderson Rodrigues de Carvalho¹, John Sandars², Dario Cecilio-Fernandes³

Affiliations

¹ PhD candidate, School of Medical Sciences (FCM), Department of Medical Psychology and Psychiatry, University of Campinas (UNICAMP), São Paulo, Brazil.
² Professor, Health Research Institute, Edge Hill University Medical School, Ormskirk, UK.
³ Researcher, Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas (UNICAMP), São Paulo, Brazil.

Abstract

Background: The COVID-19 pandemic in Brazil had a major impact on face-to-face permanent education for health (PEH) workplace learning groups in primary care.

Aims: The aim of the study was to explore how PEH groups in primary care changed during the COVID-19 pandemic.

Methods: A qualitative exploratory evaluation study was conducted with six key participants, who answered semi-structured questions in on-line interviews.

Results: The PEH groups rapidly and successfully implemented an online approach using social media. The role of the coordinator changed from being a facilitator to an information broker for navigating the large volume of conflicting information and misinformation.

Conclusions: The findings highlight the importance of being an agile organisation, with a 'bottom-up' approach to innovation, and the key role of having an information broker in rapidly changing and complex environments. An appreciation of the importance of the socio-technical system for technology implementation in an organisation was also highlighted, with the use of technologies that are familiar to members of the organisation.

Keywords: COVID-19; learning; nursing education; organisational innovation; primary health care.