ENADE Enfermagem key terms

Brazilian public health system created by the 1988 Constitution, organized under principles of universality, integrality and equity, and managed cooperatively by federal, state and municipal governments.

Core doctrinal values guiding the Brazilian public health system: universality, meaning access for everyone; integrality, meaning care across promotion, prevention and treatment; and equity, meaning differential treatment to reduce inequalities.

Participation of citizens and health workers in formulating, supervising and evaluating public health policy, exercised mainly through health councils and health conferences at municipal, state and national levels.

Collegiate body with deliberative and supervisory functions, composed of government representatives, health workers, service providers and users, with half the seats reserved for users.

Primary care model that organizes multidisciplinary teams in defined territories, providing continuous, longitudinal, community-oriented care and acting as the preferred gateway to the health system.

First level of contact between users and the health system, offering comprehensive, accessible, continuous and coordinated care, resolving most common health needs and organizing referral to specialized services.

Process of mapping geographic, demographic, social and epidemiological characteristics of a population to define team coverage areas and plan health actions according to local needs.

Mechanism that regulates patient flow between levels of care, ensuring that users reach specialized services when needed and return to primary care with information that keeps follow-up continuous.

Integrated set of actions and services organized around a health condition or population group, coordinating different professionals and levels of care to guarantee continuity and integrality.

Individualized care plan built jointly by a team and the user, based on case discussion, defining goals, responsibilities and evaluation deadlines, especially for complex or vulnerable situations.

Approach that expands clinical practice beyond disease to include the person's social context, subjectivity and family, encouraging shared responsibility between professionals and users.

Policy and practice that values communication, listening, respect for autonomy and improved working conditions, aiming at qualified, welcoming relationships among users, families and health teams.

Reception with qualified listening and responsible responses to user demands, ensuring access and resolving needs through risk classification and referral when necessary, at any point of the service.

Assessment that orders patients by clinical urgency using protocols, so that those needing immediate care are seen first, without altering the principle of universal access.

Systematic, deliberate method of nursing practice organized in stages of assessment, diagnosis, planning, implementation and evaluation, guiding individualized and documented care.

Organizational framework that structures nursing work in health services, providing the conditions and method for implementing the nursing process and documenting care.

Clinical judgment about individual, family or community responses to health conditions or life processes, providing the basis for selecting nursing interventions and expected outcomes.

Set of measures that reduce avoidable risks and harm during health care, including hand hygiene, correct identification, safe medication practices and reporting of adverse events.

Unintended harm arising from health care rather than from the patient's underlying condition, which should be identified, reported and analyzed to prevent recurrence.

Shared values and behaviors in a service that prioritize safety, encourage reporting of errors without punishment and support learning from incidents.

Body of norms and behaviors that protect workers, patients and the environment from biological, chemical and physical risks, including use of personal protective equipment and safe waste handling.

Measures applied to all patients regardless of diagnosis, such as hand hygiene, gloves, gown, mask and eye protection, to prevent transmission of infectious agents.

Simple, low-cost action of cleaning hands with soap and water or alcohol preparation at the correct moments, considered the main measure to prevent healthcare-associated infections.

Infection acquired by a patient during care in a health service that was not present or incubating at admission, often linked to invasive devices and failures in prevention practices.

Materials generated in health care that require specific management according to biological, chemical or radiological risk, including segregation, packaging, storage, transport and final disposal.

Fair distribution of resources and actions according to need, recognizing that unequal groups require different responses to achieve comparable health opportunities.

Social, economic, cultural and environmental conditions in which people live and work, which influence health status and must be considered in nursing assessment and intersectoral action.

Planned process of dialogue that strengthens users' autonomy and ability to make informed decisions about their health, going beyond transmission of information.

Set of continuous actions of surveillance, prevention and control of diseases and health risks, integrating epidemiological, sanitary, environmental and worker health dimensions.

Mandatory communication of specified diseases, injuries or events to health authorities, enabling timely surveillance, investigation and response measures.

Teaching approach in which students actively construct knowledge through problems, cases or projects, with the teacher acting as facilitator rather than sole transmitter of content.

Instructional method that starts from a real or simulated problem, guiding students to identify learning needs, search evidence and build integrated knowledge in small groups.

Official norms that define the profile, competencies and curricular organization of undergraduate courses in Brazil, guiding the construction of pedagogical projects and graduate outcomes.

Document that expresses the course's identity, objectives, curriculum, teaching methods and evaluation system, aligned with national guidelines and the local context.

Integrated capacity to mobilize knowledge, skills, attitudes and values to respond appropriately to situations in professional practice, demonstrated in performance rather than in isolated content recall.

Continuous assessment used to monitor learning, give feedback and adjust teaching, in contrast to assessment that only classifies or grades at the end of a period.

Assessment carried out at the end of a teaching unit or course to verify results and assign grades or certification, usually summarizing what the student has achieved.

Collaborative practice in which different professions learn with, from and about each other to improve care and health outcomes, requiring shared planning and communication.

Cooperative organization of work in which members share objectives, tasks and information, articulating distinct knowledge to deliver comprehensive care.