CONTINUING HEALTH EDUCATION UNITS AS A STRATEGY FOR QUALIFYING MULTIPROFESSIONAL TEAMS AND PROMOTING PATIENT SAFETY IN URGENCY AND EMERGENCY UNITS: AN INTEGRATIVE LITERATURE REVIEW

Abstract

Continuing Health Education (CHE) constitutes an essential strategy for the professional development of healthcare workers, the strengthening of meaningful learning within the workplace, and the consolidation of a patient safety culture—particularly in urgent and emergency care services, which are characterized by high clinical complexity, the need for rapid decision-making, and a high risk of adverse events. In this context, Continuing Health Education Units (CHEUs) play a strategic role by organizing educational initiatives aimed at the continuous improvement of care processes and the quality of care. This study aimed to analyze scientific evidence regarding the role of CHEUs as a strategy for the professional development of multidisciplinary teams and the promotion of patient safety in urgent and emergency care units, identifying their impact on care delivery, management, and service quality indicators. This is an integrative literature review conducted in accordance with PRISMA 2020 recommendations. The search was performed across the PubMed, Virtual Health Library (VHL/BVS), BDENF, LILACS, SciELO, and Web of Science databases, covering studies published between 2020 and 2026 in Portuguese, English, and Spanish. Original articles, reviews, and official documents related to Continuing Health Education, patient safety, and urgent and emergency care services were included. The analyzed evidence demonstrated that the implementation of CHEUs fosters the continuous updating of professionals, the development of technical and non-technical competencies, the strengthening of teamwork, and the improvement of organizational processes, resulting in enhanced quality of care and a reduction in care-related risks. Key educational strategies identified include high-fidelity simulation, *in situ* training, active learning methodologies, discussion circles, clinical audits, case studies, adverse event reviews, indicator-based education, and the use of digital technologies for the continuous training of multiprofessional teams. Studies also demonstrated increased adherence to institutional patient safety protocols, particularly those regarding safe identification, medication administration, infection prevention, effective professional communication, hand hygiene, fall prevention, and the management of care-related risks. Furthermore, positive impacts on organizational culture were observed, including strengthened interdisciplinary communication, better integration between management and clinical care, and the development of collaborative practices. Despite these benefits, challenges to consolidating Continuing Health Education Units (NEPS) persist, such as insufficient human resources, heavy workloads, high staff turnover, limited time allocated for educational activities, and difficulties in systematically monitoring quality and safety indicators. It is concluded that Continuing Health Education Units serve as a strategic tool for enhancing the qualifications of multiprofessional teams and promoting patient safety in urgent and emergency care units. Their work strengthens practice-based learning, facilitates the implementation of institutional protocols, improves the safety culture, and contributes to care that is safer, effective, humanized, and grounded in scientific evidence.