Intervenção educacional com profissionais da equipe de enfermagem para promover o cuidado centrado no paciente e família

• Ano de defesa: 2016
• Autor(a) principal: Marques, Fernanda Ribeiro Baptista [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Family; Education; Nursing; Intervention study; Nursing care; Família; Educação; Enfermagem; Estudo de intervenção; Cuidados de enfermagem
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=4016009; https://repositorio.unifesp.br/handle/11600/46809

Introduction: Educational interventions with health professionals to include the family in care are challenging. Thus, an intervention following the principles of the Patient- and Family-Centered Care Model was developed and implemented, based on the Theory of Significant Learning, to professionals from the nursing team of a hospital specialized in pediatric oncology in the city of São Paulo (SP), Brazil. Objective: To evaluate the impact of an educational intervention on the knowledge, perceptions, and attitudes of nursing team professionals regarding patient- and family-centered care. Method: Mixed. For the quantitative design, a quasi-experiment was applied, carried out in three phases: pre-intervention, immediate post-intervention and 3 months after intervention. For conducting the qualitative study, we chose the Qualitative Content Analysis, held 3 months after the intervention. Eighteen nursing professionals participated in the quasi-experiment and eleven in the qualitative study. For data collection in the quasi-experiment, four instruments were applied: a sociodemographic questionnaire, a theoretical knowledge questionnaire; the measurement instruments Perceptions of Family Centred Care ? Staff (PFCC-S) ? Brazilian version and the scale Families Importance in Nursing Care ? Nurses Attitudes. In the qualitative study, individual semistructures interviews were conducted with the participants that finished all the educational intervention modules. Descriptive and inferential data analysis were conducted for the quantitative study (p?0,05). The Content Qualitative Analysis were conducted for qualitative data analysis. Results: These professionals showed improvement in the acquisition of knowledge regarding the transmission of information to the family, the families involvement in care and the negotiation of families preferences with the staff (p=0.050). There was a change in the perception of professional of the respect domain, evidenced by greater openness for parents to ask questions, and of collaboration domain, with less overhead information to parents about the child's treatment. As for the attitude of professionals regarding the family, there was change evidenced by the inclusion of families in nursing care (p=0.056). The educational intervention was significant as to the importance given by the professionals in the in Fam-CP = Family as a conversational partner (p=0.003). Professionals revealed that the course allowed them to become aware of the Patient- and Family-Centered Care Model, from teaching strategies that favored the assimilation of new knowledge, to change concepts and care attitudes to family. However, they realized that there were many barriers to collaborative practice with family. Conclusion: The implementation of the educational intervention had a positive impact on knowledge, on the perceptions and attitudes of the nursing team professionals in the pediatric oncology context.