Efetividade de uma intervenção educativa no conhecimento dos profissionais de enfermagem sobre prevenção de lesão por pressão na terapia intensiva

Abstract

Introduction: The prevention of pressure injury is a fundamental factor in the care quality of a critical patient in intensive care. Objective: To analyze the effectiveness of educational intervention in the knowledge of intensive care nursing professionals regarding the prevention of pressure injury. Method: Quasi-experimental, comparative and educational intervention research, with quantitative approach, conducted from March to November 2018, with intensive care nursing professionals from six intensive care units in Paraíba. The research consisted of three steps: 1st) Sociodemographic characterization and application of the pressure test Knowledge Test (TCLP-Caliri-Pieper), demonized pretest, consisting of 41 objective questions on Assessment, Staging and Prevention; 2nd) Educational Intervention entitled “Prevention of pressure injury in intensive care”, based on David Ausubel's Theory of Meaningful Learning. Active methodology was applied through problematic questions and clinical case studies prepared for the reality of intensive care, with reading and discussion among professionals, totaling 18 interventions in the six intensive care units researched, and 3rd) Post-Test Application (TCLP-Caliri-Pieper). Data were collected after approval by the ethics committee under opinion No. 2.495.293, and analyzed using descriptive and inferential statistics (Mann-Whitney, Wilcoxon test, Crombrach Rash and Alpha difficulty index). Results: 145 nursing professionals participated in the pretest and 91 in the educational and posttest intervention. Females predominated (78.6%), aged 31 to 50 years (80.0%), professional experience in intensive care from 6 to 10 years (32.4%), with postgraduate studies at specialization (69.0%). The educational intervention enabled the interaction between the researcher and the professionals, which enhanced reflection on the theme and sharing practical experiences, in which the seven steps described by the theorist for meaningful learning were applied. We identified 34 post-test questions with rates> 90% for the dimensions assessment, staging and prevention that showed statistically significant results with p-value <0.005. Conclusion: The educational intervention proved to be effective, revealing significant changes in the change in post-learning theoretical knowledge of nursing professionals, confirming the alternative hypothesis of this research