Percepção de profissionais de saúde frente à intervenção educativa sobre avaliação neurológica simplificada de pessoas com hanseníase

• Ano de defesa: 2021
• Autor(a) principal: Nóbrega, Matheus de Medeiros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Enfermagem; Programa de Pós-Graduação em Enfermagem; UFPB
• Palavras-chave em Português: Hanseníase; Enfermagem; Educação - Saúde; Pessoas com deficiência; Pesquisa qualitativa; Leprosy; Nursing; Education; Disabled Persons; Qualitative research; Lepra; Enfermería; Educación; Personas com disapacidad; Investigación cualitativa; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32833

Introduction: Researchers have made efforts to develop and evaluate educational interventions that mitigate weaknesses in health care in different scenarios. In order to strengthen the evaluation process and provide feedback for the planning of new actions, it is opportune to know how the participants perceive the interventions and their contributions to the assistance to the users of health services. Objective: To analyze the perceptions of nurses and doctors about the educational intervention on the simplified neurological assessment of people with leprosy. Method: Qualitative descriptive research carried out with 24 primary health care professionals in João Pessoa, who were interviewed and responded to a semi-structured form. The interviews were recorded, transcribed, coded and analyzed using Bardin's content analysis and discussed according to the literature and the theory of Meaningful Learning. The study was approved by the Research Ethics Committee under protocol number 4,003,217. Outcomes: Two thematic categories were generated: 1) Contributions of permanent education in health to simplified neurological assessment for leprosy; 2) Meaningful learning in the context of simplified neurological assessment of leprosy. Participants satisfactorily perceived the intervention as a health education strategy to re-signify care with the consequent practical application of neurological assessment, affirmed the importance of carrying out health education to enrich knowledge, in addition to reporting relevant aspects related to the theory of meaningful learning, as rescue of prior knowledge, obliteration of knowledge, method of conducting the intervention and assessment of learning. Conclusion: The participants' speeches presented mostly satisfactory perceptions regarding their experiences. They perceived the intervention as an essential instructive element to change their professional practices in primary health care. It is encouraged that new interventionist studies in the area of health sciences, especially in the Primary Health Care scenario, be prepared, conducted and evaluated regarding their effectiveness for learning and impacts on health practices.