Tecnologias educacionais sobre tuberculose para profissionais de saúde: revisão de escopo

• Ano de defesa: 2023
• Autor(a) principal: Zuge, Bruna Lixinski
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000t4v6
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Enfermagem; UFSM; Programa de Pós-Graduação em Enfermagem; Centro de Ciências da Saúde
• Palavras-chave em Português: Tuberculose; Tecnologia educacional; Enfermagem; Profissional da saúde; Tuberculosis; Educational technology; Nursing; Health professional; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: http://repositorio.ufsm.br/handle/1/31903

Introduction: it is inferred that resources such as Educational Technologies (ET) can be used in the process of improving care for people with tuberculosis (TB), since they are considered to be one of the ways of producing knowledge. It is essential to continually improve the knowledge of health professionals, as they play a fundamental role in TB care processes. However, there is a gap in the literature between reviews that have mapped the different educational technologies on TB. Aim: to map educational technologies on tuberculosis aimed at physicians, nurses, licensed practical nurses and community health workers. This is a scoping review protocol, which was conducted according to the Joanna Briggs Institute (JBI) approach. The research question was: How do educational technologies on TB contribute to the knowledge of health professionals? The eligibility criteria were: studies that included doctors, nurses, nursing technicians and CHWs as participants, and as a concept, studies that addressed the topic of TE on TB for the target population, developed in health service contexts that make up the TB care network. The time frame was 2001, and the languages were Portuguese, English or Spanish. The sources of information were databases, portals and libraries: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, ERIC and the following sources were accessed via the VHL: LILACS LILACS, BDENF e IndexPsi. As well as the reference list of the included studies. Results: The search strategy located a total of 1878 studies, after removing duplicates, applying the eligibility criteria and reading the full text, 16 studies were included. We mapped dependent-type ET developed in cell phone resources, courses and e-learning and independent-type ET in the format of educational packages, training manuals and illustrated booklets. The instructional content covered four categories: general knowledge about the disease, diagnosis, treatment and management. Physicians were the predominant target population of the ET included. The results point to the importance of TE being adapted and personalized according to the context and learning needs of the professionals and the lack of measurability of the effective impact on the professionals' care practice and on TB care after the use of ET. Conclusion: the mapped studies showed that learning through ST depends on a number of factors that need to be taken into account. For example, factors intrinsic to health professionals, health services and issues relating to ET itself. Knowledge on the subject has led to an understanding that STs are interesting, diverse and innovative tools that can improve and enhance knowledge related to TB care and management.