Processo educacional interprofissional participativo de prevenção de broncoaspiração: perspectiva da andragogia

• Ano de defesa: 2018
• Autor(a) principal: Motoyama, Caio Sussumu de Macedo [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/48912/001300002ttwx
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Andragogy; Aspiration pneumonia; Teaching methods; Interprofessional education; Teamwork; Educação interprofissional; Trabalho em equipe; Métodos de ensino; Pneumonia aspirativa; Andragogia
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=6437799; https://repositorio.unifesp.br/handle/11600/52924

Introduction: Interprofessionality presents itself as a condition of integrality in health care, as a result of the effort and confluence of various knowledge of the concrete and singular space of the health service, with work organized in a cooperative way, contemplating activities and routines that reflect learning with and on the different members of the health team. Knowing possibilities of constructive and dialogued interaction implies knowing the totality of the work process. Objective: To understand and analyze the educational process in a participatory interprofessional format, in an andragogical perspective, through the implementation of an educational action to prevent bronchoaspiration in an intensive care unit of a university hospital in São Paulo. Method: Research of qualitative approach in which the methodological strategy of action research was used. An educational action was implemented through interprofessional focus groups, composed of nurses, physiotherapists, speech therapists, physicians, nutritionists and nursing technicians, for the collective construction of a protocol for the prevention of bronchoaspiration, based on the theory of andragogy. Subsequently, an interprofessional training was carried out on the protocol with the collaborators of the ICU multiprofessional team. At the evaluation stage, a comparative study was carried out between the pre- and post-educational activities in which the data collection of the care involving the prevention of bronchoaspiration was carried out by means of a questionnaire, systematic observation of the bedside and analysis of medical records. And the techniques of individual interviews and focus group with the multiprofessional team and with the collaborators who participated in the training. Results: The meetings through focus groups and interviews showed that the interaction provided by the educational action brought greater understanding of the interprofessional educational process and strengthened the awareness of the importance of establishing learning relationships in the work team, motivating the team in the search for strategies to intensify this educational interprofessional exchange, through the proposal of organization deliberated by the group to carry out periodic multiprofessional visits. The objective data after the educational action showed significant statistical differences, such as the increase in the performance of nurses and nursing technicians in the questionnaires, as well as a significant evolution in the performance of bronchoaspiration prevention actions in the systematic observation in the field, such as standardization of the fate given to the residual gastric volume, and in the medical record, on the measurement of cuff pressure and oral hygiene. The good performance of these nursing professionals can be attributed to the fact that the training was carried out from the andragogical perspective and from the interprofessional perspective. Final considerations: Adult learning has a greater potential for success, from the organization of actions using formats that favor dialogue, through teaching-learning techniques that observe andragógical principles. The construction of educational actions in the interprofessional format may be an even more promising path when these andragogical concepts are observed.