Ações educativas em uma UTI neonatal como instrumento no processo ensino aprendizagem em enfermagem

Abstract

Neonates correspond to young children aged between birth and 28 days of life. This period is considered crucial, as several factors can cause them to require special care in the ICU-N, an environment intended for the treatment of at-risk newborns, being considered highly complex, which creates fear and anguish for both family members and the newborn. Therefore, it is important that professional nurses are prepared to welcome these parents, providing them with necessary information. Health education is an important tool that can enable this information to be put into effect. Nursing students must be included in health education actions, as it encourages them beyond practical experience, assisting in the teaching-learning process. The objective of this study is to analyze how the development of educational actions in maternal and child health assist in the teaching-learning process during nursing graduation, from the perspective of nurses. An action research study of the Research in Educational Design (PDE) type was conducted, with a qualitative approach, carried out in the ICU-N and other neonatal units of the Professor Alberto Antunes University Hospital (HUPAA). The research location is an internship field for nursing students at the Federal University of Alagoas (UFAL), and all those who were carrying out supervised curricular internships in the neonatal units during its development were included in this research. In the 1st phase of data collection, a conversation was used with the parents of the NBs, and 09 mothers and 01 father of RNs and 04 interns participated in this moment. In the 2nd phase, an educational action on maternal and child health was developed and the product entitled “I was born prematurely, what now?” was created. There was then a second conversation, where this product was presented to 10 companions and 3 interns. In the 3rd phase, a focus group was carried out with the interns, where they answered the research question. As a result of the 1st phase, the participants spoke of several obstacles, but the most reported was the fact of entering an environment that transmits fear and anguish. In the 2nd phase, the product was then presented to students and companions and its content included details of all equipment used during a stay in the ICU-N, answering all their doubts. In the 3rd phase, all students reported how the educational actions, especially the one they experienced, contribute to the students' teaching-learning, which is similar to studies found in the literature. Concluding that this form of teaching contributes not only to the students' teaching-learning, but also provided better interaction with the team and companions; helped to resolve their doubts; provided students with emotional preparation; in addition to certifying how important nursing professionals are in neonatal environments.