Banca de DEFESA: SHIRLANE PRISCILLA BARBOSA DE MELO AZEDO RAPOSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SHIRLANE PRISCILLA BARBOSA DE MELO AZEDO RAPOSO
DATE: 09/05/2025
TIME: 15:00
LOCAL: Pelo meeting
TITLE:

Educational intervention for nursing staff on safe care in the vaccination room.

KEY WORDS:

Immunization;Nursing;Permanent Education;Patient safety.

PAGES: 61
BIG AREA: Ciências da Saúde
AREA: Enfermagem
SUBÁREA: Enfermagem em Saúde Coletiva
SUMMARY:

This study aimed to develop an educational intervention on good practices in vaccination rooms targeting the nursing team of Sanitary Districts North I and II in the municipality of Natal/RN, Brazil. Furthermore, vaccination is recognized as one of the most effective public health strategies for the prevention, control, and eradication of vaccine-preventable diseases. However, its effectiveness depends directly on the rigorous observance of technical standards and the qualification of professionals involved in the processes of storage, preparation, administration, and monitoring of immunobiologicals. Despite the advances achieved through the National Immunization Program (PNI), an international reference for the scope and effectiveness of its actions, significant gaps still persist in the care practices developed in vaccination rooms. These failures are often associated with the lack of continuous training of the nursing team, which can compromise patient safety and increase the occurrence of post-vaccination adverse events. The proposal for this research arose from the professional experience of the author, a manager in Primary Health Care in a health unit belonging to Sanitary District North I, where technical and operational weaknesses were identified in immunization practices, in addition to the need to strengthen educational actions for team qualification. In this context, Permanent Health Education (EPS) is configured as an essential strategy to promote significant changes in professional practices, aiming at improving the care provided. Subsequently, the methodology adopted consisted of a quasi-experimental study with a quantitative approach, carried out in three phases: pre-intervention, intervention, and post-intervention. Therefore, the study population consisted of nurses and nursing technicians working in the 24 basic health units of Sanitary Districts North I and II, resulting in a final sample of 46 participants who met the inclusion criteria. The educational intervention was structured in five face-to-face meetings, totaling 20 hours, conducted at a public university located in the area covered by the districts, and involved the application of a questionnaire before and after the training, aiming to measure the technical knowledge of the professionals. Data were analyzed using the statistical software JAMOVI, using tests such as McNemar and Wilcoxon, with a significance level of 5%. In the subsequent interim, the results demonstrated a significant improvement in the performance of the participants after the intervention, especially in items Q3, Q4, Q6, Q7, and Q10, which presented statistically significant differences (p ≤ 0.05). The average score of correct answers increased from 7.17 in the pre-test to 8.67 in the post-test (p < 0.001), evidencing the positive impact of the intervention on the improvement of technical knowledge. The participants' evaluation of the intervention was also largely positive: 95.8% rated the course as "very good," and 100% reported having acquired new knowledge. The most valued topics were the cold chain, vaccination card, and management of adverse events. The majority of participants expressed interest in participating in new training sessions, demonstrating the relevance and practical applicability of the formative strategy. Furthermore, the analysis of the participants' profile revealed a predominance of nursing technicians with low advanced qualification, which reinforces the need for public policies aimed at strengthening the continuing education of this category. It was also observed that the age diversity and different training times of the professionals demand adapted pedagogical approaches capable of contemplating the specificities of the target audience. The consulted literature corroborated the study's findings, highlighting that structured educational interventions, based on evidence and aligned with the guidelines of the National Policy on Permanent Health Education, are fundamental for the qualification of professional practice and patient safety. Thus, it is concluded that the proposed educational intervention proved to be an effective tool in training the nursing team for the adoption of good practices in vaccination rooms, with positive impacts on the technical performance of the participants. It is recommended to expand and systematize similar actions periodically, considering local realities and needs identified in the service. Furthermore, it is essential that future research explores the long-term effects of these interventions, as well as the incorporation of active methodologies and supervised practices for a greater deepening of the formative process. The experience reported in this study reinforces the role of continuing education as a structuring instrument for the qualification of health services and the consolidation of public immunization policies in Brazil.

COMMITTEE MEMBERS:
Interna - 2212238 - CLEONICE ANDREA ALVES CAVALCANTE
Interna - ***.578.944-** - GRÁCIA MARIA DE MIRANDA GONDIM - Fiocruz - RJ
Interna - ***.771.474-** - LEILIANE TEIXEIRA BENTO FERNANDES - ESPRN
Externa à Instituição - DANIELE DE SOUZA VIEIRA - IFPB