Banca de DEFESA: SILVIA KALYMA PAIVA LUCENA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SILVIA KALYMA PAIVA LUCENA
DATE: 27/01/2020
TIME: 14:00
LOCAL: Departamento de Enfermagem
TITLE:

Effectiveness of educational intervention as a teaching-learning strategy in intestinal irrigation.

KEY WORDS:

Ostomy; Nursing; Health Education; Therapeutic Irrigation.

PAGES: 80
BIG AREA: Ciências da Saúde
AREA: Enfermagem
SUMMARY:

Objective: To analyze the effectiveness of educational intervention as a teaching-learning strategy of the intestinal irrigation procedure with undergraduate students of the Federal University of Rio Grande do Norte. Method: This is a randomized clinical trial conducted at the Nursing Department of the Federal University of Rio Grande do Norte, with 31 undergraduate students who attended the discipline of Adult Comprehensive Attention I who were divided into a control and intervention group. randomly. Knowledge analysis was performed by applying an instrument containing 10 questions in three stages: pretest, posttest and retention. Both groups received materials for previous reading. In addition, the control group was given a lecture-dialogued about the procedure of intestinal irrigation and for the intervention group a clinical simulation. Data analysis was performed using SPSS 20.0 software, performing descriptive, inferential statistical analysis, Chi-square test and Mann-Whitney test. The study was approved by the Research Ethics Committee of the institution in charge, under number 3.050.149 and Certificate of Presentation for Ethical Appraisal 02977518.8.0000.5537. Results: Regarding socio-demographic characterization, most were female 27 (87.1%), single 14 (45.2%), with family income of 3 minimum wages 12 (38.7%), with average age of 24.93 years (standard deviation 1.184), childless 27 (87.1%), with no previous experience in health 27 (87.1). There were no statistically significant differences between groups in the pretest; Post-test scores showed better scores in the control group (with statistically significant differences p = 0.008) and an average of 9.19; and at retention, performed 30 days after the intervention, better scores were observed in the intervention group (with statistically significant differences p = 0.015) and an average of 9.0. Conclusion: The study showed that both strategies were effective, with the expository-dialogued class in the immediate posttest and the clinical simulation in retention in the long term.

BANKING MEMBERS:
Externa ao Programa - 2140865 - GABRIELA DE SOUSA MARTINS MELO DE ARAUJO
Presidente - 2882013 - ISABELLE KATHERINNE FERNANDES COSTA
Externa à Instituição - JESSICA DANTAS DE SA TINOCO