Abstract
ABSTRACT Objective: to analyze the perception of nurses regarding an educational intervention with innovative pedagogical methods on acute management of burns. Method: a qualitative and exploratory study based on Paulo Freire's sociocultural pedagogical approach. The educational intervention was carried out with 18 nurses who worked in the areas of urgency and emergency. The intervention was centered on active teaching-learning methodologies, in which the main teaching methods were case-based learning, conceptual maps, simulation training, and digital portfolio. Data was collected in November 2017 and October 2018, in the setting of a state public university, by means of a sociodemographic questionnaire, records produced from focus groups, field diaries and portfolios, which were analyzed based on data triangulation, using Bardin's content analysis technique. Results: four categories were identified: collaborative construction of knowledge based on autonomy and dialog between the students; learning with dynamism and joy; from problematizing reality to critical thinking; and education that leads to professional empowerment and confidence. Conclusion: the nurses perceived the educational intervention as positive, since the innovative and participatory teaching methods adopted contributed to the development of competences and skills, ensuring more critical thinking, autonomy and empowerment for these professionals. The study represents an advance in the scope of Nursing education and in the orientation of continuing education actions.
Highlights
Burn injuries are considered devastating for individuals who suffer them, for their family members and for society, and the treatment is one of the most costly for the health system today
This study intends to contribute to the advancement of Brazilian Nursing Education in an area considered critical, as well as to promote greater visibility to a theme that is still little explored. In this study it is questioned how nurses perceive innovative educational actions developed in their daily practice of Acute Management of Burns (AMB)? In view of this, this paper aimed to analyze the perception of nurses regarding an educational intervention with innovative pedagogical methods on AMB
From the analysis of the focus group transcripts, analysis of the portfolios and observations of the field diaries, the following thematic categories were unveiled: collaborative construction of knowledge based on autonomy and dialog between the students; learning with dynamism and joy; from problematizing reality to critical thinking; and education that leads to professional empowerment and confidence
Summary
Burn injuries are considered devastating for individuals who suffer them, for their family members and for society, and the treatment is one of the most costly for the health system today They result in significant additional costs with rehabilitation and can exacerbate the victims’ social vulnerability. When the initial approach to severely burned patients is carried out in a structured and methodical manner, with appropriate resuscitation measures and timely transfer to a specialized center, there is a decrease in mortality, sequelae and suffering In this sense, advances have been observed in the care of burn victims in developed countries, resulting from improvements in the education processes of health professionals.[2]. International studies on professional education in the area of burns have shown that participatory teaching methods such as simulation training are a powerful tool for acquiring knowledge and developing professional skills.[3,4] On the other hand, the Brazilian literature on this subject indicates important gaps in academic training, knowledge and technical-care practices of nurses in the face of Acute Management of Burns (AMB).[5]
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