Abstract
To describe a ludic health education strategy on hand hygiene and its interface in patient safety in the hospital environment. Report of play activity with a view to health education held from March to June 2018. Participated 485 professionals from 18 units of a hospital in the west of Santa Catarina. It was developed focusing on the five moments proposed by the World Health Organization: before touching the patient, before the aseptic procedure, after risk of exposure to body fluids, after contact with the patient, after contact with the areas close to the patient. The professionals participated in the proposal experiencing moments of relaxation, learning, reciprocity and creativity. This potentiated the change in hand hygiene technique. The use of ludic provided reinforcement and apprehension of the contents worked, arousing feelings of co-responsibility.
Highlights
The supervised curricular internship (SCI) is a mandatory curricular component of Graduation Nursing courses
Participated 485 professionals from 18 units of a hospital in the west of Santa Catarina. It was developed focusing on the five moments proposed by the World Health Organization: before touching the patient, before the aseptic procedure, after risk of exposure to body fluids, after contact with the patient, after contact with the areas close to the patient
The educational activity developed at the hospital was characterized by the expression of words of satisfaction, hugs, laughter and gratitude for being able to learn while playing and active and interactive participation throughout the learning process
Summary
The supervised curricular internship (SCI) is a mandatory curricular component of Graduation Nursing courses. Its development provides a living laboratory for those involved in the teaching-learning process, which strengthens the skills for work in health institutions. It aims to lead the student to the articulation of theory and practice in a participatory training process, permeated by the dialogue between teaching and learning in extramural environments, with the active participation of service professionals, the university and the community.. When planning the necessary actions for the work environment, the student has the opportunity to reflect on the current paradigms and internalized beliefs. Such circumstance will promote reasoning, perception and sensitivity, allowing to propose measures that will strengthen the service and the health system, which contributes to academic and professional improvement (MARRAN; LIMA and BAGNATO, 2015)
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