Abstract
Abstract Aim: To introduce metacognition as an educational technology for learning self-care. In order to achieve this goal, it discusses the prevention of lymphedema after breast cancer surgery. Method: Reflexion paper based on philosophical and theoretical reasoning in adition of empirical evidence to support the use of metacognition for self care learnig. It states that using metacognitive resources as educational technology may promote more effective both teaching-learning process, stimulates critical and reflexive thinking, increasing conscious and autonomous decision-making. Results: The characteristics of metacognition and self-care interpenetrate. In addition metacognition has been beneficial in other disorders and diseases. Final considerations and implications for practice: It was concluded that the metacognitive approach, used as technology, opens wide possibilities for nursing in its teaching-learning actions for self-care, making them more effective, resulting in the empowerment of women, specifically enabling clients to make decisions, making the process more conscious, deliberate and autonomous.
Highlights
Breast cancer affects, currently, about 56,20 cases for a hundred thousand of women in Brazil.[1]
Almost all will suffer some kind of surgical intervention and important part of these women will face issues associated to lymphedema, immediately after surgery or on following years
A study conducted with patients with renal disease found that a greater metacognitive ability was significantly associated with the choice of self-care dialysis modality, in detriment of fully assisted dialysis
Summary
About 56,20 cases for a hundred thousand of women in Brazil.[1]. Lymphedema prevention requires a series of care that should be initiated immediatelly after surgical treatment, indicating early teaching, and, needs to be effective, because self-care should be kept regular and continuous until the end of life This teaching is done usually through educational lectures and booklets that present preventive measures to he child, that even simple, implicate changes on daily life routines that were learned and practiced for a long time. It is observed meaningful frequency on these women's return with lymphedema in various stages of development. In front of what was exposed there is a question: how to stimulate awareness for the need of preventive selfcare and change of life habits to make an autonomous and well sustained decision? A possible answer is to use metacognition as a technology for learning preventive self-care for lymphoedema after breast cancer surgery
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