Abstract
ABSTRACT Objective: to analyze the benefits and limitations of nursing interventions for the promotion of child development, according to the Bioecological Theory of Human Development, by Bronfenbrenner. Method: an integrative review, from the databases PubMed, Lilacs, CINAHL, Web of Science and Scopus, using the descriptors: "child development" AND "nurses" OR "nursing". No time limit was set for publications. The search was perfomed in September 2019 and update in March 2020. Results: 24 studies were selected for the final sample. The predominant type of study design was the clinical trial (60%). The home visit was the most used strategy (60%). Seven main themes emerged from the outcomes of the interventions: the child, maternal health, parenting skills, relationship between nurse and mother/father, use of social benefits, professional practice, and family violence. The process component was present in all studies, portraying the relevance of proximal interactions in the home environment. Only two interventions had no impact on any outcome. Conclusion: nursing interventions showed benefits in all outcomes, especially in outcomes related to children and parental practices, and improved situations of interaction between caregivers and children, reducing punitive practices and violence against children. It is essential to consider the bioecological perspective, so that nursing interventions, in promoting child development, are more effective.
Highlights
Global attention to the development of children in early childhood has been recognized by international organizations, such as the World Health Organization and UNICEF, as one of the Sustainable Development Goals (SDGs), given that about 43% of children living in developing countries may fail to achieve their full development, due to precarious living conditions that impact on the lives of their families and the care protection network[1]
Nursing interventions, conducted by nurses, focused on mothers in situations of adversity, with risk factors such as teenage pregnancy, poverty, and drug use25,. 27,33–34,36,39,40–43 Nurses acted in a relevant way with different interventions that had direct and indirect impacts to increase indicators related to child development, based on educational strategies aimed mainly at strengthening parenting skills during home visits
Almost half of the studies had a population of women . 26,28–29,32–33,35,37,44–46 The mother is still perceived as the main person responsible for the care of the child in proximal interactions, it is necessary to understand that her role and her parenting skills depend on the support offered by other adults, such as the father, neighbors and other members of her network
Summary
Global attention to the development of children in early childhood has been recognized by international organizations, such as the World Health Organization and UNICEF, as one of the Sustainable Development Goals (SDGs), given that about 43% of children living in developing countries may fail to achieve their full development, due to precarious living conditions that impact on the lives of their families and the care protection network[1].Early childhood development, and its results on the lives of children aged zero to six, has been understood to result from intersectoral indicators, related to maternal education, prenatal coverage, vaccination, and pre-school enrollment. The Bioecological Theory of Human Development (BTHD), described by Urie Bronfenbrenner, defines human development as a result of processes of mutual interaction between an active biopsychological human organism and the people, objects and symbols existing in its environment[3]. These interactions, known as proximal processes, are classified as the driving force of human development. Based on this consideration, the author developed the person-process-context-time model (PPCT), to explain the interaction between the different components in the course of human development.
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