Recognition of immediate transfusion reactions by nurses in the intensive care unit
DOI:
https://doi.org/10.36517/2175-6783.20252695551Keywords:
Nurses, Male; Transfusion Reaction; Intensive Care Units; Critical Care; Health Services Research.Abstract
Objective: to understand the contributions of an educational intervention to the recognition of immediate transfusion reactions by nurses working in the intensive care unit. Methods: this qualitative study, based on Thiollent’s action research, was conducted with 14 nurses working in the intensive care unit of a municipal hospital. Professionals on leave due to vacation and/or other types of absence were excluded. Data collection took place through emancipatory workshops, developed in six phases: exploratory, problematization, theorization, action plan, evaluation, and dissemination. Data were analyzed using thematic content analysis. Results: the workshops fostered reflection on the clinical signs of immediate transfusion reactions, as well as the identification of weaknesses and suggestions for educational strategies. Among the proposed actions, theoretical training and the development of a badge-card as a practical support tool during care stood out. Conclusion: the intervention was perceived as a supportive resource for the clinical recognition of transfusion reactions, enhancing familiarity with the procedures established in the institutional protocol. Contributions to practice: the study reinforces the relevance of participatory educational strategies in daily care practice, especially in critical contexts, by promoting the integration of theory and practice in transfusion safety.
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