Nurses’ perceptions of the care-education process related to perioperative thirst in surgical inpatient units
DOI:
https://doi.org/10.36517/2175-6783.20262796693Keywords:
Thirst; Perioperative Nursing; Hospital Care; Educational Technology; Qualitative Research.Abstract
Objective: to understand nurses’ perceptions of the care-education process related to perioperative thirst in surgical inpatient units. Methods: qualitative study grounded in the framework of care-educational technology. Focus groups were conducted with 11 nurses with experience in the topic and more than two years of professional practice, selected by intentional sampling. The methodological approach was based on Content Analysis. Results: three main categories emerged: perioperative thirst as the target of educational strategies, emphasizing essential content and immersive, interactive, and sensory didactic-pedagogical resources; the leading role of nursing in thirst management and multiprofessional engagement, emphasizing nurses’ leadership and humanization of care; and barriers in the care-education process, related to structural limitations and weaknesses in organizational culture. Conclusion: nurses’ perceptions revealed fundamental elements for constructing an innovative and contextualized educational proposal, with potential to qualify perioperative thirst management in surgical inpatient units. Contributions to practice: the study supports the development of a care-educational technology aimed at raising awareness and qualifying the team, favoring continuing education and interprofessional integration for patient-centered perioperative thirst care.
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Copyright (c) 2026 Samia Hussein Barakat, Karine Silva de Oliveira, Marilia Ferrari Conchon, Lígia Fahl Fonseca
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