Eficácia de uma intervenção educativa sobre lesões por pressão no conhecimento dos estudantes de enfermagem

Igor de Sousa Nóbrega; Tamires Paula Gomes Medeiros; Kalyne Araújo de Sousa; Lidiane Lima de Andrade; Maria Cidney da Silva Soares

doi:10.36517/2175-6783.20262796435

Autores/as

Igor de Sousa Nóbrega Universidade Federal da Paraíba https://orcid.org/0000-0002-8669-0537
Tamires Paula Gomes Medeiros Universidade de Brasília https://orcid.org/0000-0002-8222-8257
Kalyne Araújo de Sousa Universidade Federal do Rio Grande do Norte https://orcid.org/0000-0001-8108-9980
Lidiane Lima de Andrade Universidade Federal da Paraíba https://orcid.org/0000-0003-1015-9237
Maria Cidney da Silva Soares Universidade Estadual da Paraíba https://orcid.org/0000-0002-8150-108X

DOI:

https://doi.org/10.36517/2175-6783.20262796435

Palabras clave:

Estudiantes de Enfermería; Úlcera por Presión; Intervención Educativa Precoz.

Resumen

Objetivo: Analizar el impacto de una intervención educativa en el conocimiento acerca lesiones por presión entre estudiantes de enfermería de último año. Métodos: Estudio cuasiexperimental, de antes y después, con enfoque cuantitativo. Los participantes siguieron los pasos: evaluación de conocimientos previos, intervención educativa y reevaluación posterior. Se utilizó un instrumento validado para medir el conocimiento sobre las lesiones por presión. El análisis incluyó comparaciones entre puntos temporales, la prueba de McNemar para la evaluación ítem por ítem y el cálculo del tamaño del efecto. Resultados: La muestra consistió en 30 estudiantes. Antes de la intervención, solo 20 ítems mostraron un porcentaje satisfactorio de respuestas correctas, aumentando a 38 ítems después. Se observaron cambios estadísticamente significativos (p < 0,05) en 16 ítems, un aumento significativo en el número promedio de respuestas correctas y una reducción en los errores después de la intervención, con un gran tamaño del efecto (r = 0,874). Conclusión: La intervención educativa fue efectiva para expandir el conocimiento de los estudiantes. Contribuciones a la práctica: los hallazgos apoyan la adopción de intervenciones educativas estructuradas como estrategia para mejorar la educación mediante el fortalecimiento de las competencias esenciales para la seguridad del paciente y la calidad de la atención.

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