INTERVENÇÃO EDUCATIVA SOBRE DERMATITE ASSOCIADA À INCONTINÊNCIA: IMPACTO NO CONHECIMENTO DOS PROFISSIONAIS DE ENFERMAGEM

Abstract

Moisture-associated skin damages have moisture as one of the causal factors, usually originating from the patient's physiological eliminations. Incontinence-associated dermatitis is part of this group, being understood as an inflammation of the skin, prevalent in patients with urinary and/or anal incontinence. This injury is common in health care institutions and the inadequate management of this lesion, together with factors related to the general condition of the patient, can favor the development of more serious skin damages with higher treatment costs, such as pressure injuries. Therefore, it is necessary the implementation of educational actions on these topics, towards improving Nursing care. However, the implemented actions must seek to adopt teaching strategies that promote meaningful learning and encourage students' autonomy and a space for dialogue and reflection on the contents. In the light of the foregoing, this study aimed to evaluate the effect of an educational intervention on the knowledge of nursing professionals about incontinence-associated dermatitis, before and after the implementation of the intervention, conducted virtually, through Instagram®. The mixed study, consists of two stages, the first stage being a methodological study, of content building and validation of a questionnaire on incontinence-associated dermatitis. In the second stage of the research, a quasi-experimental longitudinal study was conducted, with a quantitative and qualitative approach. The sample of participants was non-probabilistic, for convenience purposes, in both stages of the study. In the first stage, the validation of the elaborated questionnaire, expert judges and nursing professionals participated, similar to the final target audience of the instrument, from a university hospital in Dourados-MS. In the second stage, nursing professionals from the Medical Clinic and Adult Intensive Care Unit, from the same institution took part. Quantitative data were collected in the validation stage, with the calculation of Content Validity Indexes (CVI) and, before and after the intervention, with the calculation of means, standard deviation, and performance of statistical tests, such as T Student test, to evaluate into what extent the intervention interfered with the professionals' knowledge. Qualitative data were collected during the intervention, through the analysis of comments, by the content analysis technique, being analyzed through the author David Ausubel's framework. The developed instrument obtained CVIs of 0.98 and 0.96, from expert judges and the target audience, respectively. The qualitative findings showed that the educational intervention was successful, receiving positive feedback from the course participants. The participants' success rates in the post-test were higher than those in the pre-test, with a mean score of 41.86 in the pre-test and 51.43 in the post-test, with a statistically significant difference in relation to the level of knowledge, with a high Cohen's Measure of Effect Size (Cohen's d = 1.78). From the results obtained, it was confirmed that the educational intervention carried out, through a virtual course via Instagram®, associated with active teaching methodologies, promoted an improvement in the participants' knowledge about the subject. It is expected that the instrument validated in this study and the results found will collaborate to promote similar educational strategies in a hospital environment.