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Evaluation of the educational technology “Caring for dependent people” by family caregivers in changes and transfers of patients and tube feeding
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Advisor(s)
Abstract(s)
Objetivo: avaliar os contributos da tecnologia educacional interativa “Cuidar de Pessoas
Dependentes” no desenvolvimento de conhecimentos aos familiares cuidadores de pessoas
dependentes, no contexto domiciliário e a satisfação no seu uso. Método: estudo quasiexperimental,
não randomizado, do tipo antes e depois, com amostra de conveniência constituída
por 65 familiares cuidadores, de dois Serviços de Medicina de um hospital do Porto, Portugal.
O Grupo Controle foi constituído por 33 familiares cuidadores e o Grupo Experimental por 32,
identificados por amostragem consecutiva. O grupo experimental teve Acesso à tecnologia
educacional no domicílio. Os dados foram colhidos por questionário sociodemográfico de satisfação
e avaliação de conhecimentos sobre como alimentar por sonda nasogástrica, posicionar e transferir
a pessoa dependente. A avaliação nos dois grupos teve dois momentos: inicial, no internamento
e um mês após alta hospitalar. Resultados: registou-se no grupo experimental um ganho maior
de conhecimentos relacionado com a utilização da tecnologia educacional. No grupo controle
os conhecimentos não variaram nos dois momentos de avaliação. Conclusão: esses resultados
corroboraram na melhoria das tecnologias educacionais interativas e na capacitação dos familiares
cuidadores para cuidar de pessoas dependentes. Essa tecnologia atendeu satisfatoriamente as
necessidades de qualidade técnica e de aprendizagem dos cuidadores, sendo considerada fácil e
estimulante.
Objective: to assess the contributions of interactive educational technology “Caring for Dependent People” in the development of knowledge to family caregivers of dependent people in a household context and their satisfaction in its use. Method: quasi-experimental study, not randomized, of the before and after type, with a convenience sample of 65 family caregivers, from two Medicine services of a hospital in Porto, Portugal. The Control Group consisted of 33 family caregivers and the Experimental Group of 32, identified by consecutive sampling. The experimental group had access to educational technology at home. Data were collected by socio-demographic, satisfaction and evaluation of knowledge questionnaire, about how to feed by nasogastric tube, positioning and transferring the dependent person. The assessment in both groups had two moments: initial, during hospitalization and one month after discharge. Results: the experimental group had a larger increase in knowledge related to the use of the educational technology. In the control group the knowledge did not differ in the two evaluation time points. Conclusion: these results confirm the improvement of interactive educational technologies and in the training of family caregivers to care for dependents. This technology successfully met the technical quality and learning needs of caregivers, and was considered easy and stimulating.
Objective: to assess the contributions of interactive educational technology “Caring for Dependent People” in the development of knowledge to family caregivers of dependent people in a household context and their satisfaction in its use. Method: quasi-experimental study, not randomized, of the before and after type, with a convenience sample of 65 family caregivers, from two Medicine services of a hospital in Porto, Portugal. The Control Group consisted of 33 family caregivers and the Experimental Group of 32, identified by consecutive sampling. The experimental group had access to educational technology at home. Data were collected by socio-demographic, satisfaction and evaluation of knowledge questionnaire, about how to feed by nasogastric tube, positioning and transferring the dependent person. The assessment in both groups had two moments: initial, during hospitalization and one month after discharge. Results: the experimental group had a larger increase in knowledge related to the use of the educational technology. In the control group the knowledge did not differ in the two evaluation time points. Conclusion: these results confirm the improvement of interactive educational technologies and in the training of family caregivers to care for dependents. This technology successfully met the technical quality and learning needs of caregivers, and was considered easy and stimulating.
Description
Keywords
Caregivers Educational Technology Nursing
Pedagogical Context
Citation
Publisher
Rev. Latino-Am. Enfermagem