Curso sobre cuidados parentais, utilizando metodologia OSCE, melhora a ansiedade e conhecimento de gestantes
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Data
2025-04-22
Autores
Schereder, Lorrainy da Silva Rosa
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Universidade Federal do Espírito Santo
Resumo
Introduction: Maternal care is a priority in the public health policies of the Brazilian Unified Health System (SUS). However, during prenatal consultations, there may be limitations in the transmission of essential information, leading to insecurity among pregnant women. In this context, the present study aimed to evaluate pregnant women's knowledge of newborn care after attending a prenatal course designed to promote parental care. The course was based on Anne Casey’s Partnership Model of Nursing theory and used the Objective Structured Clinical Examination (OSCE) methodology for assessment. Methodology: This was a methodological study with a cross-sectional and quantitative design, aimed at developing and validating a prenatal course based on nursing theory and incorporating skill stations following the OSCE methodology. Additionally, a quasi-experimental study was conducted, in which 64 pregnant women were allocated into two groups (traditional and OSCE) and assessed regarding gestational anxiety, knowledge, and retention of theoretical information on neonatal care, immediately after the course and three weeks later. The methodological study supported the implementation of the prenatal course, using nursing theory as a foundation and the OSCE methodology to evaluate skills through structured checklists and feedback. The quasi-experimental study statistically compared knowledge acquisition between participants in the traditional course and those in the OSCE-based course.Results: The findings showed similar levels of understanding between the two methods on the course day for the Heimlich maneuver, baby bathing, and breastfeeding. However, after three weeks, the OSCE group showed a higher prevalence of sustained comprehension, particularly regarding baby bathing, whereas the traditional method demonstrated greater variation in responses over time. In terms of gestational anxiety, there was an overall reduction after the course. Product: This study developed technical-technological resources, including a prenatal course based on Anne Casey’s nursing theory, skill stations, structured checklists, and training for structured feedback. These elements proved to be an effective strategy for enhancing family involvement and neonatal care. Furthermore, a manuscript was produced detailing a nursing intervention using the OSCE methodology to promote parental care in pregnant women and reduce gestational anxiety. Conclusion: The OSCE methodology was found to be more effective in knowledge retention and reducing gestational anxiety compared to the more theoretical and less interactive traditional model. The skill stations and structured feedback played a crucial role in increasing participants’ autonomy, underscoring the importance of active learning strategies. The significant reduction in anxiety among women who participated in the OSCE course suggests that practical experiences enhance maternal confidence in their new role. Thus, this study highlights the importance of active pedagogical methodologies in training lay caregivers and promoting maternal mental health during pregnancy.
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Gestantes , Pregnant women , OSCE methodology , Intervenção de Enfermagem , Avaliação , Parentalidade , Nursing intervention , Assessment , Parenting