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O presente relatório final de estágio, desenvolvido no âmbito do Mestrado em Enfermagem Comunitária, na área de Enfermagem de Saúde Comunitária e de Saúde Pública, traduz um percurso de prática clínica especializada realizado em contexto de Unidade de Saúde Pública e de Unidade de Cuidados na Comunidade. Ao longo deste percurso, procurou-se evidenciar o desenvolvimento das competências comuns do enfermeiro especialista e das competências específicas do Enfermeiro Especialista em Enfermagem de Saúde Comunitária e de Saúde Pública, articulando a prática clínica com a prática baseada na evidência.
Neste âmbito, foi concebido, implementado e avaliado o Projeto de Intervenção Comunitária Escola VIVAE – Vigilância da Asma em Contexto Escolar, centrado, na sua primeira fase, na capacitação dos profissionais que realizam saúde escolar para a identificação, vigilância e resposta perante situações relacionadas com a asma na criança e no adolescente em meio escolar. A sua conceção foi sustentada por uma revisão integrativa da literatura, realizada com o objetivo de identificar e analisar a evidência científica disponível sobre programas formativos dirigidos a equipas de saúde escolar na área da asma, fornecendo suporte teórico e científico à conceção do Projeto Escola VIVAE, bem como pelo Modelo Sistémico de Betty Neuman, pelo School Nurse-Led Case Management Model da NASN e pela metodologia do planeamento em saúde.
A intervenção concretizou-se através da realização de um seminário formativo dirigido aos profissionais das Equipas Locais de Saúde Escolar, centrado na capacitação para a identificação, vigilância e abordagem da asma em contexto escolar, incluindo conteúdos sobre gestão da doença, resposta à crise asmática, utilização de inaladores, qualidade do ar e articulação entre saúde, escola e família.
Do ponto de vista metodológico, tratou-se de um estudo de intervenção educativa, de natureza quase-experimental, sem grupo de controlo, com avaliação pré e pós-intervenção. A análise incidiu sobre 23 pares válidos de questionários emparelhados, incluindo o Questionário de Conhecimentos sobre Asma, uma escala de perceção de autoeficácia e a recolha de sugestões de melhoria, permitindo avaliar os resultados imediatos da formação.
A avaliação da intervenção incidiu na variação dos conhecimentos sobre asma, na perceção de autoeficácia dos profissionais relativamente à sua capacidade para capacitar docentes e não docentes para a vigilância e resposta perante situações de asma em meio escolar, bem como na recolha de contributos para o aperfeiçoamento do programa formativo. Os resultados evidenciaram melhoria estatisticamente significativa quer ao nível dos conhecimentos, quer da perceção de autoeficácia, bem como a identificação de contributos relevantes de melhoria para a consolidação da versão final do programa.
Em síntese, o percurso formativo em estágio e o desenvolvimento do Projeto Escola VIVAE contribuíram para o aprofundamento de competências especializadas em enfermagem comunitária e de saúde pública, reforçando a pertinência de intervenções formativas dirigidas às equipas de saúde escolar, relevantes para a segurança, inclusão e bem-estar das crianças e adolescentes com asma em contexto escolar.
This final internship report, developed within the scope of the master’s degree in Community Nursing, in the field of Community and Public Health Nursing, reflects a pathway of specialised clinical practice undertaken in the contexts of a Public Health Unit and a Community Care Unit. Throughout this process, the report sought to demonstrate the development of both the common competencies of the specialist nurse and the specific competencies of the Specialist Nurse in Community and Public Health Nursing, articulating clinical practice with evidence-based practice. Within this framework, the Community Intervention Project Escola VIVAE – Asthma Surveillance in the School Setting was designed, implemented and evaluated. In its first phase, the project focused on training school health professionals to identify, monitor and respond to asthma-related situations involving children and adolescents in the school environment. Its design was supported by an integrative literature review aimed at identifying and analysing the available scientific evidence on training programmes for school health teams in the field of asthma, thus providing the theoretical and scientific basis for the conception of the Escola VIVAE Project, as well as by Betty Neuman’s Systems Model, the NASN School Nurse-Led Case Management Model, and the health planning methodology. The intervention was carried out through a training seminar addressed to Local School Health Team Professionals, focusing on building capacity for the identification, surveillance and management of asthma in the school setting. The programme included content on disease management, response to asthma exacerbations, inhaler use, air quality, and coordination between health services, schools and families. From a methodological perspective, this was an educational intervention study of a quasi-experimental nature, without a control group, using pre and post-intervention assessment. The analysis included 23 valid matched pairs of questionnaires, comprising the Asthma Knowledge Questionnaire, a self-efficacy perception scale, and the collection of improvement suggestions, allowing the immediate outcomes of the training to be assessed. The evaluation of the intervention focused on changes in asthma-related knowledge, professionals’ perceived self-efficacy regarding their ability to train teaching and non-teaching staff for the surveillance and response to asthma situations in the school setting, as well as on collecting contributions to improve the training programme. The results showed statistically significant improvement in both knowledge and perceived self-efficacy, together with the identification of relevant suggestions for improvement to consolidate the final version of the programme. In summary, the internship training pathway and the development of the Escola VIVAE Project contributed to the strengthening of specialised competencies in community and public health nursing, reinforcing the relevance of training interventions aimed at school health teams, with implications for the safety, inclusion and well-being of children and adolescents with asthma in the school setting.
This final internship report, developed within the scope of the master’s degree in Community Nursing, in the field of Community and Public Health Nursing, reflects a pathway of specialised clinical practice undertaken in the contexts of a Public Health Unit and a Community Care Unit. Throughout this process, the report sought to demonstrate the development of both the common competencies of the specialist nurse and the specific competencies of the Specialist Nurse in Community and Public Health Nursing, articulating clinical practice with evidence-based practice. Within this framework, the Community Intervention Project Escola VIVAE – Asthma Surveillance in the School Setting was designed, implemented and evaluated. In its first phase, the project focused on training school health professionals to identify, monitor and respond to asthma-related situations involving children and adolescents in the school environment. Its design was supported by an integrative literature review aimed at identifying and analysing the available scientific evidence on training programmes for school health teams in the field of asthma, thus providing the theoretical and scientific basis for the conception of the Escola VIVAE Project, as well as by Betty Neuman’s Systems Model, the NASN School Nurse-Led Case Management Model, and the health planning methodology. The intervention was carried out through a training seminar addressed to Local School Health Team Professionals, focusing on building capacity for the identification, surveillance and management of asthma in the school setting. The programme included content on disease management, response to asthma exacerbations, inhaler use, air quality, and coordination between health services, schools and families. From a methodological perspective, this was an educational intervention study of a quasi-experimental nature, without a control group, using pre and post-intervention assessment. The analysis included 23 valid matched pairs of questionnaires, comprising the Asthma Knowledge Questionnaire, a self-efficacy perception scale, and the collection of improvement suggestions, allowing the immediate outcomes of the training to be assessed. The evaluation of the intervention focused on changes in asthma-related knowledge, professionals’ perceived self-efficacy regarding their ability to train teaching and non-teaching staff for the surveillance and response to asthma situations in the school setting, as well as on collecting contributions to improve the training programme. The results showed statistically significant improvement in both knowledge and perceived self-efficacy, together with the identification of relevant suggestions for improvement to consolidate the final version of the programme. In summary, the internship training pathway and the development of the Escola VIVAE Project contributed to the strengthening of specialised competencies in community and public health nursing, reinforcing the relevance of training interventions aimed at school health teams, with implications for the safety, inclusion and well-being of children and adolescents with asthma in the school setting.
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Enfermagem comunitária Saúde pública Saúde escolar Asma Capacitação de profissionais de saúde Planeamento em saúde
Contexto Educativo
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Sem licença CC