Desenvolvimento e validação de uma proposta pedagógica sobre segurança do paciente para a graduação em enfermagem

Abstract

The teaching of patient safety in undergraduate nursing has required rapid changes in both professional practice and teaching, because even after the implementation of initiatives aimed at patient safety, avoidable adverse events continue to occur significantly. In terms of teaching, it is recognized that the theme has been incorporated into the curricular matrices slowly and sporadically, showing to be fragmented and little in-depth from the conceptual point of view. The aim of this study was to develop and validate the content and appearance of a pedagogical proposal to support the teaching of patient safety in undergraduate nursing courses. This is a methodological study, systematized in three stages: 1) theoretical procedures - identification of the contents and strategies used to teach patient safety in undergraduate nursing courses through a scope review; and development of a pedagogical proposal to support the teaching of patient safety in undergraduate nursing courses, 2) empirical procedures - content validation and appearance of the pedagogical proposal and 3) analytical procedures - statistical analysis of content and appearance validation, through the evaluation of the content validation coefficient (CVC ≥ 0.8) and the Suitability Assessment of Materials (SAM ≥ 60%). The research project was approved by the research ethics committee under opinion number 3,282,561 and CAAE 10607219.6.0000.5149. The results of the research showed that the strategies that emerged among the 28 studies analyzed in the scope review refer to clinical simulation (n=18; 64.29%) and the use of digital resources (n=5; 17.86%) for the teaching of contents related, predominantly safety in the administration of medications (n=19; 67.86%) and communication skills (n=12; 42.86%). It was also observed that there was emphasis (n=20; 71.43%) in relation to the teaching strategies that valued the transmission of technical-scientific knowledge, centered on the figure of the professor and with emphasis on the demonstration of the step-by-step execution of techniques. It was also found that some studies (n=7; 25.00%), on a smaller scale, described teaching strategies with potential to provide the experience of a subjective experimentation; and others (n=3; 10.71%) the dialogue between teacher and student. The pedagogical proposal called "Between Bodies and Machines: for a Safer View", valid in its content (CVC = 0.93) and appearance (SAM = 75.00%), was developed with inspiration in John Dewey's conceptions of education, according to which learning takes place through coping with problematic situations, involving a process of (re) construction and (re) organization of experience. By involving the aesthetic approach and the problematization, the teaching moments were translated into an invitation for the student to experience other ways of perceiving patient safety, beyond the preconceived formats on the subject. The pedagogical proposal meets the way in which teaching and learning about patient safety has been developed. The material developed values ways that lead to problematization and the production of meanings about the complexity and multiple dimensions that involve safe care. It is expected that this study can contribute to inspire teachers about other ways of operating pedagogical practice in relation to the teaching of patient safety.