THE FORMATIVE PROCESS IN NURSING ABOUT MEDICATIONS IN ENTERAL TUBES
DOI:
https://doi.org/10.54909/sp.v7i1.128230Keywords:
Education, Distance, Health Education, Pharmacology, Nursing theoryAbstract
During the course of academic and professional training, issues involving the administration of medications deserve differentiated attention due to their importance and the risks that are generated. For the administration of medications in patients with enteral tubes, the professional nurse must analyze the risk of alteration of the active ingredient of the drug, the risk of tube obstruction, and whether the speed of absorption of the drug is altered or not by the presence of the enteral diet. The objective of this article was to report the experience of the development of a distance learning course (DE), arising from a university extension project on drug administration through enteral tubes, applying the
Systemic Ecological Cybernetic Theory of Nursing (TSECE), by Rosalda Paim. The formative process of the course contemplated theoretical and conceptual frameworks of health educational practices and health educational technologies. The course offered 30 vacancies and lasted 45 days. It was organized
in four sequential modules, including didactic and audiovisual materials, and offered to a group
composed of nurses and nursing students. Twelve participants were enrolled, three nurses and nine
nursing students. Of the 12 participants, seven completed the course and five dropped out. Positive aspects of the experience with the EaD course were reported by the participants, such as the ease of use of the Moodle platform and the availability of didactic materials (manual and complementary bibliographic
materials) that could be used in the field. They suggested that the content of the theoretical reference should be more in-depth in the videos made available. EaD courses that provide access to materials that facilitate the appropriation of content and learning in the workplace are powerful for the technical and scientific improvement of nursing professionals and students. Further studies are needed, seeking to understand the reasons for dropping out of the course.
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