Efeito da intervenção educativa no conhecimento de profissionais de enfermagem acerca do comportamento sanitário e disfunção miccional

Abstract

Introduction: Sanitary behaviors are defined by voluntary actions related to the physiological emptying of the bladder, which directly influence urinary health. This series of actions includes the selection of the location, the position adopted during urination, the time of bladder emptying, and voiding frequency. Objective: To analyze the effect of educational intervention on the knowledge of nursing professionals regarding sanitary behavior and voiding dysfunctions. Methods: Quasi-experimental, single-group, before-and-after, prospective study with a quantitative approach. The study sample consisted of 100 participants, including healthcare professionals (nursing assistants, nursing technicians, nurses), conducted in a high-complexity hospital in Teresina-PI. The methodology used was an expository and dialogic class, and the course content was presented via slides. Participants completed a pre-test using the Knowledge Assessment Instrument, without consulting any database or support material. Immediately afterwards, on the same day, the first class of the educational intervention was delivered. After the completion of the educational intervention, participants' questions were clarified, and then a post-test was applied using the same questions as the pre-test. Expected Results: The total sample was 100 participants, predominantly female professionals (93%), with an average age of 36.94 years (SD=11.56). In the distribution of participants according to professional category, the majority were nursing technicians (50%). The analysis of the daily workload of the healthcare professionals who participated in this study showed an average of 8.44 hours (SD=2.76 hours) of work per day, with an average of 32.76 weekly hours (SD=3.87 hours). The questionnaire regarding urinary incontinence and sanitary behaviors totaled 20 items, with an average of 70% correct answers in the pre-test (SD=21.92%), and in the post-test, the average increased to 88.6% (SD=14.14%). The obtained values demonstrate that the educational intervention led to an overall increase in the number of correct answers across all questions related to anatomy, physiology, and prevalence domains. However, it is important to note that, despite the general improvement, questions related to the prevalence of UI in men showed a lower percentage of correct answers, even after the intervention. The analysis of participants' performance revealed significant progress in mastering concepts and definitions related to the topic. However, data regarding knowledge about urinary incontinence treatment showed this to be the domain with the lowest average score in the pre-test, indicating more limited prior knowledge among nursing professionals. Conclusion: Data analysis demonstrated that participants showed significant improvements in all domains concerning sanitary behavior and voiding dysfunctions. This highlights the importance of continuing education as a tool to reduce knowledge gaps and promote the care and prevention of voiding dysfunctions.