Utilização da Aprendizagem Baseada em Equipes (ABE) na capacitação de profissionais de enfermagem: contribuições para o desenvolvimento de competências em termorregulação neonatal

Abstract

Team-Based Learning (TBL) is a dynamic, team-based learning methodology that provides a motivating and cooperative environment. It is believed that TBL can train the nursing team and contribute to the improvement of the thermoregulation care of the newborn (NB) hospitalized in the Neonatal Intensive Care Unit (NICU). Objective: To analyze the development of competencies of nursing technicians in a maternity school for neonatal thermoregulation care, after training based on TBL. Methods: Analytical, quasi-experimental and quantitative study involving 11 nursing technicians. It was approved by the Ethics Committee of UFRN under No. 2,018,097. Results: TBL training data revealed that, in the individual training evaluation (questionnaire with 10 multiple choice questions equivalent to 40 points), the professionals reached a median of 19 points, considering an insufficient performance. In the team the scores had a median of 30 in which all were considered "sufficient". The questionnaire applied after six months of intervention to identify knowledge acquisition on the subject showed a median of 8 (out of 10 questions), a performance higher than that achieved before intervention. The analysis showed statistical significance, in which the Wilcoxon test, considering p <0.05 and 95% confidence, showed that the TBL team scores were higher than the individual ones, since Z = -2.93 and p = 0.003 , as well as the answers of the postintervention questionnaire, Z = -2.87 and p = 0.004. The skills in RN thermoregulation care after six months of intervention were observed and classified according to an elaborate model of DOPS (Direct Observation of Procedural Skills), in which the majority of observations were between "good, great and excellent". Regarding the evaluation of the method by the participants, there was partial or total agreement on the use of the methodology, the learning was significant and it aroused the interest in studying more about the subject. Conclusion: The application of TBL was a viable teaching method for activities of permanent education of health professionals and was well evaluated. Training enabled the improvement of post-intervention knowledge scores, which may have influenced the positive assessment of skills and the implementation of a Standard Operating Procedure on neonatal Thermoregulation. The study allowed the development of proposed Flowchart of the TBL method to be used in the permanent education of the local research field.