Avaliação do modelo de capacitação teórico-prática em hemorragia pós-parto: análise do conhecimento prévio e posterior à intervenção educativa

Abstract

Introduction: Maternal mortality (MM) is a tragic event of global reach and a complex and challenging situation. Almost all these deaths occur in poor or developing countries, the vast majority being preventable. Postpartum hemorrhaged (PPH) is among the main causes of this dramatic scenario. The delay in making the decision to seek care, the difficulty in accessing care facilities and the delay in identifying and managing these complications lead to tragic outcomes. The training of professionals involved in the care of patients with PPH, with educational interventions based on scientifically recognized conduct are undoubtedly strategies to reduce these rates, establishing a continuous cycle of improvements and institutional acculturation aimed at safe and excellent care. Objective: To perform educational training on the appropriate and current obstetric management in cases of PPH, for resident physicians and obstetric nurses at Hospital Santa Lucinda PUC/SP. Materials and Method: This is a cross-sectional, observational, prospective, quantitative study with educational intervention and reassessment of specific knowledge of resident physicians and obstetric nurses. In two face-to-face moments, a questionnaire was applied (pre and post training), an educational video, an expository class and discussions on the conducts carried out (debriefing). The same questionnaire was reapplied two months after the intervention for medium-term evaluation. All participants were duly informed and signed the free and informed consent form. The meetings brought together the two groups (physicians and nurses) simultaneously, but two models of questionnaires were applied. Results: There was an increase in the performance of correct answers in the group of resident physicians and obstetric nurses when the total responses in all stages were evaluated together with a significance level of 5% (95% confidence level). Furthermore, when the steps were paired, it was observed that the statistical difference was present after the educational intervention and even though, in the medium term, there was no difference in the rate of correct answers obtained between step 2 and step 3, meaning there was no loss of the increase in the rate of correct answers even after two months of the educational intervention