Avaliação da efetividade de diferentes estratégias educacionais sobre o conhecimento, atitudes e habilidades de estudantes e profissionais de saúde no manejo de lesões por pressão

Abstract

Introduction: Pressure injuries (PIs) remain an important public health problem, associated with increased morbidity and mortality, longer hospital stays, and higher healthcare costs. Although significant advances have been made in diagnosis, treatment, and prevention protocols, the education and training of healthcare professionals still present relevant gaps, particularly regarding the adoption of educational strategies that promote lasting changes in clinical behavior and healthcare practice. Objective: This study aims to evaluate the effectiveness of different educational strategies in the acquisition of knowledge, attitudes, and skills among students and healthcare professionals for the management of pressure injuries, compared with control groups not exposed to educational strategies. Methods: This was a systematic review and meta-analysis conducted using the PubMed, Scopus, Web of Science, Cochrane Library, Embase, ERIC, CINAHL, and gray literature databases. The review included studies involving students and/or healthcare professionals who underwent educational interventions related to pressure injuries (PIs). Studies evaluating the acquisition of knowledge, attitudes, and skills for the management of PIs were assessed. Results: A total of 2,723 records were retrieved from the databases. After screening, 1,379 were assessed by title and abstract, of which 85 studies were selected for full-text assessment, resulting in a total of 23 studies included in the systematic review. The findings of this multilevel meta-analysis showed a significant effect of educational interventions compared with no intervention (g = 1.64; 95% CI, 0.79–2.49), with a positive impact across the three competency domains—knowledge, attitudes, and skills—with the latter showing the greatest magnitude of effect (g = 2.04). When interventions involving active learning were compared with traditional teaching, active methodologies showed a greater effect (g = 1.67; 95% CI, 0.22–3.12). Similarly, technologybased education showed a greater effect than traditional teaching (g = 0.74; 95% CI, 0.13–1.34), with a significant impact on skills (g = 1.31), and multifaceted programs showed a greater effect than usual teaching (g = 0.73; 95% CI, 0.04–1.41), with a significant effect on knowledge (g = 0.74). Conclusion: The results show that structured educational interventions for teaching about PIs are significantly superior to the absence of training, and more active methodologies tend to produce the largest effects. Educational strategies, particularly those that are studentcentered, multicomponent, and technology-based, have proven effective for learning about PI prevention and should be considered by educators.