Mostardeiro Sadja Cristina Tassinari de Souza, Pedro Eva Néri Rubim
Universidade Federal de Santa Maria (UFSM), Santa Maria, Rio Grande do Sul, Brasil.
Rev Gaucha Enferm. 2011 Jun;32(2):294-301. doi: 10.1590/s1983-14472011000200012.
This research studies how patients, nursing undergraduate students, and professors perceive the care of patients with facial image alterations, and the implications of this care to the education process. It followed an exploratory qualitative approach, and it was carried out in an university hospital in Santa Maria, Rio Grande do Sul, Brazil, between July 2008 and April 2009. Six patients with facial image alteration, seven nursing undergraduate students and five professors participated. Semistructured interviews and a focal group were used. The data were organized and submitted to the content analysis technique. Two categories were found: meaning of the altered facial image, and nursing education and care. The care to these patients is perceived as a complex, hard and striking experience, that constitutes a unique opportunity for the development of skills necessary to the nurse's education. It was observed the need to insert themes during education that address issues relevant to the needs of undergraduates, and enable them to reflect on their training experiences.
本研究探讨了患者、护理学本科生和教授如何看待对面部形象改变患者的护理，以及这种护理对教育过程的影响。研究采用探索性定性研究方法，于2008年7月至2009年4月在巴西南里奥格兰德州圣玛丽亚的一家大学医院开展。六名面部形象改变患者、七名护理学本科生和五名教授参与了研究。采用了半结构式访谈和焦点小组访谈。对数据进行整理并运用内容分析技术。研究发现了两个类别：面部形象改变的意义，以及护理教育与护理。对这些患者的护理被视为一种复杂、艰难且引人注目的经历，这为培养护士教育所需技能提供了独特机会。研究观察到，在教育过程中需要纳入一些主题，这些主题要涉及与本科生需求相关的问题，并促使他们反思自己的培训经历。
