Educação tecnológica hibrida blended learning adesão ao paciente hipertenso: ensaio clinico randomizado / Hybrid technology education blended learning hypertension patient support: randomized clinical trial

RESUMO

Avaliar a influência do uso da tecnologia educacional híbrida blended learning (ensino presencial associado por meio do ambiente virtual de aprendizado "E-Care da Hipertensão") na melhoria do controle da pressão arterial. Métodos: Ensaio Clinico Randomizado Controlado, realizado no período de novembro de 2015 a março de 2016,dividido em dois grupos a) Grupo Hibrido com 14 pacientes submetidos a orientação individual por meio da consulta de Enfermagem a cada 20 dias com a utilização do recurso tecnológico educacional digital "E-Care da Hipertensão" ; b) Grupo Controle com 16 pacientes em que se utilizou da consulta com orientação individual por meio da consulta de Enfermagem a cada 20 dias sem o uso da tecnologia educacional. Os grupos foram acompanhados por 120 dias, utilizando o Teste de Morisk-Green, e exame da MAPA e WHOQOL-bref na randomização e aos 120 dias. Resultados: Para o Grupo Hibrido quando realizadas as comparações no início do estudo (momento da randomização) ao final 120 dias observou-se diferenças estatísticas em relação a diversas variáveis, a saber a) circunferência abdominal, na randomização 99,61±10 vs. 96,69±8 (p=0,006); b) em relação a MAPA na pressão arterial sistólica PAS de vigília (PAS) 159,61±15mmHg vs. 143,30±19mmHg (p=< 0,001); c) pressão arterial diastólica na vigília (PAD) 106,61±12mmHg vs. 95,92±15mmHg (p= < 0,001); d) quanto a carga pressórica da MAPA na randomização para PAS na vigília obteve-se 93,28±7mmHg vs. 66,38±31mmHg (p=0,003); e) quanto aos valores da PAD 92,63±11mmHg vs. 70,96±28mmHg (p=0,002). Conclusão: Não foram observadas diferenças significativas nos resultados analisados em 120 dias com o uso da tecnologia educacional na modalidade hibrida quando comparada com o grupo controle que realizou apenas consulta individual pelo enfermeiro

ABSTRACT

The Hypertension is a chronic manageable, however, in clinical practice several difficulties in joining the therapeutic plan. In this regard, several studies analyze the influence of different educational technologies in therapeutic adhesion, but little is known about educational technology hybrid. Objective: Evaluate the influence of the use of educational technology hybrid (face-to-face education associated through the virtual environment of learning "E-Care of hypertension") in improving blood pressure control. Method: Clinical Randomized Controlled Study divided into two groups the Hybrid Group with 14) patients undergoing individual guidance through the nursing consultation every 20 days with the use of educational technology digital feature "E-Care of hypertension"; In hybrid mode b) control group with 16 patients in which the query was used with individual guidance through the nursing consultation every 20 days without the use of educational technology. All patients in both groups were followed for 120 days and 7 queries. The research took place in the period of December 2014 to March 2017. Approved by the CEP under CAAE 08625112.7.0000.0068. Results: There were no differences with statistical significance between the groups on randomization and at the end of 120 days as socio demographic and hemodynamic variables. However when held Control Group comparison in 120 days and randomization in relation to your perception about the WHOQOL quality of lifestatistical difference was observed between the beginning of the study (randomization) 2,73±0,9 vs. 3,80±0,94 to 120 days (p=0,012). For the Hybrid Group when performed comparisons at the beginning of the study (time of randomization) the end 120 days statistics differences were observed in relation to several variables, namely a) abdominal circumference the randomization 99,61±10 vs. 96,69±8 (p=0,006); b) for Ambulatory Blood Pressure Monitoring (ABPM) in systolic blood pressure, SBP in awake 159.61± 15mmHg vs. 143.30 ± 19mmHg (p = < 0.001); c) diastolic blood pressure (DBP) on the eve 106,61±12mmHg vs. 95,92±15mmHg (p = < 0,001);d) as the pressure load of the (ABPM) on randomization to SBP on vigiía was obtained 93,28±7mmHg vs. 66,38±31mmHg (p=0,003); e) as for the values of the SBP 92,63±11mmHg vs. 70,96±28mmHg (p=0,002); f) for the period of sleep SBP obtained value of 140,61± 15mmHg vs. 131,38± 21mmHg (p = 0,044); g) with respect to DBP the values were 86,37± 24mmHg vs. 71,06±31mmHg (p=0,039). As for the test of Morisky-Gren, was not with statistical significance differences between the Hybrid Group and the Control Group. Conclusion: There were no significant differences in the results analyzed in 120 days with the use of educational technology in hybrid mode when compared with the control group which held only individual consultation by a nurse. On the other hand, the comparison between the study group itself, proved to be effective with satisfactory results and may be an alternative to be perfected as an educational tool