Educational interventions to prevent urinary infections in institutionalized elderly people. Quasi-experimental Study / Intervención educativa para prevenir las infecciones urinarias en ancianos institucionalizados. Estudio cuasi-experimental / Intervenção educativa para prevenção de infecções urinárias de idosos institucionalizados. Estudo quase-experimental

Objective. To analyze the effectiveness of an educational intervention among nursing professionals and caregivers to prevent urinary tract infections in institutionalized elderly people. Methods. this is a quasi-experimental study carried out with 20 people (7 nurses and 13 formal caregivers). A questionnaire was applied during the pre-intervention stage, then professional training was carried out and finally, the questionnaire was reapplied 6 months after the intervention. The prevalence profile and factors associated with urinary infections in 116 elderly people was evaluated before and after the educational interventions. Statistical analysis was performed using association and correlation tests, logistic regression model comparison and prevalence rates. Results. The average number of correct answers by the nursing professionals Invest Educ Enferm. 2024; 42(1): e05Educational interventions to prevent urinary infections in institutionalized elderly people. Quasi-experimental Studyand caregivers after the educational intervention increased from the pre to the post-test by 52% regarding signs of urinary infection, 32% regarding its symptoms, 72.5% regarding its treatment, 40% regarding personal/behavioral and morbidity-related risk factors, 59% regarding conditional factors and 43.8% regarding its preventive measures. The team of caregivers showed a greater gain in knowledge compared to the nursing team in almost every question (p<0.05). The length of time working in elderly care showed no positive correlation with any variable (R<1; p>0.05). The prevalence of urinary tract infection in the pre-intervention period was 33.62%, and 20% in the post-intervention period. Conclusion.The educational intervention was effective in preventing urinary tract infections in the elderly. The increased knowledge acquired by nurses and caregivers was associated with a reduction in the infection rate and an improvement in the most prevalent modifiable factors for the development of this type of pathology

Objetivo. Analizar la eficacia de una intervención educativa con profesionales de enfermería y cuidadores para prevenir las infecciones urinarias en ancianos institucionalizados. Métodos. Estudio cuasi-experimental realizado con 20 personas (7 enfermeros y 13 cuidadores formales). Se aplicó un cuestionario antes de la intervención, se llevó a cabo la capacitación de los enfermeros y se volvió a aplicar el cuestionario 6 meses después de la intervención. Se evaluó el perfil de prevalencia de las infecciones urinarias y los factores asociados de 116 ancianos antes y después de las intervenciones educativas. En el análisis estadístico se utilizaron pruebas de asociación y correlación, comparación de modelos de regresión logística y tasas de prevalencia. Resultados. El promedio de respuestas correctas del equipo de enfermería y de los cuidadores tras la intervención educativa aumentó del pre al post-test en un 52% con los signos de infección urinaria, un 32% con los síntomas, un 72.5% con el tratamiento, y un 40% con los factores de riesgo personales/conductuales y los relacionados con la morbilidad, un 59% con los factores condicionales y un 43.8% con las medidas preventivas. El equipo de cuidadores mostró una mayor aprehensión de conocimientos en relación al equipo de enfermería en casi todas las preguntas (p<0.05). El tiempo dedicado al cuidado de ancianos no mostró correlación positiva con ninguna variable (R<1; p>0.05). La prevalencia de infección urinaria en el período pre-intervención fue del 33.62% y en el post-intervención del 20%. Conclusión. La intervención educativa fue eficaz en la prevención de las infecciones urinarias en ancianos. El aumento de conocimientos adquiridos por los enfermeros y por los cuidadores se relacionó con la reducción de la tasa de infecciones y el mejoramiento de los factores modificables más prevalentes para desarrollar este tipo de patología.

Objetivo. Analisar a efetividade de intervenção educativa com profissionais de enfermagem e cuidadores para prevenção de infecções do trato urinário de idosos institucionalizados. Métodos. Estudo quase experimental realizado com 20 pessoas (7 enfermeiros e 13 cuidadores formais). Aplicou-se questionário na pré-intervenção, realizou-se capacitação dos profissionais e reaplicação do questionário 6 meses pós-intervenção. O perfil de prevalência de infecções urinárias e fatores associados de 116 idosos foi avaliado antes e após as intervenções educativas. Na análise estatística utilizou-se testes de associação e de correlação, comparação de modelos de regressão logística e de taxas de prevalência. Resultados. A média de acertos da equipe de enfermagem e de cuidadores, após intervenção educativa, aumentou do pré para o pós-teste em 52% com relação aos sinais de infecção urinária, 32% a sintomas, 72.5% tratamento, e 40% sobre fatores de risco pessoais/comportamentais e relacionados a morbidade, 59% a fatores condicionais e 43,8% sobre medidas preventivas. A equipe de cuidadores apresentou maior ganho de conhecimento em relação à equipe de enfermagem em quase todas as questões (p<0.05). O tempo de cuidado com idoso não apresentou correlação positiva com nenhuma variável (R<1; p>0.05). A prevalência de infecção do trato urinário no período pré-intervenção foi de 33.62% e pós intervenção 20%. Conclusão. A intervenção educativa foi efetiva na prevenção às infecções do trato urinário dos idosos. O aumento do conhecimento adquirido por enfermeiros e cuidadores foi associado à redução da taxa de infecções e à melhoria dos fatores modificáveis mais prevalentes para o desenvolvimento desse tipo de patologia.

Formación en Responsabilidad Social de los Profesionales de Enfermería: una perspectiva brasileña / Formation in Social Responsibility of Nursing Professionals: a Brazilian Perspective

The Brazilian Nursing Association (Associação Brasileira de Enfermagem in portuguese ABEn), since its creation 91 years ago, has been dedicated to the defense of education in nursing at all levels. Given that it is a scientific-cultural entity, it is also responsible for the transmission of the profession's ethos, which in modern societies has also been done through formal education. Additionally, the Association participates strongly on the formulation of public policies in education and health, with representation in numerous instances of government decision. We postulate that nursing education should envision much more than the technical-scientific preparation of the professional graduating from our teaching institutions: its purpose must be that of educating political social subjects capable of acting responsibly and transforming reality, especially in reducing the vast inequalities of the society in which we live, like, for example, lack of access to the healthcare system by a good part of the population. (1) For the ABEn, formation in nursing needs to have a new meaning for professional action, making it compatible with the transformation of society in ethical, political, and economic terms, that is, beyond the technical training. Technical-scientific excellence cannot be discarded; on the contrary, it has to be inserted, and even subsumed, within the ethical-political and moral formation. We have postulated that we must educate for the citizenship, for responsible leadership, for the ethical practice of the profession and, thus, educate to comply with our social responsibility. We agree with Moraes (2:1) in that "education, as a permanent process of transforming action is, undoubtedly, one of the most important instruments (...) to restore values and enable new social insertion opportunities, of promoting the ethics of solidarity, diversity, responsibility, and commitment with the triangle of life represented by the relationships among the individual, society, and nature". Directly related with social responsibility we find ethics, which seeks to reflect on human behavior, from the point of view of the notions of good and bad, of the just and unjust, encompassing the moral and legal norms. In the field of nursing, ethical behaviors are closely related to the practices and care offered, prevailing among most nursing professionals understanding through common sense, which perceives ethics as a set of norms or guides contained in codes. That is, for these professionals, acting in ethical manner is simply complying with the code referred. Daily experiences and the context in which interpersonal relations and care occur ­ nurses, professionals from other action fields, patients and relatives ­ are rarely understood as conflict-generating sources. Ethics is situated within the field of practical knowledge, of knowledge about what is contingent. Ethics belongs to the domain of moral judgments or value judgments, sensitive to persuasion, subject to the influence of emotions, susceptible to prejudice, and subjected to the complexity of interests.(3) Besides ethics, another concept that is related directly with social responsibility is the concept of citizenship. Although stemming as a condition of the human being linked to rights and duties toward the society in which we live, in modern times, citizenship is linked to more solidary and responsible ways of living in society. Faced with the serious economic and social crisis being experienced by society, the concept of citizenship must be taken as a "mediating concept of the minimum requirements of justice and of the sense of community belonging; hence, meaning equality in dignity and compromise with that which is public, today an absolutely fundamental value. Citizenship constitutes the raison d'être of civility, fostered by the fact that citizens share an ideal of justice, as well as a set of values, attitudes, behaviors, and commitments, whose common denominator resides in the fact that, beneath all our cultural, social, and economic differences there is the same air we breathe and a single source that permits life and which also governs the laws of collective living".(2:2) Regarding the citizenship of women, it is fitting to highlight that much still needs to be done, given that men and women must have the best living conditions and enjoy equal rights; and it is known that the crisis mentioned has been affecting and putting in check the survival of our civilization, impacting much more seriously upon women. Currently, in Brazil and other countries in Latin America and Africa, some phenomena that have deteriorated the lives of women have been accentuated and, consequently, have affected their condition of citizenship. These are some examples of the subaltern reality of women in the field of social relations:(4) the feminization of poverty, which brings as consequence of the increasing numbers of women heads of household, constituting the highest number of impoverished families in society; the overload caused by multiple working hours; violence in relationships of intimacy; discrimination in work relations and in social relations generally; lack of power of decision over their own bodies; inequality of power in the field of sexuality, among others. In term of the social responsibility of nursing, what does this have to do with the work of women and women's right to citizenship? The answer is everything because we understand that nurses' know-how is directly linked to women's know-how. If we admit that the contradictions experienced by nursing, largely have to do with the contradictions experienced by women in general; the struggle by nurses must necessarily be allied with the struggle by women for their social rights.(5) Regarding the formation for social responsibility, it becomes urgent to find paths for students (in formation) and professionals (on qualification) to be able to comprehend the vastness and the issues underlying this responsibility and participate decidedly in all stages of the processes to broaden critical consciousness and empowerment. Educational institutions and their professors must propitiate in the students the acquisition of knowledge and experiences, in addition to technical-scientific excellence, for the purpose of educating to practice nursing committed with its social responsibility in full exercise of citizenship. Lastly, we wish to leave as a motto: empowered women form empowered professional citizens for ethical, critical, and socially responsible professional practice. Empowered women will be first-class women in any profession. (AU)