Eficácia de um método ativo de ensino para a aprendizagem da escrita da prescrição enfermagem no contexto da Atenção Primária à Saúde: estudo piloto

Abstract

INTRODUCTION: In nursing consultations, in light of the Nursing Professional Practice Law and the Ministry of Health's references and protocols, prescribing medications is a possible reality in certain situations conditioned by the protocols of programs linked to health policies. Although there is legal support for prescribing medications for nurses, this advanced practice is still little explored in Primary Health Care. OBJECTIVE: To evaluate the effectiveness of an active teaching method for learning how to write nursing prescriptions in the context of Primary Health Care. METHOD: This is a quasi-experimental single-group study conducted with undergraduate nursing students at the Federal University of Rio Grande do Norte. The intervention was carried out following the instructions of the “Teaching Good Practices for Writing Medication Prescriptions” method, in which students produced medication prescriptions and their quality was assessed using the QualiPresc instrument before and after the intervention (pre-test, immediate post-test, 15 and 45 days later). Regarding the measurement of motivation, the Situational Motivation Scale was used before and after the intervention (pre-test and immediate post-test). The data were processed using the JAMOVI statistical software. In addition to descriptive statistics, the Friedman and Cochran's Q tests were applied to assess the quality of the prescriptions. The paired and Wilcoxon tests and Pearson's correlation were used to assess the situational application of the participants. Spearman's correlation was used to assess the interactions between the dimensions of the Situational Motivation Scale. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Norte, under substantiated opinion no. 7,080,533 on September 16, 2024, CAAE: 81497124.4.0000.5537. RESULTS: An intervention produced significant improvements in the quality of medication prescriptions issued, with significant effects immediately after training and sustained over time. Despite a reduction in the level of the indicator between the immediate post-test and 15 and 45 days, the results obtained after the 15th day undermine the durability of the effects of the intervention. Regarding the results for situational motivation, the intervention had an effect on global motivation with greater consistency in the perception of situational motivation among participants, however the global effect of the intervention varied among participants, evidencing a positive, although not uniform, impact on global situational motivation. The intervention strengthened intrinsic motivation, prevented dependence on external regulation, and highlighted the complementarity of motivational dimensions in the change process. CONCLUSION: The application of the aforementioned teaching method based on peer learning favors the development of specific and practical skills, expanding the performance of nurses. In addition, the study provides support for the improvement of academic curricula, encouraging the use of active teaching methods that can be applied in different contexts, aligning with international guidelines and strengthening public health with safe and evidence-based practices.