Compreendendo a sensibilização do enfermeiro para o uso do brinquedo terapêutico na prática assistencial à criança

Abstract

Este estudo objetivou compreender como ocorre a sensibilização do enfermeiro para o uso do brinquedo terapêutico como instrumento de intervenção de enfermagem. O referencial teórico foi o Interacionismo Simbólico e o metodológico, além do Interacionismo Interpretativo. Participaram sete enfermeiras que atuavam em unidades pediátricas hospitalares e ambulatoriais, incluindo o brinquedo terapêutico em sua prática. Emergiram quatro temas representativos: ampliando seu olhar para a pessoa da criança, encantando-se com uma nova possibilidade de cuidar, percebendo sua ação revalidada e comprometendo-se com o desenvolvimento da temática. Estes revelaram que, ao conhecer o brinquedo terapêutico e utilizá-lo na assistência, a enfermeira inicia um caminhar no qual constata os benefícios dessa intervenção, o que revalida cada vez mais sua ação, passando a valorizá-lo como instrumento de intervenção de enfermagem. Os autores consideram que ensinar sobre o brinquedo e integrá-lo à assistência são desafios que ainda necessitam ser superados.

Play as a care strategy for children with cancer

“…In this type of activity, health workers encourage the children to play freely when using games, toys, modelling clay, magazine cut outs and puppets (11) , thus creating a purely recreational activity that does not require the presence of these professionals.…”

Giving meaning to the teaching of Therapeutic Play: the experience of nursing students

“…7 The literature warns that there has been a predominance of theoretical teaching of TP in comparison with practical teaching 29 and that this content is offered little in the nursing curriculums, constituting a condition which hinders its use by nurses in clinical practice, as a result of their lack of knowledge regarding the subject. 20,30 The interaction with this lack of knowledge is strengthened by the fact that play does not form part of the nurse's culture, 31 and by the predominant conception among health professionals that the hospital is no place for playing, this action being superfluous considering the other actions, such that the team does not provide opportunities for play, does not encourage its use, and does not promote the acquisition of playthings nor make use of those which are available.…”

“…4,5 Regarding communication with children, one of the methods which deserves to be highlighted in the literature is Therapeutic Play (TP), which is used by nurses for explaining to children the procedures which they will undergo, in addition to helping them to manifest their feelings in relation to unknown and uncomfortable situations, as in the example of the illness and their hospitalization. 3,6,7 Its use by the nurse in providing pediatric care is permeated by numerous benefits, not only for the child -who comes to comprehend better what is happening to her, becoming more calm, secure and collaborative -but also for the family, the nurse, the team and the care environment. 7 In the international literature, its use is highlighted as having a high therapeutic value for the child, contributing not only to physical improvement but also to the child's emotional well-being, 8 to reduction in pain and stress related to experiencing procedures such as venipuncture, 9 dressings, 10 inhalation therapies, 11 radiotherapy 12 and the preparation for surgery, 13,14 among others; it also has an effect on the reduction of the parents' anxiety, who come to understand this intervention's value.…”

“…3,6,7 Its use by the nurse in providing pediatric care is permeated by numerous benefits, not only for the child -who comes to comprehend better what is happening to her, becoming more calm, secure and collaborative -but also for the family, the nurse, the team and the care environment. 7 In the international literature, its use is highlighted as having a high therapeutic value for the child, contributing not only to physical improvement but also to the child's emotional well-being, 8 to reduction in pain and stress related to experiencing procedures such as venipuncture, 9 dressings, 10 inhalation therapies, 11 radiotherapy 12 and the preparation for surgery, 13,14 among others; it also has an effect on the reduction of the parents' anxiety, who come to understand this intervention's value. 15 Nevertheless, studies have not been identified related to the teaching of this strategy, it being the case that only one of these refers to the nurses' resistance regarding its use, due to their lack of familiarity with TP.…”

Education in health in the waiting room: care and actions to the child who lives with HIV/aids

“…The nurse has the task to implement and promote means by which the toy can be incorporated in the care, respective to the child and its family needing of health care, so the child may maintain its growth and development in a healthy way, reverting the experience of getting ill into benefits for its maturation 24 . The health team valorizing the play, the ideas and desires of the children as ways of being that influence directly its growth and full development.…”