The use of medicinal plants as a therapeutical resource: from the influences of the professional formation to the ethical and legal implications of its applicability as an extension of nursing care practice

Abstract

This qualitative research aimed to analyze the biomedical influence in the context of nurses' formation and professional activities; to reflect about ethical and legal implications of using medicinal plants in nursing care; to argue about the need to configure and delimit this resource as a legitimate instrument for expanding nursing care practice. We used the creative-sensible method and developed dynamics with a group of nurses to produce data, analyzed in the categories "the biomedical influence in the academic-professional orientation of nursing" and "ethical and legal implications in the applicability of medicinal plants in care". Results indicated the need to advance in studies on the nursing diagnosis that implies the prescription of medicinal plants, so that the client is well taken care of by nurses, thus legitimizing it as an extension of their professional practice. Not as an exclusive territory, but as shared and interdisciplinary health care action.

Evaluation of the extract of Zeyheria tuberculosa with a view to products for wound healing

“…In spite of the allopathic hegemony and the predominance of synthetic substances for local and systemic use in wound treatment, one may observe a growing interest in naturalist alternatives, which promote the healing of the wounds. If the therapeutic use of medicinal plants in the care was previously was marginalized by the health institutions, today it is overcoming these barriers to be legitimized in this environment ( 2 ) .…”

Phytotherapy in primary health care

“…4,10,16,24,29,37,41 Additionally, this integration prompted health professionals to organize educational health 10,17,24,27,33,37,40,43 and environmental 16,37 actions, as well as cross-sectoral actions 10,12,16,17,20,24,33,35,38,41 (in partnership with agriculture, education, environment) and extension and research actions with universities. 16,20,41 and programs in health services, including the lack of strategy for registration and accompaniment in clinical use (to produce clinical evidence), 17,33 low investment in the study of Brazilian medicinal plants, 15,16,29,33,37,41 training and qualification deficits among human reso urces, 2,3,7,10,[13][14][15][16][20]…”

“…2,3,7,10,[13][14][15][16][20][21][22]29,33,36,38,40,43 The prescription of phytotherapics and medicinal plants by health professionals could therefore be encouraged through a continuous and long-term education process for professionals, as part of health teams' daily work routine. 7,36,43 Trained professionals would thereby be able to recognize those medicinal/phytotherapeutic plants most commonly used by their patients 3,7,13,36 and advise them accordingly.…”

Oportunidades na indústria de medicamentos e a lógica do desenvolvimento local baseado nos biomas brasileiros: bases para a discussão de uma política nacional

“… 4 , 10 , 16 , 24 , 29 , 3 7 , 41 Additionally, this integration prompted health professionals to organize educational health 10 , 17 , 24 , 27 , 33 , 37 , 40 , 43 and environmental 16 , 37 actions, as well as cross-sectoral actions 10 , 12 , 16 , 17 , 20 , 24 , 33 , 35 , 3 8 , 41 (in partnership with agriculture, education, environment) and extension and research actions with universities. 16 , 20 , 41 Some studies pointed out obstacles in consolidating phytotherapy actions and programs in health services, including the lack of strategy for registration and accompaniment in clinical use (to produce clinical evidence), 17 , 33 low investment in the study of Brazilian medicinal plants, 15 , 16 , 29 , 33 , 37 , 41 training and qualification deficits among human resources, 2 , 3 , 7 , 10 , 13 - 16 , 20 - 22 , 29 , 33 , 36 , 38 , 4 0, 43 and lack of human resources. 27 , 35 They also cited the lack of financial resources and management support…”

“…The absence of technical-practical training relating to phytotherapy during academic/professional development, which in part reflects the reality of national university teaching, 15 , 22 , 36 , 43 was considered the main obstacle in prescribing phytotheraphy in primary services and advising users on its application. 2 , 3 , 7 , 10 , 13 - 16 , 20 - 22 , 29 , 33 , 3 6 , 38 , 40 , 43 The prescription of phytotherapics and medicinal plants by health professionals could therefore be encouraged through a continuous and long-term education process for professionals, as part of health teams’ daily work routine. 7 , 36 , 43 Trained professionals would thereby be able to recognize those medicinal/phytotherapeutic plants most commonly used by their patients 3 , 7 , 13 , 36 and advise them accordingly.…”