Contributions of health education groups to the knowledge of people with hypertension

Abstract

RESUMOEste estudo objetivou conhecer como o saber em saúde é construído por pessoas com hipertensão acompanhadas por uma equipe de saúde da família. Trata-se de uma pesquisa qualitativa, descritiva, realizada com nove pessoas, cujos dados foram coletados por meio de entrevista semiestruturada e observação. Os dados foram trabalhados com análise temática. A construção do saber em saúde é influenciada por diversos elementos do cotidiano dos sujeitos. O diálogo e a convivência com outras pessoas são elementos de maior impacto na construção desse saber. Assim, o grupo de educação em saúde foi apontado como espaço relevante, tanto pelas explicações disponibilizadas pelos profissionais, quanto pela troca de conhecimentos e experiências com os demais participantes. Conclui-se que, embora vivenciando as mesmas atividades pedagógicas, as repercussões das ações de educação em saúde serão efetivadas e percebidas diferentemente pelos sujeitos. ABSTRACTThis study investigated how the health knowledge is constructed by individuals with hypertension, accompanied by a team of family health. This is a qualitative descriptive study, conducted with nine individuals whose data were collected through semi-structured interviews and observation. The data was analyzed through thematic analysis. The construction of knowledge in health is influenced by many elements in the everyday life of the subjects. The dialogue and interaction with others are elements of greatest impact to build such knowledge. Thus, the health education group was pointed out as a relevant activity, both due to the explanations presented by the professionals, as well as the Exchange of knowledge and experiences with the other participants. It is concluded that although living the same pedagogical activities, the repercussions of the health education actions will take effect and will be noticed differently by the subjects. RESUMENEste estudio tuvo como objetivo conocer cómo el conocimiento en salud se construye por personas con hipertensión acompañadas por un equipo de salud de la familia. Se trata de una investigación cualitativa, descriptiva realizada con nueve personas cuyos datos fueron recolectados a través de entrevistas semiestructuradas y observación. Los datos fueron trabajados con análisis temático. La construcción del saber en salud es influenciada por diversos elementos del cotidiano de los sujetos. El diálogo y la convivencia con otras personas son elementos de mayor impacto en la construcción de este saber. Así, el grupo de educación en salud fue apuntado como espacio relevante, tanto por las explicaciones dadas por los profesionales, cuanto por el cambio de conocimientos y experiencias con los demás participantes. Se concluye que a pesar de vivenciar las mismas actividades pedagógicas, las repercusiones de las acciones de educación en salud sean efectivas y percibidas diferentemente por los sujetos. Palabras clave: Educación en Salud; Promoción de la Salud; Hipertensión; Enfermería en Salud Comunitaria; Enfermería. Contribuições de grupos de educação em...

The waiting room: potential for people with arterial hypertension to learn

“…The potential of waiting rooms in the teaching and learning process was also identified in other studies (21,41) , which pointed group meetings as one of the main links for the construction of knowledge in health care due to allowing different cultures, knowledge and worldviews to be shared. In these meetings, each person is different and recognizes him/herself in the other through a dialogical relationship that allows them to talk, listen, reflect, question and learn mutually.…”

“…Health education groups represent one of the main means for the construction of knowledge on a given subject, due to facilitating the exchange of scientific and popular knowledge, as these provide a dialogical relationship and the valuation of singularities (21)(22)(23) .…”

“…Such instruments have contributed to change some social practices, such as communication, socialization, organization, mobilization and learning. Studies (21,(33)(34) that conducted actions through workshops, including interactive lectures and activities using different resources (such as posters, videos and practical demonstrations? ), concluded that those health education strategies are important and effective to increase adherence to guidelines and counteract the traditional methodologies, which are less effective in the consolidation of knowledge (33) .…”

“…Considering this idea, the waiting room was an environment that allowed conversations, sharing ideas and experiences, and for this reason, the actions were construed as privileged for the construction of knowledge about health (21) . It is a space that serves health education by implying the management of knowledge in the relationship and health care procedures, and not to control the lifestyle of patients (2) .…”

Hypertensives' Knowledge About High-Sodium Foods and Their Behavior

“…Low levels of knowledge about SAH are associated with worse blood pressure control; 11 thus, knowledge about their own disease, preventive care, experience exchange, and interaction between other effective methodologies allow hypertensive patients to have more effective self-care. 12 - 14…”