Supported self-care for children and adolescents with chronic disease and their families

Abstract

The 27 selected studies were analyzed and categorized into the five pillars of supported self-care: evaluation, counseling, agreement, care and accompaniment. Results: only two studies covered all five pillars, evaluation was considered most, but accompaniment was essential for adherence to the therapeutics of the goal plan. There was a prevalence of actions to evaluate the emotional state of the child/adolescent/family and technological interventions to empower the individual in self-care. Final considerations: these actions are concentrated in countries with health systems directed to the health needs of people with chronic disease. In Brazil, this is still incipient, since the actions are focused on exacerbation. Descriptors: Child; Adolescent; Family; Chronic Disease; Self-Care. RESUMOObjetivo: analisar a produção científica entre 2006 e 2015 sobre estratégias para o autocuidado apoiado de crianças e adolescentes com doenças crônicas e suas famílias. Método: revisão integrativa da literatura realizada entre julho e agosto de 2016 nas bases de dados: BDENF, LILACS, IBECS, ADOLEC, MEDLINE/PubMed e SCIELO. Os 27 estudos selecionados foram analisados e categorizados nos cinco pilares do autocuidado apoiado: avaliação, aconselhamento, acordo, assistência e acompanhamento. Resultados: apenas dois estudos abarcaram os cinco pilares, sendo o mais evidenciado a avaliação, porém o acompanhamento se mostrou imprescindível para adesão às terapêuticas do plano de metas. Prevaleceram as ações, avaliação do estado emocional da criança/adolescente/família e intervenções tecnológicas para empoderar o indivíduo no autocuidado. Considerações finais: as referidas ações estão concentradas em países com sistemas de saúde direcionados às necessidades de saúde de pessoas com doenças crônicas. No Brasil, isso ainda é incipiente, pois as ações estão centradas em agudizações. Descritores: Criança; Adolescente; Família; Doença Crônica; Autocuidado. RESUMEN Objetivo: analizar la producción científica entre 2006 y 2015 sobre estrategias para el auto cuidado apoyado de niños y adolescentes con enfermedades crónicas y sus familias. Método: revisión integradora de la literatura realizada entre julio y agosto de 2016 en las bases de datos: BDENF, LILACS, IBECS, ADOLEC, MEDLINE/PubMed y SCIELO. Los 27 estudios seleccionados fueron analizados y categorizados en los cinco pilares del auto cuidado apoyado: evaluación, asesoramiento, acuerdo, asistencia y acompañamiento. Resultados: apenas dos estudios abarcaron los cinco pilares, siendo lo más evidenciado la evaluación, sin embargo el acompañamiento se mostró imprescindible para adhesión a las terapéuticas del plan de metas. Han prevalecido las acciones, evaluaciones del estado emocional del niño/adolescente/familia e intervenciones tecnológicas para empoderar el individuo en el auto cuidado. 1319Supported self-care for children and adolescents with chronic disease and their families Fernandes LTB, et al. INTRODUCTIONSupported self-care is a therapeutic design construction modality. It arose fr...

Social network of children with cronic disease: knowledge and practice of nursing

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Family management ofchildren who experience sickle cell disease: a qualitative study

“…The future expectations of families in relation to their children are permeated by doubts and uncertainties, and regardless of the difficulties experienced, they all value the children's quality of life, encouraging them to self-care. Moreover, the family, especially the primary caregiver, performs problem solving skills together with the child, which favors the child's stimulus and interest in controlling his own disease (22) .…”

Nurses' perspective on health education in Diabetes Mellitus Care

“…In the pre-analysis, the flutuante (an activity that aimed to generate initial impressions about the material to be analyzed (Bardin, 1977)) and individual reading of the interviews was carried out, followed by exploration of the material with a thorough and exhaustive reading of the printed content. Afterwards, the messages were codified by means of colors, and then the core meaning were apprehended, grouping them according to their similarities, emerging three thematic categories (8) : "Structural and assistance characteristics influencing the development of educational actions among people with DM"; "Outcomes of health education actions developed with people with DM"; and "Perspectives of professionals to increase the quality of educational actions developed".…”

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