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

Abstract

Objective: To understand the meaning attributed by undergraduate nursing students to the teaching and practice of Therapeutic Play (TP) in the Undergraduate Program in Nursing. Methods: A qualitative research project held using Symbolic Interactionism.Participants were 17 nursing students from a public university. Data were collected through semi-structured interviews and analyzed by Conventional Qualitative Content Analysis. Results: Our results allowed us to understand the meaning attributed by the nursing student to the teaching of TP on the undergraduate program -it is a necessary and important intervention to promote quality and humane nursing care; therefore, its teaching must be ensured for undergraduate students. Final considerations:We hope that our results will contribute to a reflection on the teaching of TP and that this content may go beyond the boundaries of the classroom and academic practice, promoting students' awareness for its future use in their future careers as nurses.Keywords: Play and playthings; Nursing students; Teaching; Pediatric Nursing. intervenção necessária e importante para promover um cuidado de enfermagem qualificado e humano; em vista disso, seu ensino deve ser garantido aos alunos de graduação. Considerações finais: Espera-se que seus resultados contribuam para uma reflexão sobre o ensino do BT, visando que esse conteúdo ultrapasse as fronteiras da sala de aula e da prática acadêmica, favorecendo a sensibilização do aluno para sua utilização futura, quando enfermeiro. Palavras-chave:Jogos e brinquedos; Estudantes de enfermagem; Ensino; Enfermagem pediátrica. resumenObjetivo: Comprender el significado asignado por el graduando de enfermería en cuanto a la enseñanza y la práctica del Juego Terapéutico (JT) en el Curso de Pregrado en Enfermería. Métodos: Investigación cualitativa desarrollada a la luz del Interaccionismo Simbólico. Se incluyeron 17 estudiantes de enfermería de una universidad pública, y los datos fueron recolectados mediante entrevistas semiestructuradas y analizados por Análisis Cualitativo de Contenido Convencional. Resultados: Fue posible comprender el significado asignado por el graduando de enfermería a la enseñanza del JT en el curso de pregrado como una condición necesaria e importante para promover una atención de enfermería cualificada y humana; así, se debe garantizar a los alumnos de pregrado su enseñanza. Consideraciones finales: Se espera que sus resultados ayuden a reflexionar sobre la enseñanza del JT, con el objetivo de que este contenido rebase las fronteras del aula y de la práctica académica, favoreciendo la sensibilización del alumno para su futura utilización, cuando enfermero.

Teaching of Therapeutic Play at the Undergraduate Level in Nursing: Didactic Actions and Strategies Used by Professors

“…In academic practice, the students recommended that a specific time period of sufficient length should be made available for them to experience the use of TP, with support and encouragement from the professor. 26 In this study, the professors who were moved by the belief that the topic of playing, per se is motivating, as well as providing in the classroom the toys that make up the material stipulated in the TP sessions for the students to handle, undertook play dynamics, with the intention of recording events, sentiments and feelings experienced in childhood while the students were interacting with playing. Concomitantly, they used videos to raise awareness of the topic, and songs related to play.…”

“…30 The lecturer's concern with extending the possibilities for the use of TP outside the classroom is shown to be of fundamental importance, as the student recognizes that, upon interacting with the child and TP during clinical practice, she is surprised and impressed by the benefits that emerge from this interaction and the difference that it promotes in the care, favoring not only the child and the family, but the student as well -who feels gratified. 26 Depending on how the student is during this practice, he may come to understand TP as a communication strategy that benefits the child, as it minimizes the stress resulting from a difficult situation, as well as demystifying the figure of the nurse as somebody who only causes pain. He also emphasizes that it is through the practical activity of TP that the student comes to give meaning to the theory addressed on the topic in the classroom 26 In the light of the above, we believe that it will be possible to keep the classroom as a teachinglearning atmosphere if the educational project is innovative and considers active methodologies.…”

“…26 Depending on how the student is during this practice, he may come to understand TP as a communication strategy that benefits the child, as it minimizes the stress resulting from a difficult situation, as well as demystifying the figure of the nurse as somebody who only causes pain. He also emphasizes that it is through the practical activity of TP that the student comes to give meaning to the theory addressed on the topic in the classroom 26 In the light of the above, we believe that it will be possible to keep the classroom as a teachinglearning atmosphere if the educational project is innovative and considers active methodologies. Although few studies mentioned the lecturers' concern with using these, it is fundamental for the learning that they should be prepared to advise their students, causing these to feel that they are protagonists of a learning that is rich and stimulating.…”

A utilização do lúdico no cenário da hospitalização pediátrica

“…14 It is contributed, by the use of the toy in the pediatric care, not only, singularly, for the recovery of the child, who begins to better understand the hospitalization process, living in a more peaceful and collaborative way, as well as to the family , the professionals and the environment where care takes place. 10 It transcends, through the use of the toy by the multiprofessional team, the assistance beyond the technical-scientific model, considering the emotional needs and the singularity of the children. 7 In this sense, it is essential to play in the hospital a fundamental action, which must be considered by professionals as a better way to communicate and approach with the child.…”

“…It is noted that there is a lack of investment in the communication process with them, which highlights the need for professionals to develop more effective ways of communicating and dialoguing about their health. 10 It was questioned in this sense: "How does the multiprofessional team perceive the play in the scenario of the pediatric hospitalization? "; "What factors can interfere with the assistance provided by the team?…”