Name: LORRAINY DA SILVA ROSA SCHEREDER
Publication date: 22/04/2025
Examining board:
Name |
Role |
|---|---|
| LORENA BARROS FURIERI | Presidente |
| LUCIANA MARA MONTI FONSECA | Examinador Externo |
| MARCIA VALERIA DE SOUZA ALMEIDA | Examinador Interno |
| MIRIAN FIORESI | Examinador Interno |
Summary: Maternal care is a priority in the public health policies of the Brazilian
Unified Health System (SUS). However, during prenatal consultations, there may be
limitations in the transmission of essential information, leading to insecurity among
pregnant women. In this context, the present study aimed to evaluate pregnant
women's knowledge of newborn care after attending a prenatal course designed to
promote parental care. The course was based on Anne Casey’s Partnership Model of
Nursing theory and used the Objective Structured Clinical Examination (OSCE)
methodology for assessment. Methodology: This was a methodological study with a
cross-sectional and quantitative design, aimed at developing and validating a prenatal
course based on nursing theory and incorporating skill stations following the OSCE
methodology. Additionally, a quasi-experimental study was conducted, in which 64
pregnant women were allocated into two groups (traditional and OSCE) and assessed
regarding gestational anxiety, knowledge, and retention of theoretical information on
neonatal care, immediately after the course and three weeks later. The methodological
study supported the implementation of the prenatal course, using nursing theory as a
foundation and the OSCE methodology to evaluate skills through structured checklists
and feedback. The quasi-experimental study statistically compared knowledge
acquisition between participants in the traditional course and those in the OSCE-based
course.Results: The findings showed similar levels of understanding between the two
methods on the course day for the Heimlich maneuver, baby bathing, and
breastfeeding. However, after three weeks, the OSCE group showed a higher
prevalence of sustained comprehension, particularly regarding baby bathing, whereas
the traditional method demonstrated greater variation in responses over time. In terms
of gestational anxiety, there was an overall reduction after the course. Product: This
study developed technical-technological resources, including a prenatal course based
on Anne Casey’s nursing theory, skill stations, structured checklists, and training for
structured feedback. These elements proved to be an effective strategy for enhancing
family involvement and neonatal care. Furthermore, a manuscript was produced
detailing a nursing intervention using the OSCE methodology to promote parental care
in pregnant women and reduce gestational anxiety. Conclusion: The OSCE
methodology was found to be more effective in knowledge retention and reducing
gestational anxiety compared to the more theoretical and less interactive traditional
model. The skill stations and structured feedback played a crucial role in increasing
participants’ autonomy, underscoring the importance of active learning strategies. The
significant reduction in anxiety among women who participated in the OSCE course
suggests that practical experiences enhance maternal confidence in their new role.
Thus, this study highlights the importance of active pedagogical methodologies in
training lay caregivers and promoting maternal mental health during pregnancy.
