Santos, Larissa Guanaes dos; Cruz, Andréia Cascaes; Mekitarian, Francine Fernandes Pires; Angelo, Margareth

doi:10.1590/0034-7167-2016-0072

Acessibilidade / Reportar erro

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Revista Brasileira de Enfermagem

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Sumário

RESEARCH • Rev. Bras. Enferm. 70 (6) • Nov-Dec 2017 • https://doi.org/10.1590/0034-7167-2016-0072 copiar

Guía para entrevistas con familias: estrategia para desarrollar habilidades en el enfermero novato

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivo:

Describir las habilidades del enfermero en la realización de entrevistas con familias orientadas por la Guía de Atención a las Familias en la Práctica Clínica de Enfermería.

Método:

Estudio de caso con abordaje exploratorio del contenido de dieciséis guías aplicadas en un Pronto Socorro Infantil por enfermera novata en el área de enfermería de la familia.

Resultados:

Los registros indicaron presencia de habilidades perceptivas, conceptuales y ejecutivas necesarias para conducir entrevistas con familias, particularmente habilidades relacionadas a elaboración del genograma, establecimiento de relación terapéutica y realización de acciones orientadas a atención de necesidades familiares.

Consideraciones finales:

La Guía de Atención a las Familias en la Práctica Clínica de Enfermería constituye una herramienta útil para orientar procesos de formación, colaborar al desarrollo de habilidades para realizar entrevistas con familias en enfermeros novatos y permitir la consolidación cognitiva de elementos esenciales para el cuidado centralizado en el paciente y la familia.

Descriptores:
Enfermería de la Familia; Entrevista; Competencia Clínica; Capacitación; Relaciones Interpersonales

ID^* * ID – instrument identification, according to the order of interviews;	If you could have a question answered in our talk, what would it be?	What would help you better deal with this situation?
1	"Can my daughter be hospitalized here?"	"Have my child hospitalized here in the UH^ UH – University Hospital. , because it is near my house."
9	"Why isn't my child going to be hospitalized as he is already here?"	"I want the doctors to tell me if my son will be hospitalized or not."
10	"Why does he always have a cold?"	"I'd like to go back to my city in Bahia, because my house here has so much dust. I'm sure that leaving São Paulo will improve my children's health."
11	"Is this disease caused by a virus going to take a long time to heal?"	"I'd like to understand how long my son will stay here and whether he's going to keep inhaling saline solution only."
13	"Have we done anything wrong in the treatment?"	"Hospitalizing him (the son) will be good because then we'll be able to find out what happened to him."

Actions performed^a a Actions from the checklist of the Family Care Guide for Nursing Clinical Practice;	N	Exemplos
I explained the reason for the interview.	16	ID^* * ID: instrument identification, according to the order of the interviews. 9. "I've noticed you are worried (mother), I'd like to talk to you to see how I can help you."
I validated or normalized emotional answers.	16	ID 15. The mother believes the health professionals do not trust her description of facts; I've noticed she is nervous. I establish a therapeutic talk.
I provided the information the family needed.	15	ID 11. The family asks whether the child's infection caused by the respiratory syncytial virus (RSV) will take long to heal. I explain the typical course of the infection caused by the RSV.
I praised the strong points of the family.	15	ID 7. The grandmother is the main caregiver of the child, and she takes care of three other grandchildren and a teenage son. She looked worried; she is affectionate with the child. I praised her attention to the child and highlight its importance as a family pillar.

Actions performed during the interviews	Correlation to skills^a a As described by Wright and Leahey (2012).
1. Engagement stage - genograms were correctly developed - the purpose of the interview was explained to every family - members of the families were invited to participate in the interviews	Presence of perceptual, conceptual, and executive skills related to establishing and maintaining a therapeutic relationship with the families.
- the interviews were conducted with only one family member	The perceptive/conceptual skill that a family member is better understood in the family context has to be improved even when only one family member is present.
2. Assessment stage - the structural, developmental, and functional components of families were explored with the development of genograms	There is a need for the presence of perceptual/conceptual and executive skills in this assessment segment.
- lack of records on the problem presented from the perspective of different family members.	There is a lack of perceptual/conceptual and executive skills to explore the perception of the problem/concern by different family members. There is an absence of questions that expand the focus beyond the disease.
3. Intervention stage - information was provided according to the needs of the families	There is a need for the presence of perceptual/conceptual skill to recognize that the lack of information of educational nature can inhibit the problem-solving skills of the family.
- the actions were conducted for the family, and not with the family	There is a lack of executive skill to perform actions that actually involve the family in the planning and execution of actions.

Associação Brasileira de Enfermagem SGA Norte Quadra 603 Conj. "B" - Av. L2 Norte 70830-102 Brasília, DF, Brasil, Tel.: (55 61) 3226-0653, Fax: (55 61) 3225-4473 - Brasília - DF - Brazil
E-mail: reben@abennacional.org.br

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[1] CORRESPONDING AUTHOR Andréia Cascaes Cruz E-mail: deiacascaes@gmail.com