&lt;br/&gt; EFICÁCIA DA INTERVENÇÃO PSICOEDUCATIVA NA PESSOA COM SINTOMATOLOGIA DEPRESSIVA E ANSIOSA &lt;br/&gt;

Fortes, Bruno Miguel Pereira; Marques, Maria de Fátima Dos Santos Rosado; Malheiro, Maria Leonor Ricardo

doi:10.24902/r.riase.2021.7(3).450.357-374

Cited by 1 publication

(8 citation statements)

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“…The term psychoeducation was first used in 1980 for treating patients with schizophrenia ( 32 ). Since then, psychoeducation has been used as a systematic and structured intervention in different health contexts, such as cardiovascular disease, oncological disease, and dementia, among others ( 33 ).…”

Section: Introductionmentioning

confidence: 99%

“…The support model is focused mainly on the help of support groups to encourage the patient’s family members to share their feelings. The most comprehensive model combines the various models to respond to the needs of users and their families/carers ( 33 , 36 ).…”

Section: Introductionmentioning

confidence: 99%

“…The facilitator can have either a paternalistic or a collaborative approach. The paternalistic approach considers the knowledge transmitted by the facilitator without considering the person’s preferences, while in the collaborative approach, there is a dialog between the professional and the person in a co-construction approach aimed at reflecting on the particularities of their experiences ( 33 ).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the design of psychoeducational interventions can vary according to the context, the facilitator, the number of sessions, and group or individual, among others. Deciding on the best methodology depends on the individual’s needs, the content, the existing resources (time, materials, and human resources), and the objective to be achieved ( 33 ). The structure of the psychoeducational program is usually organized as systematized, pre-planned multi-sessions, following a deductive alignment starting with theoretical content and ending with training in daily life skills ( 33 ).…”

Section: Introductionmentioning

confidence: 99%

“…Deciding on the best methodology depends on the individual’s needs, the content, the existing resources (time, materials, and human resources), and the objective to be achieved ( 33 ). The structure of the psychoeducational program is usually organized as systematized, pre-planned multi-sessions, following a deductive alignment starting with theoretical content and ending with training in daily life skills ( 33 ). Psychoeducation usually comprises 5 to 24 sessions, lasting 40 to 60 min each, mainly weekly ( 36 ).…”

Section: Introductionmentioning

confidence: 99%

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Design of a nursing psychoeducation program to reduce preoperative anxiety in adults

Oliveira,

Pires,

Silva

et al. 2024

Front. Public Health

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IntroductionPreoperative anxiety, with its multifactorial origins, affects a wide range of surgical patients, leading to adverse physiological and psychological effects in the perioperative period. Customized, autonomous nursing interventions are needed to address individual person needs. The shift toward outpatient surgery emphasizes the need for restructured nursing approaches. Existing literature suggests that preoperative nursing consultations offer opportunities for assessing needs, providing information, and prescribing anxiety-reduction strategies. Psychoeducation, a specialized skill within mental health and psychiatric nursing, has proven effective in alleviating preoperative anxiety and reducing postoperative complications. The aim is to obtain and analyze the information reflecting nurses’ understanding of the design, structure, and operationalization of a psychoeducation program to reduce preoperative anxiety in adults.MethodsA qualitative, exploratory, descriptive study was conducted. Data were collected through a 90-min focus group session held online via Zoom Meetings videoconferencing platform. Inclusion criteria for the participant’s selection were established. The focus group was guided to deliberate on potential strategies for crafting effective psychoeducational interventions. Data collection ceased upon reaching theoretical saturation and gathered information was submitted for content analysis. Ethical procedures were ensured.ResultsOf the participants, 10 were specialist nurses (7 working in mental health and psychiatric nursing and the remaining in medical-surgical nursing), with an average age of 41 and an average of 15 years working in surgical services. The nurses selected the target population, the structure and content of the psychoeducation sessions, and the resources and addressed the perceived importance, effectiveness, and feasibility of the designed psychoeducation program.DiscussionThe study revealed the nurses’ understanding of the design of a psychoeducation program potentially effective in reducing preoperative anxiety in adults, in an outpatient surgery context. This result will allow the transfer of the produced knowledge to nurses’ professional practice reflecting lower levels of anxiety and promoting a better surgical recovery. This is an unprecedented study conducted in Portugal, adding substantial knowledge to the nursing discipline. However, further research into implementing psychoeducation in a surgical context is suggested aiming to consolidate the results of research already carried out internationally.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%