The waiting room: potential for people with arterial hypertension to learn

To analyze the meanings assigned by people with systemic arterial hypertension to health education actions in the waiting room. This is an analytical qualitative study, held in 2016 with 19 people with arterial hypertension from a health unit. The data were collected in households, through a semi-st...

Full description

Saved in:
Bibliographic Details
Published in:Revista Brasileira de Enfermagem 2018-11, Vol.71 (6), p.2930-2937
Main Authors: Negrão, Maria de Lourdes Barbosa, Silva, Patrícia Costa Dos Santos da, Paraizo, Camila Maria Silva, Gomes, Roberta Garcia, Dázio, Eliza Maria Rezende, Rezende, Eliane Garcia, Resck, Zélia Marilda Rodrigues, Fava, Silvana Maria Coelho Leite
Format: Article
Language:English
Subjects:
Activities of daily living
Adult
Aged
Aged, 80 and over
Brazil
Female
Fractals
Health Education
Health Education - methods
Humans
Hypertension
Hypertension - complications
Hypertension - psychology
Internet
Learning
Male
Medical personnel
Middle Aged
NURSING
Nursing Care
Primary care
Primary Health Care
Professionals
Promotion of Health
Qualitative Research
Waiting Lists
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:To analyze the meanings assigned by people with systemic arterial hypertension to health education actions in the waiting room. This is an analytical qualitative study, held in 2016 with 19 people with arterial hypertension from a health unit. The data were collected in households, through a semi-structured interview and field notes, recorded on audio, transcribed and organized by thematic analysis, being analyzed considering Vygostky's Cultural-Historical Learning Theory. Meanings of attention, interest, pleasure and learning assigned to educational practice denote the importance of interaction and mediation to reconstruct knowledge about blood pressure control and to attribute a new meaning to self-care. The waiting room became an environment that promoted interaction, favoring the construction of meanings and internalization of knowledge with potential for lifestyle changes.
ISSN:0034-7167
1984-0446
1984-0446
DOI:10.1590/0034-7167-2017-0696