Saberes dos acadêmicos de enfermagem acerca da leishmaniose visceral: pesquisa-ação na ressignificação de novos conhecimentos.

Abstract

Visceral Leishmaniasis is a zoonosis that has relevance in the field of collective health, it is characterized as a systemic and infectious disease, caused by the protozoan of the Leishmania genus. The main mechanism of transmission is through the bite of the infected female mosquito. However there are other less common ways, such as blood transfusion, transplacental, laboratory accidents and others. The relevance of this subject to the collective health involves its high levels of involvement, complications and lethality. This reality associated with ignorance about the subject, intensifies the problem, making this zoonosis one of the most negligible diseases in the world. The present study aimed at the resignation of new knowledge of nursing students about Visceral Leishmaniasis, through educational actions. It is a research with descriptive character and qualitative approach, which was mediated by action research. This study was carried out with nursing students from the Federal University of Campina Grande, in the city of Cajazeiras. As a method of analysis the Discourse of the Collective Subject was used. The study in question was initiated after the consent of the Ethics Committee in Research under opinion nº 3.219.533. The research was carried out following four consecutive steps, being the first one the situational diagnosis survey, which revealed the fragility in nursing students' knowledge regarding basic concepts of Visceral Leishmaniasis, such as definition, symptomatology, transmission, prevention, as well as in the elaboration of care plan. The second step was the actions’ planning, which was carried out through the fragilities found in the previous stage. After this, it was the moment of implementation, which was constituted as the third phase, in which it was possible to create a favorable environment for debate and exchange of knowledge. In the fourth and last stage, it was the evaluation of the implemented actions, which was positive, because as evidenced by the participants' speeches, new knowledge was provided. Finally, it was noticed that the educational interventions promoted the resignification of new knowledge, besides favoring the interest of the participants about the subject.