Teaching and learning strategies in home enteral therapy: knowledge gains perceived by caregivers*

Objective: to evaluate how different educational strategies contribute to knowledge gains perceived by caregivers of people using Enteral Nutritional Therapy. Method: quasi-experimental study carried out in two stages; the first included a dialogued expository class (AE) and the second took place in two groups: skills training (TH) simulated in situ and reading of the educational booklet (EC). Caregivers answered a self-administered questionnaire to assess their knowledge in practical terms. and post-interventions; For the analysis, a generalized linear model with Poisson distribution was proposed and comparisons were performed by orthogonal contrasts. Results: 30 caregivers participated, there was evidence of difference in knowledge between times t1 and t0. The analysis of the final comparison on the increase in knowledge between the CE and LT groups, using Student's t-test, showed an estimated difference of -1.33, with a 95% CI (- 4.98; 2.31) and p value of 0.46. Conclusion: there was a greater increase in knowledge between times t1 and t0, when compared to times t2 and t1 in both groups. When compared, we cannot conclude that one of the groups changed more than the other in relation to times t0 and t2; thus, the study evidenced the gain in knowledge after all the educational strategies in both groups.