Interprofessional knowledge and factors involved in the care of critically ill patients with COVID-19 in-hospital cardiopulmonary arrest

• Autor(a) principal: Pereira, Susi Cristalino
• Data de Publicação: 2024
• Outros Autores: Duarte, Tayse Tâmara da Paixão, Magro, Marcia Cristina da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista JRG de Estudos Acadêmicos
• DOI: 10.55892/jrg.v7i14.932
• Texto Completo: http://revistajrg.com/index.php/jrg/article/view/932
• topic: Conhecimento; Disseminação de Informação; Educação interprofissional; Parada Cardíaca; Treinamento por Simulação; Knowledge; Information Dissemination; Interprofessional Education; Heart Arrest; Simulation Training

Objective: To verify explicit knowledge and non-modifiable factors that interfere with knowledge about in-hospital cardiopulmonary resuscitation in the care provided by health professionals. Method: Quantitative cross-sectional study developed in an adult Intensive Care Unit with a sample consisting of 115 health professionals. A semi-structured questionnaire was used, validated by the Delphi method, divided into three domains. Descriptive analysis was performed and hypotheses were tested using the Kruskal-Wallis and Dunn-Mann-Whitney tests. Spearman correlations were calculated between continuous/ordinal variables and an α of 5% was considered significant. Results: Knowledge about basic life support was higher than advanced life support (68.8% vs 59.1%). The professionals presented a median score of 80 (70-85) points in relation to knowledge related to cardiorespiratory arrest in patients with COVID-19. Age (p=0.044) and time since professional health training (p=0.007) were shown to be non-modifiable factors that significantly interfere with the level of knowledge. Conclusion: Explicit interprofessional knowledge about the care of patients in cardiorespiratory arrest proved to be satisfactory, but still with gaps regarding aspects related to the care of individuals with COVID-19. The health professional's age and training time were shown to be non-modifiable factors that significantly interfere with the level of knowledge.