New perspectives in nursing teaching, in a practical approach, for chronic wounds – an experience report

Introduction: Theoretical-practical experiences in Nursing Education on chronic wounds represent a significant challenge for professionals in this class, requiring an innovative approach through training processes, active and problematizing methodologies that offer academics experiences in social reality, in the teaching of graduation. Proper understanding of the theoretical principles related to chronic wound care is an essential tool to provide a solid foundation for students in this field. Objective: To report the teaching-learning experience linked to an expanded teaching, research and extension project based on the approach to patients with chronic wounds, relating biopsychosocial aspects. Methods: This is an experience report developed from a theoretical-practical activity, carried out through weekly visits to UBS in the city and home visits to patients in the treatment of chronic wounds, during the period of two semesters. Each visit lasted approximately one hour and was supervised by a professor specialized in the area or by the unit nurse. The group of students was divided into teams, and each team was assigned to follow a patient with a specific chronic wound throughout the semester. Visits included observation of dressing techniques, active participation in planning, care delivery and application of instruments based on scales, as well as interaction with patients, families and caregivers. Results: The methodology of weekly visits proved to be highly effective in teaching nursing for chronic wounds. Training in the correlation of theoretical concepts with clinical practice, acquiring a comprehensive understanding of the complexities and challenges encountered in the care of these patients, in the reality of primary care and home visits.In addition,the experience provided an environment conducive to the development of teamwork skills, communication, empathy and social understanding of the real situation of vulnerability that some Brazilian families face, and such experiences are essential for the professional practice of nursing. Conclusion: The teaching methodological proposal adopted synthesizes, in short, a strong desire of the professor and us students to promote meaningful learning, for the possibility of transcending the traditional spaces of the classroom, becoming critical, reflective and socially responsible professionals, permeating knowledge and academic insertion in the complexity of social problems, the impacts of chronic wounds on quality of life, contemplating emotional aspects, related to the feeling of abandonment, physiological aspects related to pain, economic aspects, related to financial losses and greater demand for time for care.