Efeito da intervenção educativa no pós-operatório de pessoas com estomias intestinais de eliminação: revisão sistemática
Bibliographic record
Abstract
Objetivo: Identificar la efectividad de la intervención educativa em el postoperatorio de personas con estomias intestinales de eliminación. Método: Revisión sistemática de la literatura registrada en el PRÓSPERO: 42018094601 y realizada en abril de 2018, en las bases MEDLINE, Web of Science, CINAHL, SCOPUS, Cochrane, LILACS y BDENF vía Biblioteca Virtual em Salud (BVS), además de las listas de referencia de los artículos seleccionados para encontrar literatura relevante adicional. Se incluyen artículos con diseño experimental (por ejemplo, estudios no controlados, estudios controlados y ensayos clínicos randomizados y controlados) y cuasi-experimental, sin restricción de idioma y tiempo.Resultados: Se seleccionaron 6 estudios y el tipo de intervención educativa más prevalente fue la educación estándar para el grupo de control y educación estándar más acompañamiento telefónico para el grupo experimental. La mayoría de los participantes tenía edad a partir de 50 años y el tiempo de duración de las intervenciones educativas varió de 3 a 6 semanas.Conclusión: Se verificó efecto positivo de la intervención educativa en el postoperatorio de personas con estomias intestinales de eliminación en los aspectos: conocimiento, satisfacción, tiempo de internación, aspectos físicos, mentales y sociales, calidad de vida, conocimiento sobre prácticas de autocuidado con alimentación y estomia, ajuste a la estomia y complicaciones. Objective: To identify the effect of educational intervention in the postoperative period of people with intestinal elimination ostomies.Methods: Systematic review of the literature on PROSPERO: 42018094601 carried out in April 2018, in the bases MEDLINE, Web of Science, CINAHL, SCOPUS, Cochrane, and LILACS and BDENF via the Virtual Health Library (VHL), in addition to the reference lists of articles selected for finding additional relevant literature (including uncontrolled studies, controlled studies and randomized controlled trials) and quasi-experimental, without language and time restriction.Results: 6 studies were selected and the type of most prevalent educational was standard education for the control group and standard education plus telephone follow-up for the experimental group. The majority of the participants were 50 years old and the duration of the educational interventions varied from 3 to 6 weeks. Conclusion: There was a positive effect of educational intervention in the postoperative period of people with intestinal elimination ostomies in the following aspects: knowledge, satisfaction, hospitalization time, physical, mental and social aspects, quality of life, knowledge about self-care practices with feeding and ostomy, adjustment to the ostomy and complications. Objetivo: Identificar o efeitoda intervenção educativa no pós-operatório de pessoas com estomias intestinais de eliminação. Método: Revisão sistemática da literatura registrada no PRÓSPERO: 42018094601 y realizada em abril de 2018, nas bases MEDLINE, Web of Science, CINAHL, SCOPUS, Cochrane, e LILACS e BDENF via Biblioteca Virtual em Saúde (BVS), além das listas de referência dos artigos selecionados para encontrar literatura relevante adicional. Incluíram-se artigos com desenho experimental (incluindo estudos não controlados, estudos controlados e ensaios clínicos randomizados e controlados) e quase-experimental, sem restrição de idioma e tempo.Resultados: Foram selecionados 6 estudos e o tipo de intrevenção educativa mais prevalente foi educação padrão para o grupo controle e educação padrão mais acompanhamento telefônico para o grupo experimental. A maioria dos participantes tinha idade a partir de 50 anos e o tempo de duração das intervenções educativas variou de 3 até 6 semanas.Conclusão: Verificou-se efeito positivo da intervenção educativa no pós-operatório de pessoas com estomias intestinais de eliminação nos aspectos: conhecimento, satisfação, tempo de internação, aspectos fisicos, mentais e sociais, qualidade de vida, conhecimento sobre práticas de autocuidado com alimentação e estomia, ajustamento a estomia e complicações.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.037 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.004 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".