Training in diabetes education: meanings attributed by primary care nurses

ABSTRACT Objective: seize meanings attributed by primary care nurses to training in diabetes education. Method: exploratory and descriptive study, with a qualitative approach, with twenty primary care nurses; semistructured interview script, with interviews processed in the IRaMuTeQ software and analyzed through the Descending Hierarchical Classification. The results were subsidized in the Representational Theory of Meaning. Results: nurse training in diabetes education is insufficient for holistic action, although it allows the community to be instrumentalized in specific issues about the disease, using the limited tools available, especially lectures. Nurses find themselves in a context of challenges, improvisations, weaknesses, and limitations that determine the meaning attributed to diabetes education and subsequent actions. Conclusion: the meanings attributed by the nurses revealed an incipient training, which limits the quality of care provided and instigates the search for qualification.

摘要
研究目的：探析初级保健护士对糖尿病教育培训所赋予的意义。
研究方法：本研究为探索性描述性研究，采用质性研究方法，纳入20名初级保健护士；使用半结构化访谈提纲开展访谈，访谈数据借助IRaMuTeQ软件进行处理，并通过降阶层次分类法（Descending Hierarchical Classification）开展分析。本研究以意义表征理论（Representational Theory of Meaning）为支撑对结果进行阐释。
研究结果：尽管现有糖尿病教育培训可使社区居民借助现有有限工具（尤以讲座形式为主）掌握疾病相关的特定知识，但该培训不足以支撑护士开展整体性照护实践。护士所处的实践环境充满各类挑战、临时应对场景、能力短板与局限，这些因素共同决定了其对糖尿病教育的认知意义及后续行动方向。
研究结论：护士所赋予的认知意义反映出当前教育培训尚处于起步阶段，这不仅制约了照护服务的质量，也推动了护士对专业资质提升的探索。