Brinquedo Terapêutico no ensino da insulinoterapia a crianças com diabetes: estudo de caso qualitativo

Rebecca Ortiz La Banca; Circéa Amalia Ribeiro; Marina Santos Freitas; Maria Aparecida de Oliveira Freitas; Lucila Castanheira Nascimento; Odete de Oliveira Monteiro; Regina Issuzu Hiroka de Borba

doi:10.5216/ree.v21.52591

Authors

Rebecca Ortiz La Banca Joslin Diabetes Center https://orcid.org/0000-0001-6084-3657
Circéa Amalia Ribeiro Federal University of Sao Paulo https://orcid.org/0000-0001-8215-0296
Marina Santos Freitas Federal University of Sao Paulo https://orcid.org/0000-0002-2964-3670
Maria Aparecida de Oliveira Freitas Postgraduate program in Health Sciences, Center for the Development of Higher Education in Health, Federal University of Sao Paulo https://orcid.org/0000-0001-9279-0465
Lucila Castanheira Nascimento School of Nursing of Ribeirão Preto, University of Sao Paulo – https://orcid.org/0000-0002-7900-7111
Odete de Oliveira Monteiro Federal University of Sao Paulo https://orcid.org/0000-0002-7931-9203
Regina Issuzu Hiroka de Borba School of Nursing of Ribeirão Preto, University of Sao Paulo https://orcid.org/0000-0003-3542-6709

DOI:

https://doi.org/10.5216/ree.v21.52591

Keywords:

Play and Playthings, Diabetes Mellitus, Type 1, Insulin, Child, Education, Nursing

Abstract

To describe the expressions presented by children with type 1 diabetes who participated in a session on insulin therapy using the instructional therapeutic play (ITP). This is a qualitative case study in which inductive thematic analysis was conducted at a diabetes camp in 2014, and two school-aged children participated in an ITP session. The results revealed that children of the studied age group have difficulty mastering insulin therapy and need continued efforts to adapt cognitively to insulin therapy. The ITP session provided insight into the children's prior knowledge and their learning needs regarding the insulin storage and insulin injection technique using age-appropriate language such as playing. The ITP helped to identify educational needs and the involved care. The use of ITP strengthens the potential of play-based strategies to promote self-care related to insulin therapy in children with diabetes.