Objective:

To explore the perception of nursing professionals regarding teaching and learning methods and strategies for the care of elimination stomas.

Materials and Methods:

A qualitative phenomenological study was conducted with six nurses between 2021 and 2022. Data collection involved semi-structured interviews guided by a structured question framework. Thematic analysis was performed using ATLAS.ti software, categorizing key aspects of the phenomenon under study.

Results:

The analysis revealed several interconnected themes. First, the handling of medical devices for stoma care is influenced by limited education and specialized training, insufficient administrative support, and lack of individualized guidance. Additionally, teaching and learning methods used by nurses require a personalized approach, incorporating didactic materials and promoting patient autonomy to enhance learning outcomes. Furthermore, various obstacles and barriers hinder effective teaching, including limited technical skills among healthcare professionals, diverse patient learning needs, and emotional and psychological barriers faced by patients.

Conclusions:

There are gaps in nurses’ ability to effectively assume the role of health educators. Additionally, patient needs require institutional and administrative commitment to allocate resources and tools that facilitate adaptation to elimination stomas, ultimately reducing the emotional and psychological burden associated with this condition.

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