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Educational strategies for nursing staff in the management of dysphagia in the hospital setting: A scoping review

Estratégias educativas para a equipe de enfermagem no manejo da disfagia no ambiente hospitalar: uma revisão de escopo

Caroline Pereira Silva; Davi Machado Ferreira Almeida; Guilherme Maia Zica

http://dx.doi.org/10.1590/1982-0216/20262864226 Revista CEFAC, vol.28, n6, e4226, 2026
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Abstract

Purpose: to map and describe educational strategies directed at nursing teams that support risk identification, referral, care practices, and interprofessional management of dysphagia in hospital settings.

Methods: a scoping review conducted according to Arksey and O’Malley’s framework, enhanced by Levac et al. and guided by the Joanna Briggs Institute recommendations, with reporting based on the PRISMA-ScR. The research question was structured using the PCC framework, considering nursing professionals as the population, educational strategies and care practices related to interprofessional dysphagia management as the concept, and hospital services as the context. Searches were conducted in SciELO, BVS, PubMed/MEDLINE, and Embase, as well as grey literature in Google Scholar. Studies published between 2015 and 2026 were included, with no language restrictions, provided they addressed educational strategies, training, screening/triage, referral, or care practices related to dysphagia involving nursing, speech-language pathology, or the interface between these areas.

Literature Review: a total of 350 records were identified, of which 14 comprised the final sample. Most studies were published between 2020 and 2025 and involved face-to-face, hybrid, and online interventions, screening protocols, audit, feedback, active methodologies, and interprofessional training. The findings indicated improvements in knowledge, self-confidence, specific skills, early identification of risk signs, standardization of care pathways, and interprofessional communication.

Conclusion: educational strategies directed at nursing teams may support early risk identification, clinical monitoring, organization of care pathways, and referral for specialized speech-language pathology assessment, without replacing clinical swallowing assessment or therapeutic decision-making.

Keywords

Deglutition Disorders; Interprofessional; Education, Continuing; Nursing; Speech-Language Pathology

Resumo

Objetivo: mapear e descrever as estratégias educativas direcionadas à equipe de enfermagem que apoiam a identificação de risco, o encaminhamento, os cuidados assistenciais e o manejo interprofissional da disfagia no contexto hospitalar.

Métodos: revisão de escopo conduzida conforme Arksey e O’Malley, aprimorada por Levac et al. e pelas recomendações do Joanna Briggs Institute, com relato orientado pelo PRISMA-ScR. A pergunta foi estruturada pelo modelo PCC, considerando profissionais de enfermagem como população, estratégias educativas e cuidados relacionados ao manejo interprofissional da disfagia como conceito e serviços hospitalares como contexto. As buscas foram realizadas nas bases SciELO, BVS, PubMed/MEDLINE e Embase, além da literatura cinzenta no Google Scholar. Incluíram-se estudos publicados entre 2015 e 2026, sem restrição de idioma, que abordassem estratégias educativas, capacitação, rastreio/triagem, encaminhamento ou cuidados relacionados à disfagia envolvendo enfermagem, fonoaudiologia ou a interface entre essas áreas.

Revisão da Literatura: foram identificados 350 registros, dos quais 14 compuseram a amostra final. Predominaram estudos publicados entre 2020 e 2025, envolvendo intervenções presenciais, híbridas e online, protocolos de rastreio, auditoria, feedback, metodologias ativas e formação interprofissional. Os achados indicaram ampliação do conhecimento, da autoconfiança, de habilidades específicas, da identificação precoce de sinais de risco, da padronização de fluxos assistenciais e da comunicação interprofissional.

Conclusão: estratégias educativas direcionadas à enfermagem podem favorecer identificação precoce de risco, monitoramento clínico, organização dos fluxos assistenciais e encaminhamento para avaliação fonoaudiológica especializada, sem substituir a avaliação clínica da deglutição ou a definição de condutas terapêuticas.

Palavras-chave

Transtornos de Deglutição; Educação Interprofissional; Educação Continuada; Enfermagem; Fonoaudiologia

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Submetido em:
04/07/2026

Revisado em:
06/07/2026

Aceito em:
07/08/2026

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