Tecnologia educativa sobre o uso indiscriminado de benzodiazepínicos na atenção primária à saúde

Abstract

Introduction: The indiscriminate use of benzodiazepines constitutes a significant challenge for Primary Health Care (PHC), especially in contexts marked by the medicalization of psychological suffering, the prolonged maintenance of psychotropic drugs, and the limited availability of non-pharmacological therapeutic approaches. These medications, widely used in the management of conditions such as anxiety and insomnia, when used for periods longer than recommended, can generate dependence, cognitive impairment, increased risk of falls, and significant impacts on the autonomy and quality of life of users. Objective: In this context, this dissertation aimed to develop an educational technology directed at users of the Brazilian Unified Health System (SUS) regarding the indiscriminate use of benzodiazepines in a health center in a capital city in Northeast Brazil. Materials and Methods: This is an applied study, developed within the scope of a professional master's degree, which started from the identification of a priority problem in the daily routine of a Basic Health Unit. The definition of the theme occurred through the application of the GUT matrix (Gravity, Urgency, and Trend) with the multidisciplinary team, highlighting the indiscriminate use of benzodiazepines as a situation of clinical and organizational relevance in the territory. To support the construction of the educational technology, a scoping review was carried out with the objective of identifying and systematizing scientific evidence on the use of benzodiazepines in Primary Health Care. Results: The results pointed to persistent patterns of prolonged use of these medications, especially among women and the elderly, in addition to factors associated with indiscriminate prescription, such as work overload of the teams, fragility of the Psychosocial Care Network, insufficient training in mental health, and predominance of care practices centered on medication. Relevant clinical and social consequences were also identified, including medication dependence, cognitive impairment, and reduced user autonomy. Based on this evidence, an educational booklet was developed using accessible language and content grounded in scientific evidence, addressing aspects such as the definition and functioning of benzodiazepines, risks of indiscriminate use, warning signs of dependence, guidelines for safe use, and non-pharmacological therapeutic alternatives. The proposed educational technology has the potential to be used in health education actions, individual consultations, group activities, and continuing education processes for primary health care teams. Conclusion: It is concluded that the booklet constitutes a relevant tool to support strategies for promoting the rational use of benzodiazepines and to strengthen comprehensive mental health care in Primary Health Care. By articulating scientific evidence, service needs, and the development of educational technology applicable to the territory, the study contributes to improving care practices and strengthening the autonomy of users within the Unified Health System (SUS).