Abstract:

Introduction:
Preventing healthcare-associated skin injuries, such as pressure injuries (PI), medical adhesive-related injuries (MARSI) and incontinence-associated dermatitis (IAD), remains an ongoing challenge in the hospital setting. Improving care outcomes depends not only on technical knowledge but also on developing critical thinking, team engagement, and incorporating evidence-based practices. In this context, innovative educational strategies can contribute to strengthening learning processes and expanding the application of knowledge in clinical practice.

Objective:
To report on the experience of the Mastercare educational strategy, developed in a high-complexity hospital to train healthcare professionals in the prevention of skin lesions, through elements of gamification, experiential learning, and active methodologies.

Methods:
This is an experience report of an educational intervention inspired by the format of the television program MasterChef®, adapted to the hospital setting. The activity was structured around two main axes. The first consisted of a dynamic activity called "mystery box," in which participants, organized into groups, were challenged to analyze simulated clinical cases and select the best strategies for preventing PI based on provided resources and clues. The second axis comprised four thematic stations with practical and interactive activities. The stations addressed: prevention of MARSI through a sensory dynamic called "Feeling it on the Skin"; prevention of IAD through a board game based on updated classifications; use of prophylactic dressings with practical demonstrations and discussion of indication criteria; and application of institutional prevention protocols through quizzes and reflections on care barriers. The activity was conducted in person, with a total duration of 4 hours.

Results:
The initiative involved 244 professionals from the nursing team and other care areas, including physiotherapy, nutrition, and occupational therapy. The activity was conceived by the Stoma Therapy team in partnership with the industry that markets products focused on the prevention of skin lesions within the institution. Key differentiators included experiential learning, the use of gamification elements, and the emphasis on institutional recommendations for integrated skin care. The initiative also fostered dialogue between specialists and care teams, strengthening the connection between theory and practice.

Conclusion:
The Mastercare strategy is presented as an innovative and replicable educational strategy, capable of promoting meaningful learning through play, reflective practice and valorization of teamwork. Strategies like this can contribute to qualifying continuing health education programs and supporting the implementation of safe patient care practices.

Keywords:

Health Education, Active Methodologies, Gamification, Pressure Injury, Skin Integrity, Enterostomal Therapy.