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Psicoeducación en trastorno depresivo mayor: una revisión sistemática de alcance

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dc.contributor.advisorCano Romero, Juan Fernando
dc.contributor.advisorVallejo Silva, Alexie
dc.contributor.advisorBarragán González, Ana María
dc.contributor.gruplacCentro Rosarista de Salud Mental - CeRSaMe
dc.creatorRiveros Fabre, María Paula
dc.creatorVélez Vallejo, Daniela
dc.creatorAndrade Arango, Mateo
dc.creatorSolano Moreno, Didiana Alejandra
dc.creatorLarios Medina, Mariana
dc.creatorRojas Yepes, Laura
dc.creator.degreeEspecialista en Psiquiatría
dc.creator.degreeLevelMaestría
dc.date.accessioned2026-07-21T22:39:06Z
dc.date.available2026-07-21T22:39:06Z
dc.date.created2026-06-16
dc.descriptionAntecedentes: el Trastorno Depresivo Mayor es una enfermedad prevalente, recurrente e incapacitante. A pesar de los tratamientos disponibles, una proporción de pacientes no alcanza una respuesta adecuada. La psicoeducación se propone como estrategia complementaria orientada a mejorar el conocimiento sobre la enfermedad y favorecer desenlaces clínicos y funcionales. Objetivo: sintetizar la evidencia disponible sobre las estrategias de psicoeducación empleadas en el manejo de pacientes con Trastorno Depresivo Mayor. Metodología: se realizó una revisión sistemática de alcance. Se incluyeron estudios publicados en los que la psicoeducación fuera un componente central de la intervención. La búsqueda se efectuó en tres bases de datos y se complementó con revisión manual de referencias. La extracción de datos se llevó a cabo mediante un proceso independiente y estandarizado. Resultados: se incluyeron 40 estudios. Las intervenciones psicoeducativas mostraron amplia heterogeneidad en modalidad, duración, número de sesiones, población y contenido. Predominaron los formatos presenciales, ambulatorios y dirigidos a adultos, con uso limitado de intervenciones digitales. Los contenidos más frecuentes fueron la información sobre la enfermedad y el tratamiento, mientras que el estigma, suicidio y recaídas recibieron menor atención. Aunque varios estudios reportaron beneficios en síntomas, adherencia, conocimiento o funcionamiento, la variabilidad metodológica limita la posibilidad de establecer conclusiones definitivas sobre efectividad. Conclusiones: la psicoeducación es una estrategia clínicamente relevante dentro del abordaje integral del Trastorno Depresivo Mayor. Sin embargo, se requiere mayor estandarización, evaluación longitudinal y adaptación cultural para precisar sus componentes esenciales, facilitar su implementación y determinar con mayor claridad su impacto clínico.
dc.description.abstractBackground: Major Depressive Disorder is a prevalent, recurrent, and disabling condition. Despite the availability of effective treatments, a substantial proportion of patients fail to achieve an adequate therapeutic response. Psychoeducation has been proposed as an adjunctive intervention aimed at improving patients' understanding of the disorder and enhancing clinical and functional outcomes. Objective: To synthesize the available evidence on psychoeducational strategies used in the management of patients with Major Depressive Disorder. Methods: A systematic scoping review was conducted. Studies in which psychoeducation constituted a central component of the intervention were included. The literature search was performed across three electronic databases and supplemented by manual screening of reference lists. Data extraction was conducted independently using a standardized process. Results: Forty studies were included. Psychoeducational interventions exhibited considerable heterogeneity with respect to delivery format, duration, number of sessions, target population, and content. Most interventions were delivered face to face, in outpatient settings, and targeted adult populations, while digital interventions were comparatively uncommon. The most frequently addressed topics were information about the disorder and its treatment, whereas stigma, suicide, and relapse prevention received less attention. Although several studies reported improvements in depressive symptoms, treatment adherence, disease-related knowledge, and functioning, methodological heterogeneity limits the ability to draw definitive conclusions regarding effectiveness. Conclusions: Psychoeducation represents a clinically relevant component of the comprehensive management of Major Depressive Disorder. However, greater standardization, longitudinal evaluation, and cultural adaptation are needed to identify its essential components, facilitate implementation, and more clearly determine its clinical impact.
dc.format.extent41 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_48077
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/48077
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programEspecialización en Psiquiatría
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectDepresión
dc.subjectPsicoeducación
dc.subjectEducación al paciente
dc.subject.keywordDepression
dc.subject.keywordPsychoeducation
dc.subject.keywordPatient education
dc.titlePsicoeducación en trastorno depresivo mayor: una revisión sistemática de alcance
dc.title.TranslatedTitlePsychoeducation in major depressive disorder: A systematic scoping review
dc.typemasterThesis
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTrabajo de grado
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesBogotá
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