Introduction: The puerperium is a stage that produces changes and adaptations in women, couples and family. Effective coping, during this stage, depends on the relationship between the demands of stressful or difficult situations and the recourses that the puerperal individual has. Roy (2004), in her Middle Range Theory about the Coping and Adaptation Processing, defines Coping as the “behavioral and cognitive efforts that a person makes to meet the environment demands”. For the puerperal individual, the correct coping is necessary to maintain her physical and mental well being, especially against situations that can be stressful like breastfeeding and return to work. According to Lazarus and Folkman (1986), a resource for coping is to have someone who receives emotional support, informative and / or tangible. Objective: To review the issue of women coping and adaptation during the puerperium stage and the strategies that enhance this adaptation. Methodology: search and selection of database articles: Cochrane, Medline, Ovid, ProQuest, Scielo, and Blackwell Synergy. Other sources: unpublished documents by Roy, published books on Roy´s Model, Websites from of international health organizations. Results: the need to recognize the puerperium as a stage that requires comprehensive care is evident, where nurses must be protagonist with the care offered to women and their families, considering the specific demands of this situation and recourses that promote effective coping and the family, education and health services.
Chronic non-communicable diseases (CNCD) show an increasing tendency, especially in low- and medium-income countries. It is necessary to develop and evaluate strategies to strengthen healthy habits at an early age in these countries. Objective: To determine the effect of the health promotion strategy “United for Healthier Kids” (U4HK) on health lifestyle habits of a group of Colombian schoolchildren for the 2018-2020 period. Materials and methods: This quasi-experimental study features treatment and control groups and pre- and post-intervention measurements. The study involved 1,011 schoolchildren between six and twelve years old from seven rural and urban schools of the Sabana Centro region of Colombia. We used the Healthy Habits Measurement Tool, previously validated in Colombia. Results: When comparing within and between groups, the UHK strategy showed statistically significant differences in healthy habits (p < 0.05) related to nutrition and physical activity in schoolchildren. Conclusions: The U4HK strategy had a positive effect and impact on the schoolchildren’ healthy habits, especially in the ‘chooses to drink water’ and ‘moves more’ components. There were statistically significant differences (p < 0.05) between groups in four out of the five categories: drinks more water, chooses nutritios and varied options, eats and cooks as a family, and moves more. The U4HK strategy responds to current and future health problems in schoolchildren and helps prevent chronic diseases. It could be replicated in similar populations.
Objetivo: Comparar las características propias de la realización de actividad física por sexo en escolares de seis a 12 años de colegios de cuatro municipios de la Región Sabana Centro, Colombia, 2018. Metodología: Estudio descriptivo, comparativo, transversal, parte del proyecto sobre hábitos de vida saludable en escolares de la Región de Sabana Centro, desarrollado en el periodo escolar de 2018. La selección de los participantes fue por conveniencia, con una muestra de 598 niños de los grados de cuarto a noveno: se incluyeron escolares que cumplieran con el rango de edad entre los seis a 12 años y que respondieron de forma completa la Herramienta de Medición de Hábitos de Vida Saludable en Escolares (HM-HVS-ESC), en el componente de conducta con respecto a la actividad física. Resultados: El 93,6% de escolares reporta realizar actividad física de forma frecuente. Se encontró diferencia estadísticamente significativa en la cantidad de horas dedicadas a esta actividad (p=0,026), pero no la hay en el número de días que dedican al desarrollo de la actividad entre sexos (p=0,131). Las niñas prefieren diversas actividades físicas (26,7%) y los niños refieren practicar deportes con balón (53,08%). Conclusión: Las características de la actividad física por sexo muestran diferencias en la duración de realización y elección del tipo de actividad física, ejercicio y deporte. El entorno escolar es un escenario crucial para promover el hábito de actividad física en los escolares y debe proporcionar espacios seguros, libres de barreras y etiquetas, que fomenten la confianza y la seguridad de los escolares. Abstract. Objective: To compare the specific characteristics of practicing physical activity between sex in six to 12-year-old schoolchildren who go to school in four municipalities in the Sabana Centro Region of Colombia, 2018. Materials and Method: A descriptive, cross-sectional, comparative study, which is part of a project on healthy life habits in schoolchildren of the Sabana Centro Region, developed during the school period of 2018. We used convenience sampling and obtained a sample of 598 schoolchildren from grades four through nine: only those who were between the ages of six and 12 and fully answered the conduct in physical activity part of the Healthy Life Habits in Schoolchildren Measurement Tool (Herramienta de Medición de Hábitos de Vida Saludable en Escolares (HM-HVS-ESC)). Results: 93,6% of schoolchildren indicated they frequently practiced physical activity. There are statistically significant differences in the quantity of hours dedicated to physical activity between boys and girls (p=0,026), yet there was no difference when it came to the number of days dedicated to practicing physical activity (p=0,131). Girls preferred doing diverse physical activities (26,7%) and boys preferred practicing sports that require the use of balls (53,08%). Conclusions: The characteristics of physical activity by sex show differences in the time dedicated to practicing it and the preferred type of physical activity, exercise, or sport. The school environment is a crucial scenario to promote the habit of practicing physical activity in schoolchildren and should offer safe spaces, free of barriers and labels, which encourage confidence and the safety of schoolchildren.
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