Promoting healthy lifestyle factors (e.g., physical activity, healthy eating, less screen time) among young people is a relevant and challenging step toward reducing non-communicable diseases. This study aimed to evaluate the effect of a multicomponent intervention on lifestyle factors among adolescents from schools in low Human Development Index (HDI < 0.500) areas. The Fortaleça sua Saúde program was conducted with 548 adolescents aged 11–18 years old in the intervention group and 537 in the control group. The four-month intervention included strategies focused on training teachers, new opportunities for physical activity in the school environment, and health education strategies for the school community (including parents). Moderate- to-vigorous physical activity level (≥420 min/week), TV watching and computer use/gaming (<2 h/day), daily consumption of fruit juice, fruit, vegetables, soft drinks, savory foods and sweets, and current alcohol and tobacco use were measured before and after intervention. McNemar’s test and logistic regression (odds ratio [OR] and a 95% confidence interval [95% CI]) were used, considering p < 0.05. In the intervention schools, a significant increase occurred in the number of adolescents who met physical activity guidelines (5.3%; 95% CI = 0.8; 9.8) and who reported using computer for <2 h a day (8.6%; 95% CI = 3.8; 13.4) after intervention. No changes were observed in the control schools. At the end of the intervention, adolescents from intervention schools were more likely to practice physical activity at recommended levels (OR = 1.44; 95% CI = 1.00; 2.08) than adolescents from control schools. No significant change was observed for the other lifestyle factors. In conclusion, this multicomponent intervention was effective in promoting physical activity among adolescents from vulnerable areas. However, other lifestyle factors showed no significant change after intervention. This study is registered at Clinicaltrials.gov NCT02439827.

The objective of this study was to test the effectiveness of an educational intervention with use of educational technology (flipchart) to promote quality of life (QOL) and treatment adherence in people with hypertension. It was an intervention study of before-and-after type conducted with 116 hypertensive people registered in Primary Health Care Units. The educational interventions were conducted using the flipchart educational technology. Quality of life was assessed through the MINICHAL (lowest score = better QOL) and the QATSH (higher score = better adherence) was used to assess the adherence to hypertension treatment. Both were measured before and after applying the intervention. In the analysis, we used the Student’s t-test for paired data. The average baseline quality of life was 11.66 ± 7.55, and 7.71 ± 5.72 two months after the intervention, showing a statistically significant reduction (p <0.001) and mean of differences of 3.95. The average baseline adherence to treatment was 98.03 ± 7.08 and 100.71 ± 6.88 two months after the intervention, which is statistically significant (p < 0.001), and mean of differences of 2.68. The conclusion was that the educational intervention using the flipchart improved the total score of quality of life in the scores of physical and mental domains, and increased adherence to hypertension treatment in people with the disease.

Objetivo: analisar os aspectos sociodemográficos, o estilo de vida de estudantes universitários e sua associação com a autopercepção de saúde dos estudantes universitários. Métodos: trata-se de um estudo transversal analítico realizado com 119 universitários. Os dados foram coletados por meio do questionário “Indicadores de Saúde e Qualidade de Vida de Acadêmicos (Isaq-A)” e analisados no programa estatístico SPSS 20.0. Para análise descritiva, foram calculadas as frequências simples e relativas das variáveis do estudo e medidas de tendência central e de dispersão, também se utilizou estatística bivariada. Foi realizada a análise com modelo de regressão logística hierarquizada, no qual as variáveis foram divididas em variáveis sociodemográficas e de estilo de vida. O desfecho adotado foi o índice de qualificação discente (IQD). O estudo foi aprovado no Comitê de Ética sob o Parecer nº 1.582.378. Resultados: na análise bivariada houve associação estatisticamente significativa com sexo (p=0,03); nível de estresse (p=0,004); sentir-se satisfeito com a vida (p=0,001) e consumo de álcool (últimos 30 dias) (p= 0,002). Conclusão: ao longo do percurso acadêmico, o estilo de vida sofre alterações negativas e positivas.

O objetivo do estudo é analisar os fatores intervenientes ao acesso à cultura e ao lazer entre adultos jovens escolares. Tratou-se de um estudo analítico, realizado com 1.073 adultos jovens matriculados em escolas públicas. Aplicou-se um questionário sobre acesso à cultura e lazer e as variáveis preditoras. Utilizou-se a regressão logística hierarquizada bruta e ajustada, cujas variáveis foram selecionadas pelo método Backward, considerando p≤0,20 para entrada no modelo e p<0,05 para permanência. Os resultados apresentaram fatores associados à insatisfação ao acesso à cultura e ao lazer. Identificou os fatores que possam interferir na satisfação desse acesso possibilita planejar e traçar estratégias que assegurem o direito humano.

This study aimed to evaluate the implementation of an intervention program to promote active and healthy lifestyle in students. This was a evaluation study performed during the intervention, which included the school community (students, teachers, coordinators and parents), through interview or external observation. The evaluation matrix was constructed and validated with 32 measures in eight indicators: teacher training, modification in Physical Education classes, modification in regular classes, distribution of pamphlets, distribution of material, gymnastics in the school, visibility of the program and knowledge and distribution of material. Descriptive (quantitative) or content (qualitative) analysis was used. Health issues in the classroom were addressed by 94% of teachers during the intervention. Half of the students reported that they participated in at least one gym class and used the games during the intervention, but difficulties in storage of sports equipments and organization of places were reported. Knowledge about the program was frequent among teachers, managers and students, but not between parents. In conclusion, most of the program actions had an implementation as planned, however, difficulties were reported and should be considered in future proposals of a school environment that aims to promote physical activity and health.