Wprowadzenie. Postawy i zachowania zdrowotne odnoszą się w głównej mierze do komponentu poznawczego, behawioralnego oraz emocjonalnego. Łączą w sobie stosunek emocjonalny, przekonania oraz tendencje do pozytywnego lub negatywnego zachowania, dzięki czemu ich charakter jest bardzo złożony. Cel pracy. Celem pracy była analiza literatury przedmiotu w zakresie wybranych elementów powstawania i kształtowania postaw i zachowań zdrowotnych. Skrócony opis stanu wiedzy. Postawy zdrowotne mogą wywodzić się zarówno z emocji, przekonań, jak i zachowań wobec zdrowia. Kształtowanie zachowań i postaw zdrowotnych jest procesem bardzo złożonym i długotrwałym, który rozpoczyna się już we wczesnym dzieciństwie. Proces trwa przez całe życie i polega zarówno na kształtowaniu, jak i zamianie postaw z pozytywnych na negatywne i odwrotnie. Zmiany mogą wynikać z własnej introspekcji i analizy oraz perswazji. Problematyka postaw i zachowań zdrowotnych jest ściśle związana z pojęciem zorientowania zdrowotnego, co wiąże się ze świadomością swojego położenia i umiejscowienia. Zorientowanie zdrowotne zawiera w sobie wszelką aktywność jednostki, jej celowe i ukierunkowane działanie w kwestii zdrowia. Odpowiednio ukształtowane postawy, procesy myślowe oraz hierarchia wartości zdrowotnych pozwalają na podejmowanie działań, będących prawidłową odpowiedzią na potrzeby zdrowotne. Podsumowanie. Postawy i zachowania zdrowotne są sumą czynników zewnętrznych oraz wewnętrznych. Stanowią miarę naszych możliwości, predyspozycji i uwarunkowań społecznych, a także zależą od płci, wieku oraz samooceny. Jednym z wyznaczników przedmiotowych zachowań jest orientacja zdrowotna, stanowiąca odzwierciedlenie własnych doświadczeń, hierarchii wartości oraz posiadanych kompetencji zdrowotnych.
Choina. Quality of life of patients undergoing specific allergen immunotherapy in allergic rhinitis. Ann Agric Environ Med.
Introduction. Arterial blood pressure is one of the main vital signs reflecting body functions and, at the same time, the most important functional parameter of the cardiovascular system. High blood pressure is the major modifiable cardiovascular risk factor. Objective. The aim of the study was assessment of the frequency of occurrence of cardiovascular risk factors, with particular consideration of arterial blood pressure. Material and method. The study was conducted among 509 volunteers from Lublin in eastern Poland who participated in the prophylactic programme entitled 'White Sunday'. Standard measurements of blood pressure were performed using a TM-Z dial pressure gauge. The level of arterial blood pressure and socio-demographic parameters were analyzed. Results. Hypertension was more frequently observed in the group of males than females. The age group especially vulnerable to abnormal blood pressure values were those aged 51-60. Isolated hypertension significantly more often occurred in the group of respondents who mentioned hypertension in an interview, compared to those who reported its absence. Among 367 persons who, in preliminary interview, did not declare hypertension, 60 cases of isolated arterial hypertension were noted (16.3%). From among respondents who declared absence of hypertension in an interview, the largest age group diagnosed with isolated arterial hypertension were those aged 61-70 (17.9%). Conclusions. Arterial hypertension is a civilisation disease which may be effectively prevented, simultaneously reducing the risk of premature death due to cardiovascular events, as well as reducing social and economic costs. International health organizations recommend the implementation of social screening programmes in order to diagnose high blood pressure and the promotion of routine measurements of arterial blood pressure.
The essence of the profile of nursing professional competences are basic behavioral characteristics, as well as mastering practical skills. The aim of this study was determination of the development of professional competences of perceiving a patient by first-, second-and third-year students of licentiate nursing study. The study was of a longitudinal character, and lasted for 3 years. The research instrument used was the Ascent to Competence Scale, and traditional assessment of students’ knowledge and skills. A statistically significant relationship was observed between the average grade in practical education from all three years, and competences in student–teacher relationship. Higher grades in theoretical education were accompanied by lower results obtained by students in the area of nursing competences. The respondents’ opinions concerning the development of knowledge and professional skills were relatively high among first-year students, which may be related with a sharp increase in nursing knowledge, whereas third-year students considered it important to perceive a considerable development of professional competences. The results of this study can help in the design of education programs meeting quality standards, and alignment with students and population health needs, which is adequate to the assumptions of the WHO Global Strategic Directions for Nursing and Midwifery 2021–2025.
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