Intervención educativa sobre el nivel de conocimiento de salud bucal en docentes de educación primaria de una zona rural de Puno, Perú

Abstract

El objetivo fue determinar el efecto de una intervención educativa sobre el nivel de conocimientos de salud bucal en docentes de educación primaria del distrito de Huayrapata – Puno, Perú. Metodología: El enfoque de investigación fue mixto, el diseño pre experimental, longitudinal y prospectivo. La muestra estuvo conformada por 32 docentes de ocho instituciones educativas seleccionados por muestreo no probabilístico por conveniencia considerando los criterios de selección de muestra. El estudio se realizó en tres períodos. Primero se aplicó un cuestionario de 18 preguntas a los docentes para determinar el nivel de conocimiento sobre medidas preventivas, principales enfermedades bucales y desarrollo dental. Posteriormente, se realizó la intervención educativa que consistió en una capacitación didáctica con imágenes y videos a los docentes. Finalmente se procedió a evaluar a los docentes con el mismo cuestionario de 18 preguntas. Los niveles de conocimiento se evaluaron con una escala Likert como bueno, regular y malo. Para la contrastación de la hipótesis se usó la prueba estadística no paramétrica de rangos de Wilcoxon. Resultados: los resultados obtenidos antes de la intervención educativa sobre el nivel de conocimiento de salud bucal fueron: bueno 28.12%, regular 65.62% y malo 6.26%. Después de la intervención educativa los resultados obtenidos fueron: nivel de conocimiento bueno 87.5%, regular 12.5% y malo 0%. Conclusión: La intervención educativa sobre el nivel de conocimiento de salud bucal aplicada a los docentes del distrito de Huayrapata - Puno, Perú fue efectiva porque sus conocimientos incrementaron, lo cual repercutirá en sus estudiantes y familia.

Impact of an Educational Intervention on Oral Health Knowledge and Bacterial Plaque Control in Male Secondary School Students in a Peruvian Province: A Quasi-Experimental Study

“…In spite of the differences obtained on oral health knowledge, it was observed that at the end of the 4 weeks of receiving the educational intervention, the gaps in knowledge about this topic were closed in all the study variables to the point of not observing significant differences in their conceptual and procedural learning, which supports the idea that the educational intervention contributes to the acquisition of knowledge that motivates the modification of healthy behaviors and practices. 14,43 On the other hand, when comparing the OHI-S before and after 4 weeks of receiving the educational intervention, a significant reduction was observed in all the categories of the study variables. These results were similar to those reported by Subedi et al and Movaseghi et al 14,15 who found a significant reduction in the levels of bacterial plaque after an educational intervention in schoolchildren, showing that this type of intervention has a positive effect on the oral hygiene of students by reducing bacterial plaque as students improve their oral health knowledge.…”

“…45 The continuous and regular interruption of plaque formation as well as oral health literacy, awareness creation and the establishment of healthy habits at an early age play a fundamental role in the reduction and control of these pathologies, so the present educational intervention is an essential strategy to fulfill this purpose. 16,43 The present study had some limitations such as carrying out the educational intervention in 4 weeks (short term), which did not allow the long-term results to be evaluated. In addition, attitudes and other healthy oral health practices, such as proper nutrition, frequency of brushing, use of fluoride toothpaste and use of mouthwashes, were not assessed.…”

“…These results were similar to those reported by Subedi et al and Movaseghi et al 14,15 who found a significant reduction in the levels of bacterial plaque after an educational intervention in schoolchildren, showing that this type of intervention has a positive effect on the oral hygiene of students by reducing bacterial plaque as students improve their oral health knowledge. 44,45 In this research, the educational intervention was chosen to be carried out with male secondary school students because some studies reported that they have poor oral hygiene attitudes and practices, and that they make fewer visits to the dentist, 19,42,43,46,47 which is why they are more exposed to developing oral diseases. 47 Likewise, Rajabzadeh et al, Rajeh and Woelber, [48][49][50] reported that females scored higher mean scores in relation to oral hygiene practices than males, according to them this could be because females had better self-care attitudes and better willingness to make more frequent visits to the dentist.…”