Metodología de educación para la salud

Perez, Marielisbet

doi:10.4321/s1139-76322012000200011

Cited by 18 publications

(27 citation statements)

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“…This is the reason why there is an identifying needs process, which is the first phase in the planning process. This will let us define the most appropriate goals and activities for the needs and collective reality that the team will work with (Riquelme Pérez, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…In addition, they act in a responsible manner to protect and promote healthcare at individual, group, family and community levels (Servicio Nacional de Discapacidad, 2015). In the Health education methodology publication, Riquelme Pérez (2012) states that for the teachinglearning situation to be effective, the people of the community need to: Be more aware of their own reality (know and express their situation); dig deeper in it (expand their knowledge about it, analize its' causes and reflect on them) and act (develop resources and abilities, make decisions, experience reality, evaluate and readjust it). In summary, the idea is to facilitate that the people get to know the situation in which they live in and talk about it with others.…”

Section: Discussionmentioning

confidence: 99%

“…The World Health Organization (WHO) refers to "Education for Health" as a set of educational activities designed to broaden the knowledge of the population in terms of health and to develop knowledge, attitudes and skills that promote it, making this education an indisputable instrument for health promotion (Gobierno de Navarra, 2006). This work contributes to the empowerment of individuals, trying to make them actively participate in defining their needs and to elaborate proposals in order to achieve certain goals in health (Riquelme Pérez, 2012). This may be possible thanks to participatory diagnosis, since community members are able to feel heard and take an enthusiastic role in learning.…”

Section: Discussionmentioning

confidence: 99%

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Participatory Diagnosis: A Methodology To Identify Felt Needs In Communities In Chile

Canales¹,

Correa²,

Cruz³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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In Chile, the educational approach on public health issues is addressed by taking into account the perspective of professionals based purely on epidemiological data with no consideration for the needs felt by the community. This results in health policies that do not satisfy the real sanitary demands of the users. In the light of the aforementioned, it is important to consider the community as the protagonist in the decision making pertained to the educational content provided by experts as this will affect their self-care behaviors. Objective. To identify and compare the felt needs amongst community groups in Santiago de Chile. Methods. Through a participatory diagnosis, the health education needs of community groups belonging to four municipalities of the Metropolitan Region were identified. This activity was led by fifth year Nursing students of the Pontifical Catholic University of Chile in March 2018. Results: The participants expressed their felt needs and identified the main topics of interest in health, which were divided into first aids: CPR, Heimlich maneuver; and healthy habits: eating and anxiety and stress management. Discussion. The importance of user participation in the decision making of the addressed contents and how this positively affects community empowerment and ultimately change in health behavior is demonstrated. Conclusion. Based on the results obtained in each of the community groups similarity was found in the felt needs, framing them in a context of self-care, despite the epidemiological differences of the communities.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Participatory Diagnosis: A Methodology To Identify Felt Needs In Communities In Chile

Canales¹,

Correa²,

Cruz³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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“…Por otra parte Cedeño y Moreira (2015) dan enfásis a la capacitación y talleres de riesgos ergonómicos al adoptar una gran variedad de medidas preventivas y evitar que se produzca una enfermedad laboral cumpliendo con el propósito general de la ergonomía preservar la salud y el bienestar del hombre con relación al trabajo y el ambiente que lo rodea. La educación para la salud consiste en proporcionar a la población los conocimientos, habilidades y destrezas necesarias para la promoción y protección de la salud (Riquelme, 2012 …”

Section: Discussionunclassified

Efectividad del programa “Mi postura, mi salud” en los conocimientos y prácticas para la prevención de trastornos músculo esqueléticos basado en la ergonomía participativa en una empresa textil de Lima Este, 2016

Ramos¹,

Ocaña²,

Mamani³

2018

riu

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Efectividad del programa "Mi postura, mi salud" en los conocimientos y prácticas para la prevención de trastornos músculo esqueléticos basado en la ergonomía participativa en una empresa textil de Lima Este, 2016Magaly Ramos¹ a , Tito Ocaña¹ y Rut Mamani¹ Universidad Peruana Unión¹ ResumenObjetivo: determinar la efectividad del programa educativo "Mi postura, mi Salud" en los conocimientos y prácticas para la prevención de trastornos músculo esqueléticos en los trabajadores en la empresa privada "Exige". Métodos: diseño pre-experimental y de corte longitudinal. La muestra fue no probabilística y por conveniencia, conformada por 50 trabajadores. Los instrumentos empleados para la recolección de datos fueron de elaboración propia presentando un KR-20 de 0.739 para el cuestionario de conocimientos y 0.790 para la guía de observación. Además demostraron una validez de contenido de 1 a través de la prueba V de Aiken. Resultados: A través de la prueba de Wilcoxon se comprueba que el programa "Mi postura, mi salud" es efectivo en los conocimientos y prácticas para la prevención de trastornos músculo esqueléticos con un p-valor de 0,000. Conclusión: Los programas educativos contribuyen en la mejora de los conocimientos y prácticas, e incentivan la adopción de hábitos y estilos de vida favorables para la salud.Palabras Claves: Conocimientos, prácticas, trastornos músculo esquelético, ergonomía participativa.

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“…Al grupo experimental, dividido en tres grupos de 14, se le aplicó la técnica educativa Desarrollo de Habilidades (Riquelme, 2012), que consistió en tres momentos: la exposición de contenidos teóricos, la demostración y la práctica por parte de las madres, haciendo uso de rotafolios, medios audiovisuales y material didácti-co: cepillo dental y tipodón educativo para hacer las demostraciones. Todas las madres participaron en la sesión para reafirmar los conocimientos y se ejercitaron en técnica de cepillado sobre el tipodón en la primera y segunda sesión.…”

Section: Procedimientosunclassified

Técnica Educativa para Mejorar los Conocimientos de Salud Oral de Madres y Reducir el Índice de Higiene Oral de Preescolares

Muñoz-Cabrera

Mattos-Vela

2015

Int. J. Odontostomat.

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Metodología de educación para la salud

Cited by 18 publications

References 0 publications

Participatory Diagnosis: A Methodology To Identify Felt Needs In Communities In Chile

Participatory Diagnosis: A Methodology To Identify Felt Needs In Communities In Chile

Efectividad del programa “Mi postura, mi salud” en los conocimientos y prácticas para la prevención de trastornos músculo esqueléticos basado en la ergonomía participativa en una empresa textil de Lima Este, 2016

Técnica Educativa para Mejorar los Conocimientos de Salud Oral de Madres y Reducir el Índice de Higiene Oral de Preescolares

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