ABSTRACT
UNLABELLED: Background. Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academic performance among nursing students. DESIGN, SETTINGS AND PARTICIPANTS: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566). Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.
ABSTRACT
Orem define el autocuidado como una función reguladora del hombre, que las personas realizan deliberadamente por si solas para mantener su vida, salud, desarrollo y bienestar. Objetivo: identificar si la perspectiva que el paciente tiene de la diabetes, después de participar en una intervención educativa, influye en la implementación de recomendaciones de autocuidado y adherencia terapéutica. Estudio descriptivo, cuasi-experimental con triangulación metodológica. Muestra de 200 pacientes, distribuidos en grupo intervención y control. Intervención educativa de 12 sesiones y grupos focales para entrevistas, realizada en 2012. Resultados: datos sociodemográficos homogéneos, índice deautocuidado y apego al tratamiento sin diferencias significativas inicialmente, medias y medianas más altas en el grupo de intervención en la agencia de autocuidado; y apego al tratamiento post-intervención. En conclusión, hubo cambio de actitud para conservar el bienestar de los participantes, aumento en la responsabilidad en salud, generación de nuevo conocimiento en nutrición y cambio de actitud en la ingesta de los medicamentos.
Orem defines self-care as a regulatory function of man that people deliberately made for them to maintain life, health, development and wellbeing. Objective: to identify whether the perspective of the patient has about diabete safter participating in an educational intervention influences the implementation of recommendations and adherence to self-care. A descriptive, quasi-experimental methodological triangulation. Sample of 200 patients, divided into intervention and control group. Educational intervention of 12 sessions and focus groups to interviews, was happened in 2012. Results: demographic homogeneous, index of self-care and adherence to treatment no significant differences initially, means and medians higher in the intervention group self-care agency and post-treatment adherence intervention. In conclusion, there were changing attitudes to preserve the welfare of the participants, increased health responsibility, generation of new knowledge in nutrition and attitude change in the intake of medicines.
Orem define autocuidado como uma função reguladora do homem, que as pessoas implementam por si próprias para manter sua vida, saúde, desenvolvimento e bem-estar. Objetivo: identificar se a perspectiva que o paciente possui acerca do diabetes, após participar de uma intervenção educativa, influi na aplicação das recomendações da agência de autocuidado e aderência terapêutica. Estudo descritivo, quase-experimental, com triangulação metodológica. Amostra de 200 pacientes, distribuídos em grupo: intervenção e controle. A intervenção educativa, realizada em 2012, ocorreu em 12 sessões e grupos focais para entrevistas. Resultados: dados sociodemográficos homogêneos; índice de autocuidado e aderência ao tratamento sem diferenças significativas inicialmente; médias e medianas mais altas no grupo de intervenção, na agência de autocuidado; e aderência terapêutica, após intervenção. Em conclusão, houve mudança na atitude para conservar o bem-estar dos participantes, aumento da responsabilidade sobre sua saúde, geração de novo conhecimento de nutrição e mudança de atitude na ingestão de medicamentos.