ABSTRACT
Objetivo. Proponer una intervención participativa comunitaria según las necesidades de salud percibida por las personas mayores del Programa de Salud Cardiovascular de un centro de salud familiar y comunitaria de una comuna de Santiago de Chile durante el período de la pandemia de la COVID-19. Métodos. Se utilizó una metodología participativa de la comunidad, la cual se desarrolló en dos fases: diagnóstico participativo comunitario y desarrollo de la propuesta participativa de una intervención en salud comunitaria. Resultados. Desde el diagnóstico participativo comunitario, los participantes eligieron el desarrollo de un programa educativo fundamentado en las necesidades de salud, además de la entrega de material educativo sobre estilos de vida saludable y recomendaciones para tener un buen control de sus enfermedades. Conclusión. Desde el diagnóstico y planificación participativa, es posible intervenir en pro de las necesidades de las personas, familias y comunidades y capacitarlas en el manejo de su propia salud. (AU)
Aim. To propose a community participatory intervention according to the health needs perceived by elderly people in the Family and Community Health Centre Cardiovascular Health programme of a Santiago de Chile commune during the COVID-19 pandemic. Methods. A community participatory methodology was used, which was developed over two phases: community participatory diagnosis and development of a participatory proposal for a community health intervention. Results. From the community participatory diagnosis, participants opted for development of an educational programme based on health needs, in addition to the delivery of educational material related to healthy lifestyles and recommendations for robust control of their diseases. Conclusion. From diagnosis and participatory planning, it is possible to intervene in favour of the needs of individuals, families and communities and train them in managing their own health. (AU)
Subject(s)
Humans , Middle Aged , Aged , Aged, 80 and over , /epidemiology , Community Participation/methods , Public Health/methods , Surveys and Questionnaires , PandemicsABSTRACT
INTRODUCTION: The COVID-19 pandemic presented universities with the challenge of virtualizing the teaching-learning process. Simulated teleconsultation has been used in undergraduate training, which allows nursing students to interact with simulated patients remotely. Studies have identified that distance imposes communication barriers on all elements-sender, receiver and message-and in both forms of transmission: verbal and nonverbal. OBJECTIVE: To describe the communication of nursing students in teleconsultation with simulated patients in the context of primary health care. METHODS: This was a descriptive, cross-sectional study of 92 fifth-year nursing students. The communication variable was measured with the Connect Identify Understand Agree Help scale. In the data analysis, the mean and standard deviation of the scores on the 29 items of the scale were determined, as were the mean values for the total scale and for the 3 domains of the scale. RESULTS: The items that presented an average of less than 1 were primarily those related to the Agree and Help to Act domain. The total mean was 1.15, and the means for the domains Connect, Identify and Understand Problems and Agree and Help to Act were 1.53, 0.90 and 1.28, respectively. A weakness in the exploration of the psychosocial context of the simulated patients was observed. CONCLUSIONS: The results of this study, which evaluated communication in the context of distance care, corroborate the evidence regarding communication in real or simulated face-to-face situations. Studies that compare communication in various teaching-learning contexts, whether real or virtual, face-to-face or at a distance, are recommended.
Subject(s)
COVID-19 , Remote Consultation , Students, Nursing , Communication , Cross-Sectional Studies , Humans , PandemicsABSTRACT
Objetivo: evaluar la idoneidad de la metodología de la teleconsulta simulada como herramienta del proceso de enseñanza-aprendizaje en la carrera universitaria de Enfermería, según los docentes y los estudiantes.Método: estudio descriptivo transversal. Se realizaron 32 teleconsultas simuladas con actores, con 48 estudiantes y seis docentes agrupados en distintos grupos de seis estudiantes y un docente en el que se trataron diferentes temáticas. Para analizar la idoneidad de esta metodología se crearon dos grupos focales: uno con seis docentes y otro con seis estudiantes en el que se animó a describir las fortalezas y debilidades de la interacción a distancia. El análisis de la información se llevó a cabo mediante codificación sustantiva, sustentada en la teoría fundamentada, con codificación abierta y codificación selectiva, a través del cual se extrajeron temas centrales y subtemas.Resultados: del análisis de los discursos de los estudiantes se generaron dos subtemas: formación colectiva y aprendizaje limitado. En el primero destacó la relación docente-estudiante y las intervenciones de los demás compañeros, así como poder seguir con la formación durante la pandemia de la COVID-19, y como debilidades destacaron no ser una metodología útil para actividades presenciales y que no facilita adquirir pericia. Los docentes generaron dos subtemas: aprendizaje horizontal y colaborativo y limitación para una atención integral. En el primero destacó que debería implementarse esta herramienta en el futuro como una forma creativa más dentro del proceso de enseñanza-aprendizaje, se favoreció el control y seguimiento del proceso de formación de los estudiantes por parte de los docentes y destacó la mejora de la disposición y el compromiso de los estudiantes. Como limitación los docentes expresaron sus preocupaciones con el proceso de evaluación de los estudiantes, con la calidad tecnología y de conectividad de las teleconsultas, y coincidieron con los estudiantes...(AU)
Objective: to assess the suitability of the mock teleconsultation methodology as a tool for the teaching-learning process in the Nursing University degree, according to professors and students.Method: a cross-sectional descriptive study, including 32 mock teleconsultations with actors, with 48 students and 6 professors assigned to different arms of six students and a professor, where different subjects were dealt with. In order to assess the suitability of this methodology, two focus groups were conducted: one with six professors and another one with six students, who were encouraged to describe the strengths and weaknesses of remote interaction. The information was analyzed through noun coding, based on grounded theory, with open coding and selective coding, in order to extract central themes and subthemes.Results: two subthemes were generated from the analysis of the speech of students: collective training and limited learning. In the first one, the teacher-student relationship and interventions by other students stood out, as well as the ability to continue training during the COVID-19 pandemic; and as weaknesses, they highlighted that this was not a useful methodology for face-to-face activities, and that it did not help to acquire skills. Professors generated two subthemes: horizontal and collaborative learning, and limitation for comprehensive care. In the first one, it was highlighted that this tool should be implemented in the future as one more creative method within the teaching-learning process; it encouraged supervision and follow-up of the training process of students by professors, and the improvement in willingness and commitment of students was highlighted. As a limitation, professors stated their concern with the evaluation process for students, with the technological and connectivity quality of teleconsultations, and coincided with students in the lack of ability of this methodology to replace face-to-face physical examination processes...(AU)
