ABSTRACT
Resumen La formación académica de los profesionales de ciencias de la salud lleva implícito el desarrollo armonioso e integral como ser humano, considerando, entre otros elementos, el autoconcepto y los estilos de vida a fin de que se constituya en un agente proactivo de cambio en el lugar donde se desempeñe. El objetivo de este estudio fue identificar la influencia del autoconcepto sobre los estilos de vida en estudiantes de una universidad privada de Lima Este. Su diseño es no experimental de tipo cuantitativo con enfoque explicativo-causal y transversal. El método de muestreo utilizado fue el no probabilístico. Participaron 135 estudiantes que cumplieron con los criterios de inclusión y exclusión y contó con la aprobación del Comité de Ética de la universidad. Para el logro de los objetivos, se aplicó el cuestionario de estilos de vida (PEPS-I), para la variable autoconcepto el test AF-5. En el análisis descriptivo, el promedio del perfil de estilos de vida corresponde a la dimensión autoactualización (43.2), seguido de la dimensión responsabilidad en la salud (26.1) y la dimensión ejercicio con el promedio más bajo (12.4). En el análisis de la variable autoconcepto, el autoconcepto social obtuvo mayor promedio (43.2) y el autoconcepto físico presentó menor promedio (28.2). Una vez concluido el estudio, se pudo afirmar que el autoconcepto influye significativamente sobre el estilo de vida de los estudiantes (β = .80; p < .05); es decir que el autoconcepto logró explicar el 80 % del perfil de estilo de vida que llevaban los estudiantes.
Abstract The academic formation of health science professionals involves their harmonious and integral development as human beings, considering, among other elements, self-concept and lifestyles, in order to become a proactive agent of change in the place where they work. Generally, health science students at the university level in Peru start as adolescents and continue into their later teenage years, a time when self-concept and behavior are developing with a relation between the two. Additionally, university students often do not eat a balanced diet, sleep an adequate number of hours each night, or do enough exercise during the week. This problem is compounded when they have a heavy course load, as is often the case for students in the health sciences. With this in mind, the objective of this study was to identify the influence of self-concept on lifestyles in students of a private university in eastern Lima. The study has a non-experimental design and it is a quantitative study with an explanatory-causal and cross-sectional approach. The sampling method used was non-probabilistic, and 135 students participated in the study, meeting the inclusion and exclusion criteria. Their ages ranged from 16 to 24 years old (M = 20) and the majority of the participants were female (87 %). The study was approved by the Ethics Committee of the university. Two previously validated instruments were chosen to measure the primary variables of the study. The Lifestyle Questionnaire (PEPS-I), consisting of 48 questions with answers on a Likert scale, consists of six factors and was chosen since it has already been validated with adolescents in Peru. The AF-5 has 30 questions grouped into five factors, and it was chosen for the self-concept variable since it has already been validated in a sample of university students in Peru. Both instruments were administered with the support of the Dean of the Faculty of Health Sciences of the university where the study was carried out. Teachers of different courses granted around 20 minutes of their class time for the study team members to come in, present the study, ask for informed consent, and then apply the instruments with those who were willing to participate. In the descriptive analysis, the average of the lifestyle profile corresponds to the self-realization dimension (43.2), followed by the health responsibility dimension (26.1) and the lowest average belongs to the exercise dimension (12.4). In the analysis of the self-concept variable, the social self-concept obtained the highest average (43.2) and the physical self-concept presented the lowest average (28.2). A model was developed to explore the relationships between the two variables and within the factors of each variable. This model shows that self-concept significantly influences the lifestyle of these students (β = .80; p < .05), that is, self-concept is able to explain 80 % of the lifestyle profile that the students currently hold. Within each variable, most of the factors for self-concept had values equal to or greater than .80, except for the family factor which had a value of .55 while the factors for lifestyles were all above .75 except for the exercise factor. Health science education at the university level should include integral formation not only about knowledge that can be used to treat future patients, but also about lifestyle changes that can help their own health. Self-concept and lifestyle are both in a process of formation during the university years, and they are related. Simply learning about the benefits of healthy lifestyles is not enough, as many health science students are taught these concepts but yet do not put them into practice. Social self-concept in particular, since it was the highest score among the related factors, could be a key way to encourage health science students to take what they learn and put it into practice in their own lives.
ABSTRACT
Introducción: La educación terciaria tiene el reto de formar profesionales de salud idóneos para desempeñarse como agentes proactivos de cambio. La participación en proyectos sociales es una estrategia para integrar la educación interprofesional en sus competencias. Objetivo: Comprender las vivencias de los estudiantes que participan en proyectos de desarrollo social, en el marco de la educación interprofesional. Métodos: Estudio cualitativo con enfoque fenomenológico. La muestra se obtuvo por saturación teórica, conformada por 11 estudiantes que participaron en proyectos de desarrollo social. La colecta de datos se realizó con una entrevista en profundidad a los estudiantes que otorgaron su consentimiento informado. Se utilizó el análisis fenomenológico de Coalizzi identificando significados, categorías y subcategorías. Resultados: Del análisis de los discursos emergieron 4 categorías: trabajo en equipo, colaboración interprofesional, toma de decisiones y resolución de conflictos, adquisición de nuevos conocimientos y habilidades. Conclusiones: Los estudiantes participantes fortalecieron el trabajo en equipo ya que conocieron mejor su rol. La comunicación interprofesional fue base para consolidar su participación en los roles de liderazgo y les permitió visualizar su actuar ulterior como profesionales de la salud en la búsqueda de la atención centrada en el paciente con una práctica colaborativa. Frente a dificultades surgidas aprendieron a tomar decisiones en equipo para resolver los conflictos a través del reconocimiento de las líneas de autoridad. Han adquirido nuevos conocimientos y habilidades lo que permite que su formación sea más sólida al asumir un compromiso con la sociedad para dar una atención centrada en el paciente, interprofesionalmente y con calidad(AU)
Introduction: Tertiary education is challenged to train health professionals qualified to act as proactive agents of change. Participation in social projects is a strategy to integrate interprofessional education into its competences. Objective: To understand the experiences of the students who participate in social development projects, within the framework of interprofessional education. Methods: Qualitative study with a phenomenological approach. The sample was obtained by theoretical saturation, made up of 11 students who participated in social development projects. The data collection was carried out with an in-depth interview with the students who gave their informed consent. Colaizzi's phenomenological analysis was used, and meanings, categories and subcategories were identified. Results: From the analysis of the discourses, four categories emerged: teamwork, interprofessional collaboration, decision making and conflict resolution, acquisition of new knowledge and skills. Conclusions: The participating students strengthened teamwork, as they knew their role better. Interprofessional communication was the basis to consolidate their participation in leadership roles and allowed them to visualize their subsequent actions as health professionals in the search for patient-centered care with collaborative practice. Before the difficulties that appeared, they learned to make team decisions to resolve conflicts through the recognition of lines of authority. They have acquired new knowledge and skills, which makes their training more solid by assuming a commitment to society and to provide quality patient-centered care interprofessionally(AU)