ABSTRACT
Resumen La educación nutricional interactiva grupal es un proceso a través del cual la persona se transforma a la vez que modifica su entorno, pues estimula la incorporación de estilos de vida saludables y la adherencia a tratamientos de enfermedades crónicas, lo cual mejora la calidad de vida de las personas. La autora explica las bases epistemológicas y pasos de un método educativo desarrollado por ella usando elementos de la teoría de aprendizaje constructivista y de la pedagogía crítica. El método ha sido utilizado y ha estado evolucionando por más de dos décadas en la Escuela de Nutrición de la Facultad de Medicina de la Universidad de Costa Rica y ha demostrado ser efectivo para lograr mejor adherencia al tratamiento pues logra generar cambios de actitud y que las personas interioricen sus recursos y motivaciones propias para el cambio. Este documento fue producido en el marco del Proyecto de la Vicerrectoría de Docencia Pry01-1366-2016 de la Universidad de Costa Rica.
Abstract Interactive Group Nutritional Education is a process by which the participants not only transform their own thinking and habits but also take actions to change their environment; it promotes the adoption of healthy lifestyles and adherence to treatments for chronic diseases, which significantly improves quality of life. The author explains the epistemological foundation of constructs and the educational method she developed using elements of the constructivist learning theory and critical pedagogy. This method has been evolving and refined for more than 20 years at the School of Nutrition of the Faculty of Medicine of the University of Costa Rica, and it has been proven effective in achieving better adherence to treatment because it produces changes in attitudes due to the internalization by participants of their own resources and motivations for change. This paper was produced as part of Project Pry01-1366-2016 of the University of Costa Rica.
Subject(s)
Humans , Male , Female , Food and Nutrition Education , Health Education , Costa Rica , Nutritional Sciences , Healthy LifestyleABSTRACT
Objective: To study the benefits of patient education and an exercise program for the overweight knee osteoarthritis (OA) patients. Methods: Group education (GE) was arranged for overweight patients for 2 weeks including how to use their joints properly in their daily activities, how to calculate energy of various kinds of food as well as performing controlled group exercise. Each parameter was evaluated at three time points including before joining GE, after 2 weeks of attending GE and 3 months later. The outcomes were determined by the knowledge score about the disease, gait speed calculated from a 50-meter walk, knee pain score after walking, body weight and quadriceps strength. Results: Eighty-seven subjects were recruited, 11 males (12.6%) and 76 females (87.4%) with a mean age of 59.5 ± 7.6 years, and an average body mass index of 27.5 ± 3.5 kg/m2. The duration of disease was 4.6 ± 4.7 years. Most subjects (79.3%) have good compliance on performing exercise with an average 9.15 ± 1.46 days (range 3-10). The knowledge score before and after attending the group education were 35.1 ± 4.2 and 38.1 ± 4.9, respectively (p < 0.001). After two weeks, their body weight and pain score decreased whereas quadriceps strength and gait speed increased. Those outcomes were even better at the 3-month follow up period. Conclusion: GE, comprised of providing appropriate knowledge, sharing ideas among groups, learning about diet and daily exercise for 2 weeks which can significantly increase knowledge scores, decrease knee pain and body weight, as well as increase quadriceps strength and gait speed.
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BACKGROUND: Patient education can play an important role in motivating patients to change their problematic behavior. This study purposed to evaluate the effects of brief group education, which was performed by primary care physicians, on the improvement of the readiness to change in problem drinkers after a year from the education. METHODS: A total of 34 male were followed up as the subjects who had been problem drinkers and at the stage of precontemplation or contemplation before group education. The readiness to change in the subjects was re-evaluated again 12 weeks and a year after the brief group education. RESULTS: Before the education, 11 patients among the subjects were at the stage of precontemplation and 23 at the contemplation. The distribution was significantly changed into 2 at the stage of precontemplation, 14 at the contemplation and 18 at the action 12 weeks after the group education (P < 0.001), and into 2 at the precontemplation, 16 at the contemplation, and 16 at the action a year after the group education (P < 0.001). The most influential factor associated with the improvement of the status of readiness to change was the family function score (after 12 weeks odds ratio 1.99, 95% CI 1.10-3.62; after a year odds ratio 2.31, 95% CI 1.10-4.85). CONCLUSION: Problem drinkers who had participated in the brief group education by primary care physicians showed continuous improvement in the readiness to change even after a year from the education.
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Humans , Male , Odds Ratio , Patient Education as Topic , Physicians, Primary Care , Primary Health CareABSTRACT
@#Objective To explore the rehabilitation effect of group education intervention in self-control on schizophrenic patients. Methods 112 schizophrenic patients were divided into study group (56 cases) and control group (56 cases). Two groups were treated with antipsychotics. The control group was subjected to general healthy education, while the study group received education intervention of self-control. All patients of two groups were assessed by Self-care Behavior Questionnaire(SCBQ), Brief Psychiatric Rating Scale(BPRS) and Social Disability Screening Schedule(SDSS) before and affter intervention, and drug-compliance was also assessed.Results After one year, the total score of SCBQ was significantly higher in the study group than in the control group, while the total scores of BPRS and SDSS were significantly lower in the study group than in the control group (P<0.01); Drug-compliance was significantly more in the study group than in the control group(P<0.01).Conclusion Group education intervention of self-control can improve distinctly the ability of self-control disease, have positive effect on remission psychical symptom, and improve the social function and retention psychosomatic healthy.
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BACKGROUND: The present study purposed to execute group temperance education for heavy drinkers, and to examine how much the participants' drinking behavior is improved. METHODS: We ran a drinking class composed of 4 sessions of group temperance education with 40 male heavy drinkers selected through the case management program of the National Health Insurance Corporation, and compared their drinking behavior before, right after, and 12 weeks after the class. RESULTS: The mean (SD) drinks per week was 4.8 (1.8) before the drinking class, 3.3 (2.3) (P<0.001) right after the completion of the class, and 3.6 (2.2) (P<0.001) 12 weeks after the class, showing a significant decrease. The mean (SD) alcohol intake per drink also decreased significantly from 14.4 (15.6) drinks before the drinking class to 9.3 (15.5) (P<0.001) right after the completion of the class and to 12.0 (16.6) (P<0.001) 12 weeks after the class. The mean (SD) alcohol use disorder identification test score improved significantly from 27.7 (6.3) before the drinking class to 17.8 (11.1) (P<0.001) right after the completion of the class and 20.5 (8.8) (P<0.001) 12 weeks after the class. The number of heavy drinkers decreased significantly from 40 (100.0%) before the drinking class to 26 (65.0%) right after the completion of the class and 28 (70.0%) 12 weeks after the class (P<0.001), and the number of binge drinkers also decreased significantly from 40 (100.0%) before the drinking class to 27 (67.5%) right after the completion of the class and 28 (70.0%) 12 weeks after the class (P<0.001). CONCLUSION: The results of this study showed that group temperance education by primary care physicians improved heavy drinkers' drinking behavior.
Subject(s)
Humans , Male , Case Management , Drinking , Drinking Behavior , National Health Programs , Physicians, Primary Care , TemperanceABSTRACT
BACKGROUND: This study was designed to evaluate the effectiveness of brief group education on improvement of readiness to change in heavy drinkers. METHODS: We selected 37 heavy drinkers categoriged in the state of precontemplation and contemplation stage according to readiness to change questionnaire (RTCQ). The readiness to change was re-evaluated after 4 sessions of drinking education. RESULTS: The mean (+/-SD) frequency of participation in group education was 3.5 (+/-0.6). According to the stage of readiness to change, the subjects were distributed into 11 (29.7%) in the stage of precontemplation and 26 (70.3%) in contemplation before participation in the program. After completion of educational program, the readiness to change in the subjects was significantly (P<0.001) changed into 1 drinker (2.7%) in the stage of precontemplation, 16 (43.2%) in contemplation and 20 (54.1%) in action. The influential factors associated with the improvement of the status of readiness to change was family APGAR score (odd ratio 1.75, 95% CI 1.02-3.03). CONCLUSION: Above results suggested that the readiness to change in heavy drinkers can be improved by brief group education program.
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Humans , Apgar Score , Drinking , Surveys and QuestionnairesABSTRACT
OBJECTIVE: This paper was designed to develope a group program for the families of stroke patients and examined the effects of the program on mental health, stress coping, and social support of the family caregivers. METHOD: The subjects of this study were 28 family members of stroke patients who had participated in group education program. The program was composed of eight sessions. The aim of this study was to increase understanding of the nature of stroke and treatment procedures, and to enhance family caregivers' ability to take care of patients, and to reduce family caregivers' burden. The program team members included social workers, medical doctors, and nutritionists. The data was analyzed using Wilcoxon Signed Rank Test. RESULTS: There were significant differences in all three areas between pre and post groups (p<0.001). It means the program will help the participants improve mental health state, enhance stress coping skills and improve the perception of social support. CONCLUSION: A formalized group education program is an important resource in helping family members understand the stroke and their ability to cope with the rehabilitation process. Since family members provide a critical role in the long-term rehabilitation, family group education should be an essential part in the rehabilitation program.