Necessity and methods of sexual education in the elderly population

Major improvements in health care have allowed people in the modern era to lead longer, healthier, and more active lives. The current generation of over-60s are more active than previous generations at the same age. In South Korea, the elderly population (65 years of age or older) has grown to more than 14% of the general population, meaning that we are already in the era of an ‘aged society’ and are transitioning into a super-aged society. Therefore, health issues in the elderly population cannot be ignored, and should be adequately addressed as soon as possible. Sexual health has become an important issue in the elderly that cannot be neglected, according to studies on sexual attitudes and behavior in older adults. As the quality of health improves in the elderly population, requests for proper sexual education and sexual health-related services have become more common. This pattern of increased sexual activity, partially driven by pharmacological advances in the treatment of sexual dysfunction and hormonal replacement products, has also led to increases in drug use and sexually transmitted infections (STIs). Responses to sexual health and education issues for the elderly currently remain ill-structured, as the significance of these issues is often ignored, largely due to incorrect assumptions about sexuality and sexual health among the elderly. Stronger requirements should be implemented for properly structured education and management systems regarding awareness, risk perception, and preventive strategies for safe sex among the elderly population in Korea.

Estrategia de educación sexual con metodología de pares para estudiantes universitarios ecuatorianos / Sexual education strategy with peer-to-peer methodology for Ecuadorian university students

Objetivo: Generar una estrategia de educación sexual para estudiantes universitarios. Métodos: Investigación de desarrollo tecnológico, la estrategia se generó con la participación de pares, en base a las necesidades educativas en sexualidad identificadas desde múltiples disciplinas, basadas en el modelo PRECEDE - PROCEDE. Se aplicó un instrumento diagnóstico de habilidades para el desempeño de los pares; se realizaron cuatro talleres y dos jornadas de presentación y consenso. Se validó por expertos el contenido y características metodológicas de la estrategia; se diseñaron recursos didácticos y promocionales. Resultados: La estrategia de educación sexual, es un conjunto de acciones de enseñanza aprendizaje extracurriculares, planificadas sistemáticamente para lograr objetivos como: construir y reconstruir conocimientos, desmitificar creencias, consolidar actitudes y valores que promuevan cambios en las intenciones hacia comportamientos sexualmente saludables y desarrollar habilidades para la vida. Está basada en conocimientos científicos, realistas, sin prejuicios, inspirada en los derechos humanos, es dinámica, flexible, participativa y dinamizadora de la esfera afectiva. Se estructura en 17 sesiones de dos horas cada una. Se diseñó un manual del facilitador y un CD ROOM de ayuda, un libro del estudiante, una camiseta y un bolso. Conclusiones: La estrategia se diseña en correspondencia con las necesidades educativas en salud sexual y reproductiva de estudiantes universitarios y deriva en un ejercicio participativo que respeta los principios pedagógicos y didácticos a tener en cuenta en una estrategia construida con los jóvenes y para los jóvenes con la finalidad de favorecer la educación sexual y promover cambios en variables generadoras de conductas sexuales saludables(AU)

Objective: To generate a sexual education strategy for university students. Methods: Technological development's research. The strategy was generated with the participation of peers, based on the educational needs in sexuality identified from multiple disciplines, based on the PRECED - PROCEED model. A diagnostic instrument of skills for peer-to-peer performance was applied; four workshops and two days of presentation and consensus were held. The content and methodological characteristics of the strategy were validated by experts; didactic and promotional resources were designed. Results: The sexual education strategy is a set of extracurricular teaching actions, which are systematically planned to achieve objectives such as: building and reconstructing knowledge, demystifying beliefs, consolidating attitudes and values that promote changes in the intentions towards sexually healthy behaviors, and to develop skills for life. It is based on scientific, realistic knowledge, without prejudices, inspired by human rights. It is dynamic, flexible, participative and also dynamic for the affective sphere. It is structured in 17 sessions of two hours each. A facilitator's manual and a back up CD, a student's book, a T-shirt and a bag were designed. Conclusions: The strategy is designed in accordance with the educational needs in sexual and reproductive health of university students, and it results in a participatory exercise that respects the pedagogical and didactic principles to be taken into account in a strategy built with young people and for young people with the purpose of favoring sexual education and promoting changes in variables that generate healthy sexual behaviors(AU)

Enseñanza de la atención del parto vaginal utilizando simuladores / Teaching vaginal delivery care using simulators

La simulación en docencia en ciencias de la salud, permite integrar conocimientos y desarrollar habilidades previo a la práctica clínica, logrando competencias complejas. Además, permite a los estudiantes implementar un cuidado personalizado, pensar críticamente y mejorar la confianza en sus capacidades. Objetivo: evaluar la contribución de la simulación de la atención del parto, en la adquisición de una habilidad esencial para alumnos que optan a desempeñarse en el área obstétrica. Materiales y métodos: se realizó una búsqueda bibliográfica basada en datos PubMed que incluyó las palabras claves simulation, labor y education y sus equivalentes en español. Se excluyeron los títulos relacionados con "anestesia en obstetricia" y "hemorragia postparto". Se revisaron investigaciones observacionales, descriptivos, revisiones narrativas y sistemáticas, ensayos controlados, estudios cuasi experimentales y prospectivos. Resultados: Se seleccionaron 50 artículos que contenían al menos una de las palabras clave y estaban relacionados con "obstetricia" o "parto", logrando acceder a 46 de ellos. La simulación de parto es una estrategia educativa exitosa, que permite a los alumnos sentirse más confiados, mejora el trabajo en equipo, incrementa el grado de conocimiento, mejora habilidades y permite cuidar a las usuarias sin riesgos. Conclusiones: la simulación es un método educativo que permite a los estudiantes practicar lo aprendido en clases antes de iniciar la experiencia clínica, disminuyendo el riesgo de la atención de pacientes por alumnos. Se recomienda el uso de la simulación en la docencia de atención del parto vaginal como una herramienta exitosa que contribuye en la adquisición de habilidades clínicas.(AU)

Simulation in health sciences education allows knowledge integration and skills development before clinical practice,achieving complex skills. Also, simulation enhances students personalized care attitude, think critically and gain confidence. Objective: we aim to attest to the contribution of childbirth simulation in the acquisition of essential proficiency for midwifery students. Materials and methods: we conducted a bibliographic search in the PubMed database, using the keywords: simulation, labor, and education, either in English or Spanish. We excluded articles related to obstetric anesthesia and postpartum hemorrhage. We reviewed observational, descriptive, narrative and systematic reviews, controlled trials, quasi-experimental and prospective studies. Results: we select fifty articles, obtaining access to 46 of them. Childbirth simulation educational strategy, improving student's self-confidence, teamwork, knowledge, clinical skills and lowering patient´s risks. Conclusions: simulation is an educational method that allows students to practice what they have learned in class before starting the clinical experience, decreasing the risk of patient care by students The use of simulation in teaching vaginal delivery care is recommended as a successful tool in the acquisition of clinical skills.(AU)

Teorías y modelos de enfermería. Una aproximación a la lectura crítica / Nursing theories and models. An approach to critical reading

Resumen

Introducción: la educación en enfermería a través del tiempo ha sido rutinaria y pasiva lo que requiere desarrollar aptitudes de tipo reflexivo, que reflejen una actuación profesional de calidad para la atención del paciente, para ello demanda tener habilidades como la lectura crítica que al desarrollarla permite el florecimiento de una actitud crítica la cual lleva implícito el desarrollo de la autocrítica.

Objetivo: comparar el nivel de desarrollo para la habilidad de lectura crítica de textos de teorías y modelos de enfermería alcanzada mediante dos estrategias educativas diferenciadas.

Metodología: estudio cuasiexperimental, con un grupo experimental (GE) integrado por 12 alumnos del 7° semestre de Licenciatura de Enfermería y un grupo control (GC) conformado por 11 alumnos del mismo semestre. Para estimar el grado de desarrollo de habilidad para la lectura crítica de textos teóricos se utilizó un instrumento cuyo índice de confiabilidad fue de 0.96. El GE fue sometido a una estrategia que promueve ambientes propicios para la reflexión y crítica, el grupo control fue continuo con la enseñanza habitual.

Resultados: en la medición basal no se encontraron diferencias significativas entre ambos grupos. Al comparar los grupos posterior a la intervención, encontramos diferencia estadísticamente significativa para el GE.

Conclusiones: un ambiente propicio para confrontar la experiencia con la literatura científica y someterla a la crítica en este caso sobre teorías y modelos de enfermería favorece el desarrollo de la aptitud para la lectura crítica de textos teórico.

Summary

Introduction: through the years nursing education has been monotonous and passive so it requires to develop reflexive skills that reflect a professional performance and quality patient care, thus it is necessary to apply abilities such as critical reading that allows the development of a critical attitude which implies the evolution to self-criticism.

Objective: in order to compare the level of skill development for critical reading of texts, in nursing theories and models, achieved by two different educational strategies.

Methodology: a quasi-experimental study was conducted with an experimental group (GE) composed of 12 students of 7th semester of Bachelor in Nursing and a control group (GC) composed of 11 students in the same semester. To estimate the degree of skill development for critical reading of theoretical texts an instrument of which reliability index was 0.96 was used. The GE was subjected to a strategy that fosters reflective and critical environments, the GC kept regular education.

Results: in the baseline measurement there were no significant differences between groups. When comparing post-intervention groups, we found statistically significant difference for the GE.

Conclusions: a conducive environment to confront the experience with scientific literature and to subject it to criticism, in this case on nursing theories and models, favors the development of skills for critical reading of theoretical texts.

Estrategia educativa para la toma de citología cervical / Educational Strategy to improve the Quality of Cervical Cytology Making

Resumen

Objetivo: evaluar la estrategia educativa de visita del profesor para mejorar la calidad en la toma de citología cervical del programa DOCCACU en IMSS Zona Xalapa, Veracruz.

Metodología: en la primera fase se aplicó un instrumento con preguntas abiertas y una lista de verificación que describe la técnica, al personal que toma las muestras. En la segunda fase se desarrolló la intervención educativa visita de profesor y en la tercera fase nuevamente se aplicó la misma herramienta con observación directa del procedimiento. El impacto se midió comparando la proporción de laminillas adecuadas antes del estudio y tres meses después de la intervención educativa.

Resultados: se evaluaron 89 enfermeras antes de la capacitación con una media de aciertos de seis, después de la capacitación la media fue de 11, con un valor de p < 0.05. En cuanto al impacto de la capacitación sobre el programa, encontramos que en el 2009 de junio a septiembre, las muestras inadecuadas fueron 208, en el 2010 en el mismo periodo de tiempo, después de la estrategia educativa fueron 151, con un valor de p < 0.05.

Conclusión: dentro de las instituciones del sector salud existen indicadores que nos hablan de cobertura e impacto en la población pero muy pocos que nos hablen de la calidad de los procesos, lo cual se ve reflejado en las tasas de mortalidad. La estrategia educativa de visita del profesor mejora la calidad de la toma de la muestra al disminuir el número de muestras inadecuadas y aumentar la detección de lesiones así como mejora el conocimiento en los alumnos.

Summary

Objective: to evaluate the educational strategy of teacher’s visit to improve the quality of the specimen collection for Cervicovaginal Cytology of the Program Opportune detection of Cervico-uterine Cancer in the units of Familiar Medicine of the Instituto Mexicano del Seguro Social (IMSS) of the Zone Xalapa, Veracruz, Mexico.

Methodology: in the first phase a questionnaire was applied by opened questions and a list of check that describes the technique, to the personnel that takes the slides. The second phase developed the educational intervention (the visit of the teacher) and in the third phase again the same tool was applied by direct observation of the procedure. The impact was measured up comparing the proportion of good technique realized slides before the study and the ones realized 3 months after the educational intervention

Results: there were evaluated a total of 89 nurses finding before the training an average of successes of 6 slides, and after the training an average of 11, with a value of p minor of 0.05. As for the impact of the training on the program, we find that in 2009 from June to September, the inadequate technique realized slides samples were 208, in 2010 in the same period of time, after the educational strategy they were 151, with a value of p of 0.001.

Conclusion: the Health Sector has documents that indicate about coverage and Impact in the population but very few ones which speak about the quality of the process, which seems reflected in the rates of mortality. The educational strategy of teacher’s visit improves the quality of the specimen collection, decreasing the number of inadequate specimen collection and increasing the detection of injuries, as well as it improves the knowledge in the pupils.

Surveys of Medical Students for Evaluating Education / 医学教育

I investigated the use of surveys of medical students attending Osaka Medical College for evaluating education. Questionnaires were distributed to fourth-year students twice, in 2001 and 2002. Both signed and anonymous questionnaires were used each time. The recovery rates for the signed questionnaires were 100% in 2001 and 2002, and those for anonymous questionnaires were 93.1% and 81.5%, respectively. The students believed that the lectures had good points but could be improved. Evaluation scores were higher for 63.3% of items on the second questionnaire, a finding that suggests lectures have improved. Free opinions were offered by 30% to 40% of respondents and included concrete suggestions for improving lectures. These results suggest that evaluation of medical education by students is useful for teaching-staff development and, in particular, for improving lectures at Osaka Medical College.

Effects on Evaluation of Education of Faculty Members by Students Using the Minutes Paper at Tokai University School of Medicine / 医学教育

We investigated the effects of evaluation of education by medical students using the minutes paper, which was developed by Professor Yasuoka, also of Tokai University. The minutes paper consists of 3 questions with 10 gradedchoices and of 8 questions with 2 graded choices. One of the 3 questions with 10 graded choices asks a general impression of a lecture. Every faculty member at the Tokai University School of Medicine should be evaluated once a year by students using the minutes paper. A total of 202 faculty members were evaluated in 1999 or in 2000, and 73 of these faculty members were evaluated in both 1999 and 2000. The faculty members were divided into 3 groups (low grade, moderate grade, and high grade) on the basis of their grades in 1999. In 2000, the low-grade group achieved higher evaluation scores, whereas the moderate-and high-grade groups did not. These results suggest that our evaluation system with minutes papers was effective for improving teaching faculty members with low grades.

The Medical Ethics Education Manual in the Undergraduate Medical Education / 医学教育

We proposed the curriculum plan of medical ethics in the medical school in our country. That was the curriculum throughout a few years and the participating education. Now we present the manual for one case of the each six strategies. When the teacher holds classes according to this manual or with some modifications, the medical students will probably participate the education with high motivation to learn.