RESUMO
INTRODUCCIÓN: El parasitismo intestinal representa un problema médico-social con alta prevalencia en los niños de los países en desarrollo. Uno de los factores influyentes es la precaria condición sanitaria en determinadas zonas. El objetivo de este estudio fue determinar el impacto de la aplicación de un programa educativo en conocimientos, actitudes y prácticas que permita disminuir la prevalencia de parasitismo intestinal. MÉTODO: Se realizó un estudio descriptivo experimental en una zona rural de Azuay - Ecuador, durante los años 2013 y 2014. El universo fue 190 niños y 145 padres de familia que fueron seleccionados al azar en dos grupos: estudio y control. Se comparó los conocimientos, actitudes, prácticas y prevalencia de parasitismo entre los dos grupos con la aplicación de un cuestionario y un examen coproparasitario antes y después de la intervención. RESULTADOS: La intervención educativa mostró un impacto positivo, dado que en los escolares del grupo estudio los conocimientos mejoraron de 39.6 % a 97.2 % (p: <0.05). Las actitudes aumentaron de 48.1 % a 97.2 % (p: <0.05). Por último, las prácticas de 66.6 % a 69 % (p: 0.741). En los escolares del grupo control no se evidenciaron cambios significativos. Los padres de familia del grupo estudio incrementaron sus conocimientos de 92.85 % a 98.57 % (p: 0.095). Las actitudes de 87.14 % a 94.28 % (p: 0.145). Las prácticas se perfeccionaron del 88.57 % al 100 % (p: <0.05). En el grupo de control no se evidenciaron cambios positivos que fueran significativos para el estudio. En el grupo estudio previo a la intervención la prevalencia de parasitismo fue 46.22 %, la cual disminuyó a 35.83 % luego de la misma. En contraposición con el grupo control, cuya prevalencia inicial fue de 29.8 % y luego aumentó a 56 % (p: <0.05). El riesgo relativo fue de 0.690311 con un IC 95% (0.5241- 0.9091). CONCLUSIONES: La intervención educativa es un factor protector para la prevención de parasitismo(au)
BACKGROUND: Intestinal parasitism represents a medical-social problem with high prevalence in children in developing countries. One of the influential factors is the precarious state of health in certain areas. The aim of this study was to determine the impact of the application of an educational program on knowledge, attitudes and practices that would reduce the prevalence of intestinal parasitism. METHOD: A descriptive experimental study was carried out in a rural area of Azuay - Ecuador during the years 2013 and 2014. The universe was 190 children and 145 parents who were randomly selected in two groups: study and control. The knowledge, attitudes, practices and prevalence of parasitism between the two groups were compared with the application of a questionnaire and a coproparasitary examination before and after the intervention. RESULTS: The educational intervention showed a positive impact, since in the students of the study group the knowledge improved from 39.6 % to 97.2 % (p: <0.05). Attitudes increased from 48.1 % to 97.2 % (p: <0.05). Finally, the practices from 66.6 % to 69 % (p: 0.741). There were no significant changes in the students in the control group. The parents of the study group increased their knowledge from 92.85 % to 98.57 % (p: 0.095). The attitudes of 87.14 % to 94.28 % (p: 0.145). Practices were improved from 88.57 % to 100 % (p: <0.05). There were no positive changes in the control group that were significant for the study. In the pre-intervention study group the prevalence of parasitism was 46.22 %, which decreased to 35.83 % after the same. In contrast to the control group, whose initial prevalence was 29.8 % and then increased to 56 % (p: <0.05). The relative risk was 0.690311 with a 95 % CI (0.5241-0.9091). CONCLUSION: Educational intervention is a protective factor against parasitism(au)
Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Criança , Adolescente , Adulto , Estudos Controlados Antes e Depois/estatística & dados numéricos , Enteropatias Parasitárias/prevenção & controle , Conhecimentos, Atitudes e Prática em SaúdeRESUMO
PURPOSE: This study was performed to examine the sanitary knowledge level and degree of HACCP (hazard analysis critical control point) practice in school culinary staff in order to provide basic information for improving hygiene of school meals. METHODS: Exactly 305 culinary staff members were selected from elementary, middle, and high schools in 14 cities and rural areas, including whole administrative districts in Chungnam province. Surveyed schools were selected by convenience sampling, and one subject was selected randomly from each school. Surveys were taken by self-administered questionnaires developed by researchers and questionnaire were distributed and collected by postal mail. RESULTS: Sanitary education administered by school dietitians to culinary staff was more frequent and longer in elementary schools, followed by middle and high schools (p < 0.001). Sanitary knowledge level and degree of HACCP practice, except for a few CCP or CP of culinary staff, were highest in elementary schools and middle school followed by high schools (p < 0.05), respectively. School class was negatively correlated with sanitary knowledge level of culinary staff (p < 0.01), and frequen-cy of sanitary education was positively correlated with sanitary knowledge level of culinary staff (p < 0.01). Sanitary knowl-edge level of culinary staff was positively correlated with degree of HACCP practice (p < 0.01). School class, daily fre-quency of meal service, work experience, rice washing machine, and total score of sanitary knowledge were significant variables influencing degree of HACCP practice in culinary staff. CONCLUSION: The above results show that the following points should be considered to improve hygiene of school meals. Sanitary education should be administered more frequently by school dietitians to culinary staff, especially to those in high schools, which showed the lowest sanitary knowledge level and degree of HACCP practice. In addition, facilities and equipment required for HACCP practice should be supported in small-sized elementary schools.