Impacto de una intervención educativa en el conocimiento de la prevención de la neoplasia del cuello uterino en estudiantes de enfermería y sus familias / Impact of an educational intervention on the knowledge of cervical cancer prevention in nursing students and their families

Resumen El objetivo fue evaluar el impacto de una intervención educativa en el conocimiento de la prevención de la neoplasia del cuello uterino en un grupo de estudiantes de enfermería y sus familias bajo el modelo de Nola Pender. El método fue un estudio cuasi-experimental con muestra no probabilística; se evaluó el conocimiento sobre la prevención y el control de la neoplasia del cuello uterino antes y después de una intervención educativa utilizando la encuesta validada por la Dra. Dina Rubio en 2009 con su previo consentimiento. La información fue tabulada mediante una hoja de cálculo del programa Microsoft Excel; se calcularon frecuencias específicas y frecuencias absolutas, y para el análisis se tomó el modelo de Nola Pender. Los resultados desde el punto de vista estadístico fueron que hay una información instalada en la estructura mental de las participantes sobre lo que es, implica y comporta como riesgo la neoplasia del cuello uterino. La percepción que está en el fondo de sus creencias denota un nivel favorable de conciencia y claridad, lo que posibilita que en las prácticas de autocuidado y la aplicación de la citología se reconozca frecuencia de uso, regularidad en el tiempo y atención a los resultados. En conclusión, al evaluar el impacto de la intervención educativa a través del modelo de Nola Pender se encontraron cambios en los conocimientos y un modelo ideal para utilizarse en grupos poblacionales heterogéneos en edades, niveles educativos, formación profesional y hábitos sexuales, porque integra la experiencia personal, el entorno y las prácticas de salud como tres elementos sin los cuales no es posible practicar el autocuidado y la cultura de intervención.

Abstract A large number of factors influence the level of information that people may have regarding cervical cancer and the way to prevent it, since education is not only provided by health personnel but also by the family. When making important decisions regarding self-care, people must have effective sex education, in which protection is of vital importance, since misinformation is one of the main factors that promotes cervical cancer. The objective of this study was to evaluate the impact of an educational intervention on the knowledge of cervical cancer prevention in a group of nursing students and their families under the Nola Pender model. The method used in the study was a quasi-experimental, non-probabilistic sample; the knowledge about cervical cancer prevention and control was evaluated before and after the intervention, using the survey validated by Dr. Dina Rubio in 2009 (with her consent). The information was included in a Microsoft Excel spreadsheet: the items were placed in columns and the subjects were included in the rows. Specific frequencies and absolute frequencies were calculated, the Nola Pender model was used for the analysis. The units of analysis were selected manually or randomly and these selections do not depend on probability but are generated based on the criteria of the researcher or the specific needs of the research. From a statistical point of view, information about what cervical cancer is, what it implies and how it behaves as a risk is engrained in the mental structure of the participants. To these implications of a technical and methodological nature, others of a structural and conceptual nature are added to build an integrative analysis of the results obtained in the field work. In this case, they include opinions, appraisals, judgments, and evaluations about cervical cancer. This research was organized in the following stages: (1) Evaluation of prior knowledge on cervical cancer prevention and control. The starting point of the investigation was the recognition that the participating women had a basic conceptual scaffolding, acquired through their own experience and self-training or by going to sources such as academia, social networks, specialized magazines, health institutions, medical staff and other specialists who help in the creation of an important background to consolidate an individual perspective. (2) Application of an educational intervention. In this stage, designed workshops were implemented and evaluated by the students with the advice of a teacher, and included the following topics: general concepts, signs and symptoms, associated risk factors, screening techniques, benefits, and exam precautions. The students contributed a theoretical, methodological and evaluative foundation to the design of each workshop, considering the expected training objectives, the characteristics included in its development, and a diversity of pedagogical actions that guarantee the efficiency of the transmitted message. (3) Reevaluation of the knowledge acquired. By applying a post-test, the knowledge acquired during the implementation of the workshops was recovered and resized. In this stage, the variability of the responses measured the transforming effect of the training, either by improving the knowledge acquired or by introducing new knowledge into the participant's cognitive model. The perception that participants have about self-care practices is linked to their beliefs, denoting a favorable level of awareness and clarity, which makes it possible for the application of cytology to recognize the frequency of use, regularity over time, and attention to the results. In conclusion, when evaluating the impact of educational intervention through the Nola Pender model, changes in knowledge were found. Results also indicate that this is an ideal model for employees in heterogeneous popu lation groups in ages, educational levels, professional training, and sexual habits, because it integrates personal experience, the environment and health practices as three elements without which it is not possible to practice self-care and the culture of intervention.

Mirada sistémica de lo imprevisto desde la percepción del funcionario público para el diseño de modelos de gestión administrativa eficiente / A systemic view of the unforeseen from the public official's perception for the design of efficient administrative management models / Uma visão sistémica do imprevisto a partir da perceção do funcionário público para a conceção de modelos de gestão administrativa eficazes

Introducción: resultados del proyecto de investigación en el que lo imprevisto se construye sistémicamente desde la percepción de funcionarios públicos que a través de prácticas conversacionales comparten sus relatos y respuestas emocionales. Método: investigación acción participación, fomentar el dialogo creativo que se construye mediante el uso de la entrevista estructurada, el grupo de discusión, el testimonio focalizado y la observación participante. muestreo no probabilístico intencional y voluntario, para lograr la vinculación activa de directivos y funcionarios de entidades públicas para recuperar sus voces anónimas y sus trayectorias vitales. Resultados Todo este bagaje subjetivo, ontológico y formativo proporciona datos que se transforman en categorías de análisis y redes semánticas donde se cruzan las percepciones para administrar eficientemente y con calidad humana la imprevisión y la adversidad. Conclusiones: Abordar lo imprevisto desde una mirada sistémica logra un equilibrio entre las perspectivas de los funcionarios con los acontecimientos que surgen en la realidad.

Introduction: results of the research project in which the unforeseen is constructed systemically from the perception of public officials who through conversational practices share their stories and emotional responses. Method: participatory action research, encouraging creative dialogue that is constructed through the use of the structured interview, the focus group, the focused testimony and participant observation. Non-probabilistic, intentional and voluntary sampling, to achieve the active involvement of managers and officials of public entities in order to recover their anonymous voices and their life trajectories. Results All this subjective, ontological and formative baggage provides data that are transformed into categories of analysis and semantic networks where perceptions are crossed to efficiently and with human quality manage unpredictability and adversity. Conclusions: Addressing the unforeseen from a systemic view achieves a balance between the perspectives of the staff members with the events that arise in reality.

Introdução: resultados do projeto de investigação em que o inesperado é construído sistematicamente a partir da perceção dos funcionários públicos que partilham as suas histórias e respostas emocionais através de práticas de conversação. Método: investigação-ação participativa, incentivando o diálogo criativo que se constrói através da utilização de entrevistas estruturadas, grupos focais, testemunho focalizado e observação participante. Amostragem não probabilística, intencional e voluntária, para conseguir o envolvimento ativo de gestores e funcionários de entidades públicas para recuperar as suas vozes anónimas e as suas trajectórias de vida. Resultados Toda esta bagagem subjectiva, ontológica e formativa fornece dados que se transformam em categorias de análise e redes semânticas onde as percepções se cruzam para gerir eficazmente e com qualidade humana a imprevisibilidade e a adversidade. Conclusões: Abordar o imprevisto a partir de uma visão sistémica permite alcançar um equilíbrio entre as perspectivas dos colaboradores e os acontecimentos que surgem na realidade.