Enhancing the Health Competence of School-age Children Through Behavioral Self-Management Skills (original) (raw)
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One of the most crucial aims of educational institutions is to raise generations who have developed life skills and are aware of themselves. These individuals who acquire new life skills and become more aware of themselves with the help of learning experiences feel ready to cope with the problems of the real world. Primary Life Science Program was designed to prepare the individuals for the life from the beginning of their educational lives. In the revised Life Science Program in 2004-2005 academic year, a wide coverage was shared to the skills children were expected to have. In addition to such skills as critical thinking, creative thinking, inquiry, communication, problem solving, self-management skills, which affect the attainment of those skills considerably, were also included in this program. In this research, it was aimed to evaluate the program which was designed to attain the self management skills, setting an aim sub-area skills according to the views of teachers and program development specialists. This qualitative study explored the positive and negative attitudes and views with regard to the program and presented suggestions to contribute to the development of the program.
Evaluation of Self-Management Skills Setting an Aim Sub-Area in Primary Life Science Program
One of the most crucial aims of educational institutions is to raise generations who have developed life skills and are aware of themselves. These individuals who acquire new life skills and become more aware of themselves with the help of learning experiences feel ready to cope with the problems of the real world. Primary Life Science Program was designed to prepare the individuals for the life from the beginning of their educational lives. In the revised Life Science Program in 2004-2005 academic year, a wide coverage was shared to the skills children were expected to have. In addition to such skills as critical thinking, creative thinking, inquiry, communication, problem solving, self-management skills, which affect the attainment of those skills considerably, were also included in this program. In this research, it was aimed to evaluate the program which was designed to attain the self management skills, setting an aim sub-area skills according to the views of teachers and program development specialists. This qualitative study explored the positive and negative attitudes and views with regard to the program and presented suggestions to contribute to the development of the program.
The present study aimed to investigate how classroom-based self-management lessons to promote physical activity were perceived by students, teachers and parents. The selfmanagement lessons were implemented by an external physical education specialist in 20 class groups at eight elementary schools. Program perceptions were evaluated in 412 children (mean age 9.7 + 0.7) using a short questionnaire. Oral surveys were used with 20 teachers and 50 parent participants. Most children were enthusiastic about the program and more than half of them reported being more active. Teachers and parents also perceived the lessons as useful and half of them reported an improvement in children's physical activity awareness. Eighty percent of the teachers and 32% of the parents perceived an increase in children's physical activity levels. The SPARK self-management physical activity program appears to promote an active lifestyle in children and was positively received, the implementation of the program by the teachers needs further evaluation.
2018
The current health guidelines aim to increase the responsibility of people with chronic conditions to self-care, emphasizing the important role of health professionals in their empowerment and self-management skills education. The literature has highlighted educational programs for self-management of chronic condition as a holistic approach involving not only special health needs (treatment, therapy, physical well-being and functionality) but also the emotional, psychological and social needs. Some authors have proposed the use of self-management educational programs emphasizing the importance of the use peers, "Lay-Led's", (self-management experts on the same chronic illness) as mentors on programs, like Lorig and Holman with adults and elderly population, and Malheiro with adolescent's with spina bifida [1,2]. These programs have shown to be effective, with positive health outcomes, such as an improvement in adherence to therapy, functionality, and decrease the use of emergency services and hospitalizations and reducing health costs. Thus, based on the education program designed by Malheiro we propose to adapt and implement this education program for self-management to adolescents with Diabetes Type 1 (DM1), using lay-led as educators, and evaluate their effectiveness on self-management competences, quality of life, self-efficacy, physical activity motivation, self-concept, HbA1c, variability in heart rate, blood pressure, body mass index, anthropometric profile. This is a project distinguished by the innovative methodologies and strategies used like: mentoring between peers (social persuasion); lay led's (modeling) and the psychoeducational strategies used in the sessions (e.g. questioning, brainstorming, problem-solving, roleplaying, self-monitoring).
Trials, 2022
Background: Self-management support is increasingly viewed as an integral part of chronic condition management in adolescence. It is well recognized that markers of chronic illness control deteriorate during adolescence. Due to the increasing prevalence of long-term chronic health conditions in childhood and improved survival rates of previously life-limiting conditions in children and adolescents, significant numbers of adolescents are having to manage their chronic condition effectively as they transition to adult health care. Therapy adherence has been identified as a major challenge for young people living with a chronic condition such as cystic fibrosis, diabetes, or asthma requiring longterm pharmacological therapy and/or lifestyle modifications. Most systematic reviews on self-management interventions address adult populations. Very few intervention studies are directed at adolescents with a chronic condition who are transitioning to adult health services. This protocol describes a prospective randomized controlled trial of a standardized self-management intervention program delivered to adolescents aged 15-18 years prior to their transfer to adult care. This study has been designed to provide evidence regarding self-management programs for adolescents and is the first study to use the Flinders Program with this important, under-researched age group. Methods: A randomized controlled trial is used to investigate the effectiveness of a modified adolescent-friendly version of an adult self-management program. This program is directed at improving self-management in an adolescent cohort 15-18 years of age with a chronic condition being treated in a specialist pediatric hospital. Participants will be randomized to either usual care or the modified Flinders Program plus usual care. Data collection will include measures of specific illness control, unscheduled hospital admissions, and questionnaires to record self-management competencies, quality of life, self-efficacy, and outcome measures specific to the chronic condition at baseline, 3 months, 6 months, and 12 months after delivery. Discussion: This study will provide a better understanding of the elements required for effective self-management programs in adolescents with a chronic condition and address some important knowledge gaps in current literature. The study will be carried out in collaboration with the Discipline of
Investigating the Effect of Educational Intervention on self-care
Introduction: Hypertension, as a silent killer, is a non-communicable disease that is prevalent throughout the world and can be controlled by self-care behaviors. Women are more vulnerable to hypertension disease. Teaching self-care behaviors to women, including proper nutrition, physical activity, stress management, regular drug use and regular use of sphygmomanometer, help them managing their blood pressure. Objective: In the present study the effect of education on self-care behaviors of women with high blood pressure has been measured. Materials and Methods: The study was conducted as a randomized clinical trial on 64 patients with hypertension who had referred to urban health centers; they were divided randomly into control and test groups . Researcher designed questionnaire of self-care behaviors in hypertension, whose validity and reliability had been measured, was provided to the control and test group both before and after education intervention. The Data obtained was analyzed by statistical software SPSS version 21 and t-test. Results: The mean score of self-care behaviors before intervention in the test and control groups had no significant difference. But in the post-test significant differences between was observed the means of two groups (0/05> p). Educational intervention resulted in a significant increase in the mean score of self-care behaviors of hypertension in test group from 50/9 ±14/2 to 58/8± 15/0. But, in the control group, no significant difference was observed in the mean score of self-care behaviors in pretest and posttest. Conclusion: Educational intervention was effective in increasing self-care behaviors associated with hypertension. Therefore, one way to manage non-communicable disease of hypertension is teaching selfcare behaviors in the areas of nutrition, physical activity, stress management, regular drug use and regular use of a sphygmomanometer. Key words: Educational intervention, Self-care behaviors, Women, Hypertension, Health centers
Disability and Rehabilitation, 2013
Purpose: Evidence shows that effective self-management behaviors have the potential to improve health outcomes, quality of life, self-efficacy and reduce morbidity, emergency visits and costs of care. A better understanding of self-management interventions (i.e. programs that help with managing symptoms, treatment, physical and psychological consequences) is needed to achieve a positive impact on health because most children with a disability now live well into adulthood. Method: A systematic review of self-management interventions for school age youth with physical disabilities was undertaken to assess their effectiveness. Comprehensive electronic searches using international web-based reference libraries were conducted for peer-reviewed and gray literature published between 1980 and January 2012. Eligible studies examined the effectiveness of self-management interventions for children and youth between 6 and 18 years of age with congenital or acquired physical disabilities. Studies needed to include a comparison group (e.g. single group pre/post-test design) and at least one quantifiable health-related outcome. Results: Of the 2184 studies identified, six met the inclusion criteria; two involved youth with spina bifida and four with juvenile arthritis. The majority of the interventions ran several sessions for at least 3 months by a trained interventionist or clinician, had one-to-one sessions and meetings, homework activities and parental involvement. Although outcomes varied between the studies, all of the interventions reported at least one significant improvement in either overall self-management skills or a specific health behavior. Conclusions: While self-management interventions have the potential to improve health behaviors, there were relatively few rigorously designed studies identified. More studies are needed to document the outcomes of self-management interventions, especially their most effective characteristics for children and youth with physical disabilities. ä Implications for Rehabilitation There is some evidence to suggest that self-management interventions for children and youth with spina bifida and arthritis can improve self-management behaviors and health outcomes. Parents' involvement should be considered in encouraging self-management behaviors at different stages of their child's development. Much work is needed to explore the longer term implications of self-management interventions for youth with physical disabilities as well as the impact on health care utilization.
Health education competence, self-management
Sykepleien Forskning
Background: The health education competence of health professionals who deliver self-management programmes to those with long-term health challenges have been little reported and discussed in either Nordic or international research literature. Purpose: The purpose of the study is to provide a systematic literature review of studies describing key health education competencies. We included both quantitative and qualitative studies as well as a systematic literature review. Method: We conducted a systematic literature search in Medline, Embase, PsychInfo and Cinahl to identify various types of studies describing health education skills in self-management programmes. Results: The studies describe six competence areas considered essential for ensuring patients and service users good outcomes from self-management programmes. These areas are: knowledge and skills in group management, disease and diagnosis, communication, coping and coping strategies, education and personal qualities and attitudes. The quality of the studies varies. Conclusion: The studies emphasise that competence in health education is crucial for ensuring that patients and service users derive benefit from self-management programmes. We need more high-quality research together with efforts to improve the quality of health education training measures and the education of students, health professionals and service user representatives. The clinical picture in Norway like other European countries is characterised by