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Torres Contreras CC, Bravo Gómez MA, Rivera Carvajal R, Vargas Rodríguez LY, Arenas Cárdenas YM. Efecto de una intervención educativa sobre la agencia de autocuidado en estudiantes de Enfermería. Metas Enferm jun 2022; 25(5):7-14. Doi: https://doi.org/ 10.35667/MetasEnf.2022.25.1003081940
Claudia Consuelo Torres Contreras1, Moisés Alfonso Bravo Gómez2, Raquel Rivera Carvajal3,Leidy Yemile Vargas Rodríguez4, Yury Marcela Arenas Cárdenas4
1Magister en Enfermería. Universidad de Santander. Facultad de Ciencias Médicas y de la Salud. Instituto de Investigación Masira. Bucaramanga (Colombia) 2Magister en Educación. Universidad de Santander. Facultad de Ciencias Médicas y de la Salud. Instituto de Investigación Masira. Bucaramanga (Colombia) 3Magister en Epidemiología. Universidad de Santander. Facultad de Ciencias Médicas y de la Salud. Instituto de Investigación Masira. Bucaramanga (Colombia) 4Magister en Enfermería. Universidad de Boyacá. Facultad de Ciencias de la Salud. Tunja, Boyacá (Colombia)
Moisés Bravo Gómez. Facultad de Ciencias Médicas y de la Salud. Campus Universitario Lagos del Cacique. Calle 70, 55-210. Bucaramanga (Colombia).
Contact email: firstname.lastname@example.org
Objective: to determine the impact of an educational intervention through Problem-Based Learning (PBL) and based on Orem’s Self-Care Theory on the self-care agency in Nursing students from two Colombian universities.
Method: a multicentre quasi-experimental before-and-after study conducted on 2019. The population included the 56 students of the first Nursing semester from two Colombian universities. The “Hacia el cuidado de la vida” (“Towards Life Care”) intervention was conducted, with 12 two-hour sessions during 13 weeks on mental and spiritual self-care, healthy lifestyles, body self-care and social self-care through PBL. Sociodemographic and academic variables were measured, as well as consumer habits. The Self-Care Agency was measured at baseline (B) and at the last session (P) through the ASA-B scale (very low: 1-24, low: 25-48, good: 49-72 or very good: 73-96 scores). Descriptive and bivariate statistics were applied.
Results: forty (40) persons completed the study; 82.1% were female, with 18 years as median age. The overall score in the ASA-B scale was increased overall in a statistically significant way [B: X= 71.1 (SD= 0.73) and P: X= 75.6 (SD= 1.07); p< 0.001] and in 18-to-20-year old single women, with a score of 11 in knowledge test in first or second quartile, past history of using alcohol or energy drinks (p< 0.05). There was no variation in score in terms of affiliation to sport teams, student federations or religious groups.
Conclusion: the educational intervention based on the self-care theory and PBL applied to students in their first Nursing semester improved their self-care agency.
self-care; Dorothea Orem; nursing students; problem-based learning; multicentre study
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