International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Perceção das mães sobre as intervenções de enfermagem promotoras da amamentação: impacto na sua prevalência
Get PDFBackground: The promotion of breastfeeding is affirmed as a public health strategy withhealth benefits for the mother and child. Objectives: To analyse the relation between the prevalence of breastfeeding and the mothers’ perception on the nurses’ interventions in the promotion of breastfeeding. Methodology: A quantitative, cross-sectional, descriptive and correlational study with a sample of 1102 women from mainland Portugal, with a mean age of 32 years (sd± 5.87). The data collection method was a questionnaire which enabled the sociodemographic characterization, to characterize the baby at birth, the pregnancy and breastfeeding. It also includes the Nurses’ Interventions to Promote Breastfeeding Scale (Coutinho et al, 2016). Results: As for the prevalence of breastfeeding and its relationship with the interventions of nurses promoting breastfeeding, there are no statistically significant differences in breastfeeding at six months. In contrast, breastfeeding at 24 months presented statistically significant differences (p = 0.000) in the group of women whobreastfed at 24 months who perceived the nurses’ interventions as being very adequate and in the group of women who do not breastfeed at 24 months and viewed the interventions as not adequate. Conclusion: Nurses’ interventions are more valued by women who breastfeed for a longer period, so breastfeeding should be promoted early, leading to greater awareness of its importance by women / families. In this sense, it is recommended that nurses adjust their interventions according to each woman.Enquadramento: A promoção da amamentação afirma-se como estratégia de saúde pública com benefícios para a saúde da mãe e da criança. Objetivos: Analisar a relação entre a prevalência da amamentação em função da perceção das mães sobre as intervenções dos enfermeiros promotoras da amamentação. Metodologia: Estudo quantitativo, transversal, descritivo e correlacional, com uma amostra de 1102 mulheres de Portugal Continental, com uma média de idade 32 anos (dp ±5.87). O instrumento de colheita de dados foi o questionário que permitiu fazer a caracterização sociodemográfica, caracterizar o bebé ao nascimento, a gravidez e a amamentação. Inclui ainda a escala Intervenções dos Enfermeiros Promotoras da Amamentação (Coutinho et al, 2016). Resultados: No que respeita à prevalência da amamentação e sua relação com a perceção das mães sobre as intervenções dos enfermeiros promotoras da amamentação, não se verificam diferenças estatisticamente significativas na amamentação aos seis meses. Pelo contrário, no que se refere à amamentação aos 24 meses, observam-se diferenças estatisticamente significativas (p=0.000) no grupo das mulheres que amamentam aos 24 meses e percecionaram as intervenções dos enfermeiros como muito adequadas e no grupo das mulheres que não amamenta aos 24 meses e entende as intervenções como pouco adequadas. Conclusão: As intervenções dos enfermeiros são mais valorizadas pelas mulheres que amamentam durante mais tempo, pelo que a amamentação deve ser promovida precocemente levando a uma maior consciencialização da sua importância por parte das mulheres / famílias. Nesse sentido preconiza-se que o enfermeiro ajuste as suas intervenções em função de cada mulher
Automedicação na comunidade: um problema de saúde pública
Get PDFSelf-medication is an important public health issue and a challenge in several European countries, particularly in Portugal. The objectives of this study were to estimate the prevalence of self-medication in a sample of Portuguese adults in the Central and Northern Region of Portugal and to identify sociodemographic and health factors associated with self-medication. Participants and Methods: A cross-sectional analytical study was performed. The sample consisted of 197 individuals from the community, central and northern Portugal, with a mean age of 38.26 ± 14.20 years and mostly female (65.0%).The data collection was accomplished through the application of a questionnaire, composed of questions of sociodemographic characterization, health context and issues related to selfmedication. Results: In the total sample, the prevalence of self-medication throughout life was 74.1% and in the last 6 months it was 59.9%. Lifelong self-medication was significantly associated with urban residence (p = 0.018). Self-medication in the last 6 months was positively correlated with age ≤25 years (OR = 3.69, 95% CI 1.04-12.14) and negatively with the residential area (rural OR = 0.36, 95% CI, 0.15-0.84). Conclusions: We observed a high prevalence of self-medication throughout the life and in the last 6 months among the northern and central communities of Portugal. Self-medication was associated with sociodemographic and health variables. The results of the present study provide evidence for the planning of interventions in the control of selfmedication in the community.Introdução: A automedicação é um importante problema de saúde pública e constitui um desafio em diversos países europeus, designadamente em Portugal. Os objetivos deste estudo foram estimar a prevalência de automedicação numa amostra de adultos portugueses da Região Centro e Norte de Portugal e identificar fatores sociodemográficos e de saúde associados à automedicação. Participantes e métodos: Estudo transversal analítico. A amostra ficou constituída 197 indivíduos da comunidade, região centro e norte de Portugal, com uma média de idades de 38,26±14,20 anos e maioritariamente do género feminino (65,0%). Os dados foram recolhidos através da aplicação de um questionário, composto por questões de caracterização sociodemográfica, de contexto de saúde e questões referentes à automedicação. Resultados: No total da amostra a prevalência de automedicação ao longo da vida foi de 74,1% e nos últimos 6 meses foi de 59,9%. A automedicação ao longo da vida associou-se significativamente com a área de residência urbana (p=0,018). A automedicação nos últimos 6 meses relacionou-se positivamente com a idade ≤25 anos (OR=3,69; IC95% 1,04-12,14) e negativamente com a área de residência (rural OR=0,36; IC95% 0,15-0,84). Conclusões: Observámos elevadas prevalências de automedicação ao longo da vida e nos últimos 6 meses na comunidade norte e centro de Portugal. A automedicação associou-se com variáveis sociodemográficas e de saúde. Os resultados do presente estudo criam evidência para o planeamento de intervenções no âmbito do controlo da automedicação na comunidade
Hacer fluir el aprendizaje
Get PDFHistorically, activities and learning formats have been sought to motivate students, as motivation is the driving force behind learning. At present the motivation has become extrinsic and does not move “learning”. The motivation must necessarily become intrinsic, to generate meaningful learning. This intrinsic motivation has to be encouraged by activities that respond to the multiple intelligences of the students, for which it is necessary to have the most basic necessities covered, to flow and to develop the interest for the learning. The objective of the study is to conjugate intrinsic motivation, meaningful learning, multiple intelligences for “the flow of learning”, carrying it out through a review study. The results show that when the needs are met, the students could be motivated to learn and develop their interests through an achievable task with their skills, with practical activities that stimulate (multiple intelligences), where Evaluate their competence, rebalancing their intrinsic motivation and connecting learning, causing to establish a logical order to engage with new “flows” of learning. Históricamente se han buscado actividades y formatos de aprendizaje para motivar al alumnado, ya que la motivación es el motor del aprendizaje. Actualmente la motivación se ha convertido en extrínseca y no mueve “el aprender”. La motivación se tiene que convertir necesariamente en intrínseca, para generar aprendizajes significativos. Dicha motivación intrínseca tiene que ser fomentada por actividades que respondan a las inteligencias múltiples del alumnado, para lo que es necesario tener las necesidades más básicas cubiertas, para fluir y desarrollar el interés por el aprendizaje. El objetivo del estudio es conjugar la motivación intrínseca, el aprendizaje significativo, las inteligencias múltiples para “el fluir del aprendizaje”, llevándolo a cabo a través de un estudio de revisión. Los resultados muestran que al estar cubiertas las necesidades, el alumnado podría motivarse por aprender y desarrollar sus intereses a través de una tarea alcanzable con sus habilidades, con actividades prácticas que estimulen (las inteligencias múltiples), donde evalúen su competencia, reequilibrando su motivación intrínseca y conectando los aprendizajes, provocando establecer un orden lógico para enganchar con nuevos “flujos” de aprendizaje
Psicología ambiental y ecopsicología en edad evolutiva: aspectos cognitivos, afectivos y relacionales
Get PDFEcopsychology and environmental psychology study the individual-environment relationship, highlighting the benefits that contact with nature can produce in individuals with cognitive, affective, individual and relational benefits. The objectives of the research has set out to achieve are as follow: explore relationships and experiences that children have towards plants, natural open spaces and animals; develop a sense ofbelonging to the territory; evaluate the perception of the degree of connection to nature; assess whether contact with nature changes and facilitates learning processes, relational mode; provide a play-recreation nature space for primary school children; promote cultural paths that aim to enhance the “re-discovery” of nature; create and offerthe natural spaces where children can express feelings, emotions, needs; raising awareness of environmental issues; evaluate the sensitivity and knowledge that children have with respect to the environmental crisis; assessment of the effects that natural laboratories can have on child welfare; educational evaluation of the impact and“re-balancing” of nature.The research involved the activation of natural laboratories in the fourth and fifth years of a primary state school in Palermo, running an entire school year on a weekly basis (as an experimental group).At the end of the project, the CNS (Connectedness to Nature Scale) and NRS (Nature Relatedness Scale) were used as two research samples: the experimental group, and a smooth control group for age, gender, class. The results show a significant statistical difference between the two groups, and act as evidence of how the research has been able to validate the assumptions and achieved the set out goals.Ecopsicología y psicología ambiental estudian la relación individuo-medio ambiente, poniendo de relieve los efectos beneficiosos que el contacto con la naturaleza puede generar en los sujetos a nivel cognoscitivo, afectivo, individual y relacional.Los objetivos que la investigación se ha propuesto conseguir son: explorar las relaciones y vivencias que los niños tienen con respecto a las plantas, espacios abiertos naturales y animales; desarrollar el sentido de pertenencia al territorio; evaluar la percepción del grado de conexión con la naturaleza; evaluar si el contacto con la naturaleza modifique y facilite procesos de aprendizaje, modalidades relacionales; ofrecer un espacio lúdico recreativo-relacional naturalista a niños de escuelas primarias; favorecer recorridos culturales que apunten a la valorización y “re-descubrimiento” de la naturaleza. Crear y ofrecer los espacios naturalistas donde los niños puedan expresar vivencias, emociones, necesidades; sensibilización a la cuestión medioambiental; evaluar la sensibilidad y el conocimiento que los niños tienen con respecto a la crisis medioambiental; evaluación de los efectos que los laboratorios naturalistas tienen en el bienestar de los niños; evaluación del impacto educativo y “re-equilibrador” de la naturaleza.La investigación ha previsto la activación de laboratorios naturalistas en una cuarta y una quinta de una escuela pública primaria del municipio de Palermo, durante un año escolar con una frecuencia semanal (grupo experimental). Al final de la investigación-intervención se han suministrado la CNS (Connectedness to Nature Escalera) y la NRS (Nature Relatedness Escaleras) a las dos muestras de la investigación: el grupo experimental, y un grupo de control homogéneo por edad, sexo, clases.Los resultados muestran una significativa diferencia estadística entre los dos grupos, a prueba del hecho, la investigación-intervención ha logrado validar la hipótesis de base y perseguir los objetivos
El rol de los recursos laborales en el desarrollo del engagement
Get PDFPsychosocial factors at work are certain conditions directly related to the content of the position, the requirements of the realization of the task and even with the environment, which have the capacity to affect the development of the work of the Professional.When these factors have detrimental consequences for your safety, health (physical, psychic or social) and wellbeing, we talk about psychosocial risk factors or sources of work stress. The study of burnout as a psychosocial risk factor is a need aimed at improving the health and quality of life of workers in organizations. However, the latest trends in the study of burnout have taken a turn towards the study of engagement as a positive and optimalaspect of professional development and, in this sense, among the main causes of engagement work resources. In the present work, a tour of the evolution of burnout research towards its opposite, engagement, and the main labor resources that contribute to its development and the psychosocial well-being of employees in current organizations are described, according to the literature.Los factores psicosocialesen el trabajo son determinadas condiciones directamente relacionadas con el contenido del puesto, las exigencias de la realización de la tarea e incluso con el entorno, que tienen capacidad de afectar el desarrollo del trabajo de los profesionales. Cuando estos factores tienen consecuencias perjudiciales para la seguridad, salud (física, psíquica o social) y bienestar, hablamos de factores de riesgo psicosocial o fuentes de estrés laboral. El estudio del burnout como factor de riesgo psicosocial es una necesidad orientada a mejorar la salud y la calidad de vida de los trabajadores en las organizaciones. No obstante, las últimas tendencias en el estudio del burnout han dado un giro hacia el estudio del engagement como aspecto positivo y óptimo del desarrollo profesional y, en este sentido, entre las principales causas del engagement destacan los recursos laborales. En el presente trabajo se realiza un recorrido sobre la evolución de la investigación sobre burnout hacia su opuesto, el engagement, y se describen los principales recursos laborales que contribuyen a su desarrollo y al bienestar psicosocial de los empleados en las organizaciones actuales, según recoge la literatura
Emociones en la conducción de vehículos: diferencias entre estudiantes y profesionales
Get PDFThe driving supposed the implementation of a whole series of emotions and motivations. A subject to the controls of a vehicle of experimentation various emotional and motivational states that will influence him directly in his decision making. Anxiety has been one of the most studied emotions over the years as a variable that influences driving. Good driving requires that we assume the infinite task of preventing errors and suppressing irrational decisions with what this entails with emotions. Those drivers who have a greater ability to control and regulate their emotions, in turn control anxiety levels betterLa conducción supone la puesta en práctica de toda una serie de emociones y motivaciones. Un sujeto a los mandos de un vehículo experimenta diversos estados emocionales y motivacionales que le van a influir de forma directa en su toma de decisiones. La ansiedad ha sido una de las emociones más estudiada a lo largo de los años como variable que influye en la conducción. Una buena conducción requiere que asumamos la tarea infinita de prevenir errores y suprimir decisiones irracionales con lo que ello conlleva de emociones. Aquellos conductores que poseen una mayor capacidad de control y regulación de sus emociones, a su vez controlan mejor los niveles de ansieda
Hábitos de vida sudável no pré-escolar e 1º ciclo do ensino básico: a perceção de familiares e de educadores de um grupo de crianças
No full textThe aim of our study is to know how family/parents of a group of children from kindergarten and primary schools and their teachers perceive the role that the institution has on the promotion of healthy lifestyles of their children, regarding its contribution for a better food education and for physical activity behaviors, considering their daily life routines - rest, mobility and physical practice outside school.We adopted a quantitative and qualitative methodology, carrying out and applying a questionnaire for family/parents (n=63) and a semi-structured interview for kindergarten and primary school teachers (n=6) of a group of children, being 50.8% (n = 32 ) from kindergarten and 49.2% (n=31) from primary school. The questionnaire data analysis, here presented in frequencies and percentages, was performed with the support of SPSS program (version 22.0). From the content analysis of the professionals’ answers, some of the perceptions are highlighted with excerpts from their testimonies.The results of this study, first from parental response, allow us to conclude that this group of children under observation, have regular rest during the week (81% resting 8-10 hours); a similar number of children move to school walking (49.2 %) or by car (44.4%); 41.3% have a regular physical activity outside school; 73% take their lunch at school. Although most parents consider that the school should play a very important role in promoting the healthy lifestyle habits of their students, they believe that it does not always promote healthy eating. On the other hand, teachers observed the opposite, considering that the schools not only provide healthy food for all children, but also (extra)curricular activities which create moments of moderate or intense regular physical practice.In addition to this opinion, they refer that beyond the intervention that makes in their classroom, it is at the time of recess that these habits can be improved, by the implementation with the younger children of more energetic physical activities.Com este estudo foi nosso propósito pesquisar de que modo é que os familiares/ pais de um grupo de crianças de escolas de Jardim de Infância e de 1.º Ciclo do Ensino Básico (1.º CEB) e, respetivos educadores de infância/ professores do 1.º CEB, percecionam o papel que essa instituição tem na promoção de hábitos de vida saudável dos seus educandos, no que respeita ao seu contributo para uma melhor educação alimentar e para comportamentos de prática de atividade física, tendo em conta as suas rotinas de vida diária – descanso, mobilidade e prática física fora da escola.Na metodologia adotada, de natureza quantitativa e qualitativa, construímos e aplicámos um questionário a familiares/pais (n=63) e uma entrevista semiestruturada aos educadores de infância e professores do 1.º CEB (n=6) de um grupo de crianças, sendo 50.8 % (n=32) do pré-escolar e 49.2% (n=31) do 1.º CEB. A análise dos dados do questionário, apresentado em frequências e percentagens, foi efetuada com o apoio do programa SPSS (versão 22.0). A partir da análise de conteúdo das respostas dos profissionais, algumas das perceções são relevadas com excertos dos seus testemunhos.Os resultados deste estudo, primeiro em função da resposta dos pais, permitem-nos concluir que, do grupo de crianças em observação, a maioria apresenta comportamentos de descanso regular durante a semana (81% descansa 8-10 horas), deslocando-se para a escola, em número semelhante, a pé (49.2%) ou de carro (44.4%); 41.3% pratica atividade física regular fora da escola; 73% almoça regularmente na escola. Apesar de a maioria dos pais considerarem que a escola deve ter um papel muito importante na promoção de hábitos de vida saudável dos seus educandos, julga que esta nem sempre promove uma alimentação saudável. Por outro lado, os docentes testemunham o contrário, considerando que as escolas não só proporcionam uma alimentação saudável a todas as crianças, como também atividades (extra)curriculares que criam momentos de prática física regular moderada ou intensa. A acrescentar a esta opinião, os educadores/ professores referem que, para além da intervenção que fazem na sua sala de aula, é no momento do recreio que esses hábitos podem ser melhorados, pela implementação junto das crianças mais pequenas de atividades físicas mais enérgicas
Lifelong learning y autoeficacia del profesorado
Get PDFEffective teachers should believe in his or her capability to strongly influence students’ performance and learning methods, even among those students who may be difficult or unmotivated (Guskey and Passaro, 1994). Self-efficacy enhances motivation, affects the amount of effort and persistence that a person devotes to a task and, on workplace environment, improves job satisfaction. By examining the relationship between selfefficacy and the continuous teacher’s training, this paper’s overall aim is to demonstrate how attending training courses, post-graduate diplomas or master’s degrees helps to increase teachers’ sense of efficacy. Moreover, the impact of precariousness on self-efficacy will be analyzed going through the variables influencing teachers’ perceived self-efficacy.This research is based on 225 Italian teachers, who filled out an online research protocol which includes the following measurement scales: School Self-Efficacy Scale (Borgogni, Petitta, Steca, 2001), School Perceived Collective Efficacy Scale (Borgogni, Petitta, Steca, 2001), Schwarzer Generalized Self-Efficacy Scale in its Italian adaptation by Lucio Sibilia, Ralf Schwarzer and Matthias Jerusalem (1995), Job Satisfaction Questionnaire developed by Weiss et al. (1967) adapted and validated in Italian by Di Nuovo and Alba (1990), Survey of Perceived Organizational Support of Eisenberg et al. (1986) adapted and validated in Italian by Battistelli and Mariani in 2011, Organizational Commitment and Employee Engagement Scale by Barbaranelli and Fida (2004).Results show that teachers who have attended training courses and masters during the last three years, have obtained significantly higher scores on School Self-Efficacy Scale than teachers who have not attended such courses; furthermore, school’s self-efficacy level is considerably higher among tenured teachers than in those who have fixed-term contracts. Moreover, a linear regression analyses reveals that school collective efficacy, generalized self-efficacy and employee engagement are all significant predictors of self-efficacy in school settings. In conclusion, since self-efficacy is also affected by collective efficacy, it is found necessary to focus the learning environment on collaborative and cooperative learning strategies that enhance the sense of belonging, organizational identification, internal and external communication.Sentirse profesores eficaces significa creer en las propias capacidades de influir en la prestación de los estudiantes y las modalidades de aprendizaje de los alumnos, incluso los más difíciles o desganados (Guskey y Passaro, 1994). La autoeficacia aumenta la motivación, la cuantía del compromiso empleado, el tiempo dedicado y, en el ámbito laboral, mejora la satisfacción laboral. En el presente trabajo, se ha querido investigar la relación entre la autoeficacia y la formación continua de los profesores, teniendo como objetivo general demostrar que la participación en cursos de actualización, diplomas de perfeccionamiento o master contribuya a aumentar el sentido de eficacia de los profesores. Además, se perseguirán los objetivos de evaluar lo que afecta a la precariedad en el sentido de autoeficacia y analizar las variables que influyen en la autoeficacia percibida por los profesores.A la investigación participaron 225 profesores italianos, que respondieron a través de una suministración on line, a un protocolo de investigación, que comprenda las siguientes escalas de medida: Escala de eficacia personal en el ámbito escolar (Borgogni, Petitta, Steca, 2001), escala de eficacia colectiva percibida en el ámbito escolar (Borgogni, Petitta, Steca, 2001), escala de Self-Efficacy general de Schwarzer, en su adaptación italiana de Lucio Sibilia, Ralf Schwarzer y Matthias Jerusalem (1995), cuestionario sobre la satisfacción laboral de Weiss et al. (1967), adaptado y validado en italiano por Di Nuovo y Alba (1990), Survey of Perceived Organizational Support de Eisenberg et al. (1986), adaptado y validado en italiano por Battistelli y marianos en 2011, escala del Compromiso Organizacional y de la implicación en el trabajo de Barbaranelli y Fida (Barbaranelli, Fida, Paciello, Di Giunta, Caprara 2008). Entre los resultados se desprende que los profesores que han frecuentado más cursos de formación y master en los últimos tres años obtienen puntuaciones significativamente más altas en la escala de Autoeficacia escolar personal respeto a los profesores que no lo han frecuentado; además, los profesores titulares resultan tener una eficacia escolar personal significativamente más alta con respecto a los profesores temporales. Además, del análisis de las regresiones lineales se desprende que las variables que predicen la eficacia escolar personal son la eficacia escolar colectiva, la selfefficacy general y su implicación en el trabajo. Dado que la eficacia personal está influida también por la eficacia colectiva, en conclusión, parece necesario dirigir tipos de intervención a la escuela centradas sobre las variables de tipo colectivo y organizativo, que mejoren el sentido de pertenencia, la identidad organizativa, la comunicación interna y externa
Alfabetización tecnológica
Get PDFIntroduction: The social, economic and cultural environment is undergoing a transformation caused by computer technologies, becoming almost indispensable in our lives. However, the elderly can present problems of adaptation, triggering a lack of technological literacy that in the health field could have an impact on their quality of life. The objective is to observe how new technologies affect the elderly, and propose nursing interventions that favor their adaptation to this new era. Material and Methods: Articles published since 2009, from anywhere in the world, have been consulted free of charge, in Spanish and English. The databases consulted have been PubMed, Google Scholar, Mesh, ScienceDirect, Trip Database, IBECS and DeCS. Results: Currently, technologies are adapting and evolving differently around the world, assuming progress in all places. A positive effect has been observed regarding the relationship and communication between the elderly and their environment, being advisable to provide greater cognitive stimulation with respect to these. Discussion: Most of the evidence found points to the benefit that technology brings regarding the connection of the elderly with their social environment. In healthcare, telecare has proven to improve the quality of life of the elderly. Just as the electronic prescription helps with pharmacological adherence and provides comfort for chronic and / or multipathological patients, the telematic appointment reduces long waiting times. Conclusion: The technologies, associated with social isolation, telecare and electronic prescriptions, have a positive effect on the quality of life of the elderly population. Providing them with an exercise of their brain activity, greater selfesteem and comfort, solving their health problems from home without having to approach a health center.Introducción: El entorno social, económico y cultural está sufriendo una transformación causada por las tecnologías informáticas, convirtiéndose casi indispensables en nuestras vidas. Sin embargo, la edad anciana puede presentar problemas de adaptación, desencadenando una falta de alfabetización tecnológica que en el ámbito sanitario podría repercutir en su calidad de vida. El objetivo es observar cómo afectan las nuevas tecnologías a los ancianos, y proponer intervenciones enfermeras que favorezcan su adaptación a esta nueva era. Material y Métodos: Se han consultado artículos publicados a partir de 2009, de cualquier parte del mundo, de extensión completa gratuita, en español e inglés. Las bases de datos consultadas han sido PubMed, Google Académico, Mesh, ScienceDirect, Trip Database, IBECS y DeCS. Resultados: Actualmente las tecnologías están adaptándose y evolucionando de forma diferente por el mundo, suponiendo un avance en todos los lugares. Se ha observado un efecto positivo en cuanto a la relación y comunicación entre los ancianos y su entorno,siendo recomendable proporcionar una mayor estimulación cognitiva con respecto a estas. Discusión: La mayor parte de la evidencia encontrada apunta al beneficio que la tecnología aporta respecto a la conexión de los ancianos con su entorno social. En sanidad, la teleasistencia ha demostrado mejorar la calidad de vida de los ancianos. Así como la receta electrónica ayuda con la adherencia farmacológica y supone comodidad para pacientes crónicos y/o pluripatológicos, la cita telemática disminuye las largas esperas de consulta. Conclusión: Las tecnologías, asociadas al aislamiento social, teleasistencia y receta electrónica, tienen efecto positivo en la calidad de vida de la población anciana. Proporcionándoles una ejercitación de su actividad cerebral, una mayor autoestima y comodidad, solucionando sus problemas de salud desde casa sin tener que acercarse a un centro sanitario
Aplicación de un programa de mindfulness en personas mayores en centros residenciales
Get PDFMindfulness based interventions are increasingly used in clinical psychology because of the significant effects they produce, with the elderly being the main candidates for these interventions, which framed in a successful model of aging demand quality practice. The object of thisstudyistheeffect ofa Mindfulness program adapted to the residential environment, in a sample of twelve elderly people, focused on improving psychological-emotional well-being, pain perception, quality and life satisfaction, under a quasi-experimental design pre-post test, aimed at evaluating these characteristics; combining formal practices of full attention, with psycho-educational aspects necessary in the development of them.The results showed positive effects in more than half of the areas involved in the program, being of interest for future studies, to use a larger sample representative of said population with control group, to continue delving into ways to stimulate the continuous use of Mindulfulness in this collective.Las intervenciones basadas en Mindfulness son cada vez más utilizadas en psicología clínica por los efectos significativos que producen, siendo el sector de la tercera edad los principales candidatos de estas intervenciones, que enmarcadas en un modelo de envejecimiento con éxito demandan una práctica de calidad. Este estudio tiene como objeto el efecto de un programa de Mindfulness adaptado al ámbito residencial, en una muestra de doce personas mayores, enfocado a mejorar el bienestar psicológico-emocional, percepción de dolor, calidad y satisfacción de vida, bajo un diseño cuasi-experimental pre-post test, dirigido a evaluar dichas características; combinando prácticas formales de atención plena, con aspectos psico-educativos necesarios en el desarrollo de las mismas. Los resultados muetran efectos positivos en más de la mitad de las áreas intervinientes en el programa, siendo de interés para estudios futuros, utilizar una muestra más amplia representativa de dicha población con grupo de control, para seguir ahondando en formas de estimular el uso continuo de Mindulfulness en este colectivo