Tecnologia cuidativo-educacional voltada para comportamento de saúde propenso a risco, estilo de vida sedentário e sobrepeso em universitários

Abstract

The nursing diagnoses Risk-prone health behavior, Sedentary lifestyle and Overweight are common among university students, given the transitions experienced and the fragility in their health care during the undergraduate period. In this context, nurses can intervene through care-educational technologies aimed at promoting health. However, there are few technologies available for this audience. Thus, the present study aimed to: validate the content and analyze the contribution of a care-educational technology focused on nursing diagnoses Risk-prone health behavior, Sedentary lifestyle and Overweight to the knowledge of university students. The first stage consisted of the construction and content validation of the care-educational technology and the multiple-choice questionnaire, applied in the pre-test and post-test. The construction of the technology was supported by scientific literature and the experience of the researchers involved. In the content validation process, a focus group was held with nine judges, considering frequently expressed opinions and the final consensus. The second stage of the study corresponded to the application and evaluation of careeducational technology, through an experimental study. The nursing students were divided into an intervention and control group. The intervention group was subjected to the aforementioned technology and the control group to the lecture in the format of a dialogued expository class. Both groups answered the pre- and post-tests. Data were analyzed using descriptive and inferential statistics. The research project was approved by the Ethics Committee of the Federal University of Rio Grande do Norte, under opinion number 5.917.687. The technology developed, called “Workshop on health care”, was divided into four thematic axes, with 35 minutes of execution on each axis, and twenty minutes of application of the pre- and post-test. The thematic axes were aimed at health promotion, involving content on healthy eating, sedentary lifestyle, use of legal and illicit substances, sexual and reproductive health, mental health, time management, stress and quality sleep. In the analysis by the focus group, there was a final consensus among the judges, with adjustments being made to the content of the aforementioned technology and the questionnaire. In the experiment stage, it was identified that the care-educational technology was not effective in improving students' knowledge about health promotion, when comparing the pre-test (p=0.506) and the post-test (p=0.271) of the intervention and control groups. However, when the correct answers to the questions in the pre- and post-tests of the groups were analyzed, an increase in correct answers to the questions in the experimental group was observed when compared to the control. It is concluded that the care-educational technology developed and validated was not effective when comparing the tests before and after the intervention and control groups, however, the average number of correct answers for students in the intervention group was higher. Therefore, it is expected that this technology can be replicated in other studies with a larger number of university students, especially those in the health area.