The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based nursing materials. Take credit for all your work, not just books and journal articles. To learn more, visit www.nursingrepository.org Item type Format Title Authors Presentation Text-based Document Key Principles for Action Mota, Liliana Downloaded 3-May-2018 09:46:42 Link to item http://hdl.handle.net/10755/622097
A Transformative Vision for Health: Promoting Nursing Colleges Brito, I.; Príncipe, F.; Mota, L.; Novais, S.
Key Principles for Action Mota, L. 1, 2 1 Nursing Sciences PhD student, ICBAS, Porto University 2 Lecturer, Portuguese Red Cross Nursing College of Oliveira de Azeméis
Process of empowering people to increase self-control and/or to improve their health (WHO, 2014) Higher education has a unique opportunity and responsibility to provide a transformative education, engage the educational and academic community, develop new knowledge, lead by example, and promote community health gains (Okanagan Charter, 2015) Health Promotion in Higher Education Institutions It involves an approach centered on individual behavior, diverse social and environmental interventions (WHO, 2014) Health promotion spaces are contexts of intervention where multilevel strategies are invigorated and knowledge is mobilized to promote healthy behaviors and environments
Aim To describe the process of transforming nursing college in health promoting context using the PEER-IESS model (Brito & Mendes, 2009); To analyze the contributions of the involvement of academic community in participatory health research.
Methods A participatory health research (ICPHR, 2013) was implemented, using a constructive case-study in a nursing college, to evaluate in which way the involvement of a seed group in a participatory health research process initiates the mobilization a higher education community.
Methods It s a paradigm and not a method Participatory Health Research Participation is the defining principle throughout the research process The goal is to maximize the participation of those whose life or work is the subject of the research in all stages of the research process, including the formulation of the research question and goal, the development of a research design, the selection of appropriate methods for data collection and analysis, the implementation of the research, the interpretation of the results, and the dissemination of the findings. (ICPHR, 2013)
Methods (Green & Kreuter,1991)
Methods Validation study of the PEER - IESS Intervention Model (Brito & Mendes 2009) in an Nursing College. «Seed Group» Training Monitoring the health needs assessment process Impact assessment PEER-IESS Intervention Model Research Participatory health research Teachers Staff Students Phase PRECEDE Social, epidemiological, behavioral, environmental, educational, organizational, political and administrative diagnostics Phase PROCEED Design, implementation and evaluation of collaborative actions in the academic community
Methods 5 students 2 staff members "seed group" 4 teachers Implemented since 2013
Results Collaborative and participatory involvement Curricular infusion Nursing students Institutional policies School health services
Results Workshops Curricular infusion Worldcafé Occupational health and quality management Definition of strategic development plan of the institution Peer-to-peer counselling interventions Objective to reduce risk damage during academic festivities
Conclusions The intervention process engages the academic community to have an active voice in promoting health and in promoting the universal responsibility of the academic community. The engagement of the nursing students in studies with the participatory health research promotes the development of personal and professional skills, preparing the students to exercise of nursing profession. These results will be an important contributes to guide the formulation of health enhancing policies and practices, thereby strengthening health and sustainability in universities and colleges and local community.
References Brito, I. & Mendes, F. (2009). PEER-IESS. Instituições de ensino superior salutogénicas. Disponível em: http://www.esenfc.pt/site /?module=esenfc&target=outreach-projects&id_projeto=236&id_aps=9&tipo=aps Ferreira, F., Brito, I., & Mendes, F. (2014). PEER-IESS: um modelo participativo de instituições de ensino superior Salutogenicas, Referência, Suplemento 2, Série IV, 924-930. Green, L.W., & Kreuter. M. (1991). Health Promotion Planning: an educational and environmental Approach. 2ª ed. Moutain View, Cal: Mayfield Publishing Company. ICPHR (2013). Position Paper 1: What is Participatory Health Research? Version: May 2013. Berlin: International Collaboration for Participatory Health Research. Okanagan Charter: An International Charter for Health Promoting Universities and Colleges (2015). World Health Organization (2014). Health Promotion: health topics. Disponível em: http://www.who.int/topics/health_promotion/en/
Key Principles for Action Mota, L. 1, 2 1 Nursing Sciences PhD student, ICBAS, Porto University 2 Lecturer, Portuguese Red Cross Nursing College of Oliveira de Azeméis