Effects of the “Free of COVID-19” educational program on teenagers’ preventive social skills
DOI:
https://doi.org/10.24265/horizmed.2021.v21n4.03Keywords:
Social skills, Assertiveness, Self concept, ProgramAbstract
Objective: To determine the effects of the “Free of COVID-19” educational program on the preventive social skills of teenagers treated at a provincial hospital in Peru. Materials and methods: An explanatory, pre-experimental, longitudinal and prospective research with a pretest and posttest intact group design. The population consisted of 40 male and female teenagers aged between 13 and 19, who were treated at the Tayabamba provincial hospital. The inclusion criteria were a) teenagers aged between 13 and 19, b) teenagers with complete medical records and c) teenagers treated at the Tayabamba provincial hospital. The variables (before and after the program) were the preventive social skills and their dimensions: assertiveness, communication, self-esteem and decision-making. The “Free of COVID-19” educational program was implemented with a pretest and a posttest. A questionnaire made up of four dimensions and 27 questions was administered for assessing the preventive social skills. A non-parametric analysis of longitudinal data was used for a sample of subjects who were evaluated twice during the course of the study. Results: Before the implementation of the “Free of COVID-19” educational program, the teenagers’ preventive social skills were, in general terms, fair (55.00 %) and, after the program, good (80.00 %). Their assertiveness was fair (45.00 %) before the program and improved to good (75.00 %) after the program. Their communication was fair (70.00 %) before the program and good (85.00 %) afterwards. Their decision-making was good (50.00 %) before the program and also good (90.00 %) after the implementation of the program. Conclusions: The preventive social skills of teenagers treated at the Tayabamba provincial hospital, as well as their assertiveness, communication, self-esteem and decision-making, significantly improved with the implementation of the “Free of COVID-19” educational program.
Downloads
References
World Health Organization. Overview of public health and social measures in the context of COVID-19: Interim guidance [Internet]. OMS; 2020. Disponible en: https://apps.who.int/iris/handle/10665/332115
Anderson RM, Heesterbeek H, Klinkenberg D, Déirdre Hollingsworth T. How will country-based mitigation measures influence the course of the COVID-19 epidemic?. Lancet. 2020; 395(10228): 931-4.
UNICEF. Impacto de la crisis por COVID-19 sobre los niños y niñas más vulnerables. Reimaginar la reconstrucción en clave de derechos de infancia [Internet]. UNICEF; 2020. Disponible en: https://www.observatoriodelainfancia.es/ficherosoia/documentos/7228_d_covid19-infancia-vulnerable-unicef.pdf
Alto Comisionado Contra la Pobreza Infantil. Brecha Digital y Pobreza Infantil. Documento Breve 14 [Internet]. ACCPI: España; 2020. Disponible en: https://www.comisionadopobrezainfantil.gob.es/ sites/default/files/Brecha%20digital_DB.pdf
Stiff C. The game theory of panic-buring- and how to reduce it [Internet]. The Conversation: United States; 2020. Disponible en: http://theconversation.com/the-game-theory-of-panic-buying-andhow-to-reduce-it-134107
Ibarra MS. Definición de programa educativo. España: Actualizado. 2015; 22: 34
Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al. El impacto psicológico de la cuarentena y cómo reducirlo: revisión rápida de la evidencia. Lancet. 2020; 395(10227): 912-20.
Bailey J. Closing Schools To Slow a Pandemic [Internet]. Education Next: Canada; 2020. Disponible en: https://www.educationnext.org/closing-schools-to-slow-a-pandemic-coronavirus-covid-19-public-health/
Mällinen S. Teacher effectiveness and online learning. En: Teaching & Learning. Londrés: Routledge; 2018. p. 139-49.
Harris D. Using federal stimulus to get schools through the coronavirus crisis: The case for summer school and summer teacher pay [Internet]. Brookins Institution; 2020. Disponible en: https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-getschools-through-the-coronavirus-crisisthe-case-for-summer-school-and-summer-teacher-pay/
Loeb S. How covid-19 is interrupting children’s education [Internet]. The Economist: London; 2020. Disponible en: https://www.economist.com/international/2020/03/19/how-covid-19-isinterruptingchildrens-education
Zhang J, Litvinova M, Liang Y, Wang Y, Wang W, Zhao S, et al. Changes in contact patterns shape the dynamics of the COVID-19 outbreak in China. Science. 2020; 368(6498): 1481-6.
Brunner E, Puri ML. Nonparametric methods in factorial designs. Statistical Papers. 2001; 42: 1-52.
UNICEF. Salud mental e infancia en el escenario de la COVID-19: Propuestas de Unicef España [Internet]. UNICEF; 2020. Disponible en: https://www.unicef.es/publicacion/salud-mentale-infancia-enel-escenario-de-la-covid-19-propuestas-de-unicef-espana
Organización Mundial de la Salud, Organización Panamericana de la Salud. Principales orientaciones de la comunicación de riesgos [Internet]. OPS-OMS; 2020. Disponible en: https://www.Downloads/guia%20lideres-%20comunicacion-de-%20riesgo%20COVID19.pdf
Skinner BF. Teoría del Comportamiento Humano. España: Ariel; 1938.
Vigotsky L. Teoría de Aprendizaje y Desarrollo. España: Ariel; 1932.
Orem, D. Nursing: concept of practice. 6a ed. New York: Elsevier Mosby; 2001.
Maslow A. Teoria de la jerarquía de necesidades. México: Mc Graw Hill; 1943.
Lumn P, Cameron B, Ciarán L, McGowan F, Timmons S,Robertson D. Usar la ciencia del comportamiento para ayudar a combatir el coronavirus. Documento de trabajo de ESRI N° 656 [Internet]. 2020. Disponible en: http://aei.pitt.edu/102644/
Wise T, Zbozinek TD, Michelini G, Hagan CC, Mobbs D. Changes in risk perception and protective behavior during the first week of the COVID-19 pandemic in the United States. R Soc Open Sci. 2020.
Lees J, Cikara M. Las metapercepciones de grupo inexactas impulsan atribuciones negativas fuera del grupo en contextos competitivos. Nat Tararear Behav. 2020; 4: 279-86.
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Horizonte Médico (Lima)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Horizonte Médico (Lima) (Horiz. Med.) journal’s research outputs are published free of charge and are freely available to download under the open access model, aimed at disseminating works and experiences developed in biomedical and public health areas, both nationally and internationally, and promoting research in the different fields of human medicine. All manuscripts accepted and published in the journal are distributed free of charge under the terms of a Creative Commons license – Attribution 4.0 International (CC BY 4.0).
