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García-Puig ME, Ruano-Casado L, Ballestar-Tarín ML. Programa de saúde Agente +014: gamificação aplicada à educação de adolescentes com diabetes segundo o modelo PRECEDE-PROCEDE e desde uma perspectiva salutogênica. Hacia Promoc. Salud [Internet]. 1º de julho de 2021 [citado 21º de novembro de 2024];26(2):129-46. Disponível em: https://revistasojs.ucaldas.edu.co/index.php/hacialapromociondelasalud/article/view/5176
Fomatos de Citação
Autores
Luisa Ruano-Casado
Universidad de Valencia
María Luisa Ballestar-Tarín
Universidad de ValenciaResumo
Objetivos: a diabetes mellitus tipo 1 é uma doenças crônicas que costuma debutar na infância e necessitar formação ao longo para dar resposta aos câmbios produzidos em todas as etapas vitais. O objetivo desta pesquisa é desenvolver um programa de educação para a saúde, seguindo o modelo Precede-Procede e desde uma perspectiva salutogênico atendendo às necessidades da população adolescente e que incluía a gamificação como estratégia educativa. Materiais e métodos: a primeira fase é pesquisa mista, quantitativa e qualitativa e combina diferentes instrumentos para a colheita de informação. Os participantes são adolescentes com este diagnóstico e seus progenitores, residentes na Comunidade de Madrid, Espanha. Na segunda, desenvolve- e um programa educativo que responde às descobertas da etapa anterior e que incorpora a gamificação. Resultados: a população Diana desfruta de uma boa qualidade de vida, tem um estilo de vida saudável e alta responsabilidade para seus cuidados. Contudo, os recursos que lhes faz falta são os relacionados com a esfera emocional. É por isso que o programa educativo denominado Agente +014 abarca a competência emocional e cuidados avançados da diabetes, todo isto com forma de jogo digital. Conclusões: o modelo Precede-Procede foi eficaz para desenvolver esta intervenção de educação para a saúde. O enfoque salutogênico facilita a análise dos recursos pessoais, familiares e comunitários. A gamificação é uma estratégia inovadora na promoção da saúde.
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Referências
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2. OMS [internet]. Enfermedades crónicas. OMS. [actualizado 2019, citado 30/12/2019]. Disponible en: http://www.who.int/topics/chronic_diseases/es/
3. Huppertz H, Krabbe L, Lux B, Mattivi JT, Siafarikas A. Symptoms of depression and anxiety in youth with type 1 diabetes: A systematic review and meta-analysis. Psychoneuroendocrinology. 2016; 70, 70-84.
4. Antonovsky A. Health, Stress and Coping. San Francisco: Jossey-Bass Publishers; 1979.
5. Bauer GF et al. Future directions for the concept of salutogenesis: a position article. Health Promot Int. 2020; 35 (2):187- 95.
6. Cofiño R et al. Promoción de la salud basada en activos: ¿cómo trabajar con esta perspectiva en intervenciones locales? Gac Sanit. 2016; 30 (1):93-98.
7. Mittelmark MB. The Handbookof Salutogenesis 1st ed. Switzerland: Springer; 2017. Chapter 3, The Application of Salutogenesis in Communities and Neighborhoods; 159-170.
8. Lam B, Zamenopoulos T, Kelemen M, Hoo Na J. Unearth Hidden Assets through Community Co-design and Coproduction. The Design Journal. 2017; 20: 601-610.
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10. Green LW, Kreuter MW. Health Promotion Planning: An Educational and Environmental Approach. Mountain View, CA: Mayfield Publishing; 1991.
11. Nejhaddadgar N, Darabi F, Rohban A, Solhi M, Kheire M. The effectiveness of self-management program for people with type 2 diabetes mellitus based on Precede-Procede model. Diabetes Metab Syndr. 2019; 13(1):440-443.
12. Bazpour M, Gheibizadeh M, Malehi AS, Keikhaei B. The Effect of a Training Program Based on the Precede-Proceed Model on Lifestyle of Adolescents with Beta-Thalassemia: A Randomized Controlled Clinical Trial. Int J Hematol OncolStem Cell Res. 2019; 13(1):12-19.
13. Khani Jeihooni A, Pooyan Afzali H. The Effect of an Educational Intervention Based on PRECEDE Model on Oral Cancer Prevention Behaviors in Hookah Users. P. J Canc Educ. 2019; 13, 1-11.
14. Calano BJD, et al. Effectiveness of a community-based health programme on the blood pressure control, adherence and knowledge of adults with hypertension: A PRECEDE-PROCEED model approach. J Clin Nurs. 2019; 28 (9-10):1879- 1888.
15. Porter CM. Revisiting Precede-Proceed: A leading model for ecological and ethical health promotion. Health Education Journal. 2016; 75 (6).
16. Deterding S, Dixon D, Khaled R, Nacke L. Gamification: Toward a Definition. ACM. (2011). Disponible en http:// gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
17. Fitzgerald M, Ratcliffe G. Serious Games, Gamification, and Serious Mental Illness: A Scoping Review. Psychiatr Serv. 2019.
18. Patel MS, et al. Effect of a Game-Based Intervention Designed to Enhance Social Incentives to Increase Physical Activity Among Families. JAMA Intern Med. 2017; 177:1586-1593.
19. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Comput Hum Behav. 2017; 69:371–380.
20. Kelders SM, Sommers-Spijkerman M, Goldberg J. Investigating the Direct Impact of a Gamified Versus Nongamified Well-Being Intervention: An Exploratory Experiment. J Med Internet Res. 2018; 20: e247.
21. Patel MS, et al. Effectiveness of Behaviorally Designed Gamification Interventions with Social Incentives for Increasing Physical Activity Among Overweight and Obese Adults Across the United States: The STEP UP Randomized Clinical Trial. JAMA Intern Med. 2019; 9:1-9.
22. Yunyo A. Designing Effective Gamified Learning Experiences. IJTE. 2020; 3 (2): 62-69
23. The KIDSCREEN Group Europe. The KIDSCREEN Questionnaires - Quality of life questionnaires for children and adolescents. Lengerich: Pabst Science Publishers; 2006.
24. Anderson BJ, Auslander WF, Jung KC, Miller JP, Santiago JV. Assessing family sharing of diabetes responsibilities. Journal of Pediatric Psychology. 1990; 15, p. 477-492.
25. Wilson DMC, Ciliska D. Lifestyle Assessment Development and Use of the FANTASTIC Checklist. Canadian Family Physician. 1984; 30, 1527-32.
26. Consejería de Sanidad de la Comunidad de Madrid. (2015). Boletín Epidemiológico de la Comunidad de Madrid, 7 (21), p. 1-47. Disponible en http://www.comunidad.madrid/servicios/salud/boletin-epidemiologico
27. Observatorio de la Infancia. Línea de intervención educación socio-emocional. Forma Joven en el ámbito educativo 2015- 2016. España: Junta de Andalucía; 2015.
28. Pérez-Urizarbarrena I. Regulación Emocional y Experiencias Positivas: un camino hacia la felicidad. Projecte Final del Postgrau en Educació Emocional i Benestar. Barcelona: Universitat de Barcelona; 2014.
29. González-Andrade F, Salazar Muñoz KJ. Evaluación de calidad de vida con KIDSCREEN en pacientes oncológicos y cardiópatas del Hospital Pediátrico Baca Ortiz, 2017. Quito: UCE; 2018.
30. Vargas DM, Barbaresco AC, Steiner O, Silva C. Una mirada psicoanalítica sobre niños y adolescentes con diabetes Mellitus tipo 1 y sus familiares. Rev. Psicol. Saúde. 2020; 12 (1): 87-100.
31. Henriquez-Tejo R, Cartes-Velasquez R. Psychosocial impact of type 1 diabetes mellitus in children, adolescents and their families. Literature Review. Rev chil pediatr. 2018; 89 (3): 391-398.
32. Lima-Serrano, M et al. Factores relacionados con la calidad de vida en la adolescencia. Gaceta Sanitaria. 2018; 32 (1): 68-71.
33. Carral San Laureano F. et al. Actitudes y percepción del profesorado de centros educativos públicos sobre la atención a alumnos con diabetes tipo 1. Endocrinología, Diabetes y Nutrición. 2018; 65 (4), p. 213-219.
34. Fleming GA. Aplicaciones de la tecnología digital para la diabetes: beneficios, retos y recomendaciones. Diabetes Care 2020; 43 (1): 250-260.
35. Parra-Peralta AM, Ramírez-Gallardo RL, Pernas-Álvarez IA, Ortiz-Ocho A. La Inteligencia emocional en pacientes miembros de la Fundación Casa de la Diabetes Cuenca, Ecuador. Rev. Cubana Edu. 2018; 27 (2).
2. OMS [internet]. Enfermedades crónicas. OMS. [actualizado 2019, citado 30/12/2019]. Disponible en: http://www.who.int/topics/chronic_diseases/es/
3. Huppertz H, Krabbe L, Lux B, Mattivi JT, Siafarikas A. Symptoms of depression and anxiety in youth with type 1 diabetes: A systematic review and meta-analysis. Psychoneuroendocrinology. 2016; 70, 70-84.
4. Antonovsky A. Health, Stress and Coping. San Francisco: Jossey-Bass Publishers; 1979.
5. Bauer GF et al. Future directions for the concept of salutogenesis: a position article. Health Promot Int. 2020; 35 (2):187- 95.
6. Cofiño R et al. Promoción de la salud basada en activos: ¿cómo trabajar con esta perspectiva en intervenciones locales? Gac Sanit. 2016; 30 (1):93-98.
7. Mittelmark MB. The Handbookof Salutogenesis 1st ed. Switzerland: Springer; 2017. Chapter 3, The Application of Salutogenesis in Communities and Neighborhoods; 159-170.
8. Lam B, Zamenopoulos T, Kelemen M, Hoo Na J. Unearth Hidden Assets through Community Co-design and Coproduction. The Design Journal. 2017; 20: 601-610.
9. Berrocal-Cuadrado A, Becerril AS, Vázquez-Fernández ME, Blanco-Vázquez M. Mapeando los activos en salud de mi barrio: nuestra experiencia. Revista Comunidad. 2020; 4: 1-8
10. Green LW, Kreuter MW. Health Promotion Planning: An Educational and Environmental Approach. Mountain View, CA: Mayfield Publishing; 1991.
11. Nejhaddadgar N, Darabi F, Rohban A, Solhi M, Kheire M. The effectiveness of self-management program for people with type 2 diabetes mellitus based on Precede-Procede model. Diabetes Metab Syndr. 2019; 13(1):440-443.
12. Bazpour M, Gheibizadeh M, Malehi AS, Keikhaei B. The Effect of a Training Program Based on the Precede-Proceed Model on Lifestyle of Adolescents with Beta-Thalassemia: A Randomized Controlled Clinical Trial. Int J Hematol OncolStem Cell Res. 2019; 13(1):12-19.
13. Khani Jeihooni A, Pooyan Afzali H. The Effect of an Educational Intervention Based on PRECEDE Model on Oral Cancer Prevention Behaviors in Hookah Users. P. J Canc Educ. 2019; 13, 1-11.
14. Calano BJD, et al. Effectiveness of a community-based health programme on the blood pressure control, adherence and knowledge of adults with hypertension: A PRECEDE-PROCEED model approach. J Clin Nurs. 2019; 28 (9-10):1879- 1888.
15. Porter CM. Revisiting Precede-Proceed: A leading model for ecological and ethical health promotion. Health Education Journal. 2016; 75 (6).
16. Deterding S, Dixon D, Khaled R, Nacke L. Gamification: Toward a Definition. ACM. (2011). Disponible en http:// gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
17. Fitzgerald M, Ratcliffe G. Serious Games, Gamification, and Serious Mental Illness: A Scoping Review. Psychiatr Serv. 2019.
18. Patel MS, et al. Effect of a Game-Based Intervention Designed to Enhance Social Incentives to Increase Physical Activity Among Families. JAMA Intern Med. 2017; 177:1586-1593.
19. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Comput Hum Behav. 2017; 69:371–380.
20. Kelders SM, Sommers-Spijkerman M, Goldberg J. Investigating the Direct Impact of a Gamified Versus Nongamified Well-Being Intervention: An Exploratory Experiment. J Med Internet Res. 2018; 20: e247.
21. Patel MS, et al. Effectiveness of Behaviorally Designed Gamification Interventions with Social Incentives for Increasing Physical Activity Among Overweight and Obese Adults Across the United States: The STEP UP Randomized Clinical Trial. JAMA Intern Med. 2019; 9:1-9.
22. Yunyo A. Designing Effective Gamified Learning Experiences. IJTE. 2020; 3 (2): 62-69
23. The KIDSCREEN Group Europe. The KIDSCREEN Questionnaires - Quality of life questionnaires for children and adolescents. Lengerich: Pabst Science Publishers; 2006.
24. Anderson BJ, Auslander WF, Jung KC, Miller JP, Santiago JV. Assessing family sharing of diabetes responsibilities. Journal of Pediatric Psychology. 1990; 15, p. 477-492.
25. Wilson DMC, Ciliska D. Lifestyle Assessment Development and Use of the FANTASTIC Checklist. Canadian Family Physician. 1984; 30, 1527-32.
26. Consejería de Sanidad de la Comunidad de Madrid. (2015). Boletín Epidemiológico de la Comunidad de Madrid, 7 (21), p. 1-47. Disponible en http://www.comunidad.madrid/servicios/salud/boletin-epidemiologico
27. Observatorio de la Infancia. Línea de intervención educación socio-emocional. Forma Joven en el ámbito educativo 2015- 2016. España: Junta de Andalucía; 2015.
28. Pérez-Urizarbarrena I. Regulación Emocional y Experiencias Positivas: un camino hacia la felicidad. Projecte Final del Postgrau en Educació Emocional i Benestar. Barcelona: Universitat de Barcelona; 2014.
29. González-Andrade F, Salazar Muñoz KJ. Evaluación de calidad de vida con KIDSCREEN en pacientes oncológicos y cardiópatas del Hospital Pediátrico Baca Ortiz, 2017. Quito: UCE; 2018.
30. Vargas DM, Barbaresco AC, Steiner O, Silva C. Una mirada psicoanalítica sobre niños y adolescentes con diabetes Mellitus tipo 1 y sus familiares. Rev. Psicol. Saúde. 2020; 12 (1): 87-100.
31. Henriquez-Tejo R, Cartes-Velasquez R. Psychosocial impact of type 1 diabetes mellitus in children, adolescents and their families. Literature Review. Rev chil pediatr. 2018; 89 (3): 391-398.
32. Lima-Serrano, M et al. Factores relacionados con la calidad de vida en la adolescencia. Gaceta Sanitaria. 2018; 32 (1): 68-71.
33. Carral San Laureano F. et al. Actitudes y percepción del profesorado de centros educativos públicos sobre la atención a alumnos con diabetes tipo 1. Endocrinología, Diabetes y Nutrición. 2018; 65 (4), p. 213-219.
34. Fleming GA. Aplicaciones de la tecnología digital para la diabetes: beneficios, retos y recomendaciones. Diabetes Care 2020; 43 (1): 250-260.
35. Parra-Peralta AM, Ramírez-Gallardo RL, Pernas-Álvarez IA, Ortiz-Ocho A. La Inteligencia emocional en pacientes miembros de la Fundación Casa de la Diabetes Cuenca, Ecuador. Rev. Cubana Edu. 2018; 27 (2).
