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Conhecimento sobre Infeções Sexualmente Transmissíveis (ISTs) dos alunos do 9º ano da Escola Básica e Secundária Quinta das Flores e Conservatório de Música de Coimbra
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Abstract(s)
Este relatório é composto por uma caraterização dos contextos de estágio realizados na Unidade de Saúde Pública (USP) “A” e na Unidade de Cuidados na Comunidade (UCC) “B”, seguida de uma descrição e análise das atividades e competências comuns e específicas do Enfermeiro Especialista de Enfermagem Comunitária e de Saúde Pública desenvolvidas nestes contextos de estágio. É constituído ainda, por uma investigação secundária com revisão integrativa da literatura de acordo com as recomendações metodológicas do Joanna Briggs Institute Reviewer´s Manual nas bases de dados CINAHL Complete (via EBSCOhost) e MEDLINE Complete (via PubMed), com o objetivo de responder à questão de revisão: Qual a eficácia das sessões de educação para a saúde no conhecimento sobre Infeções Sexualmente Transmissíveis (ISTs) dos alunos do 9º ao 12º ano? Elaborada de acordo com a mnemónica “PICo” – população(P), fenómeno de interesse (I) e contexto (Co). A população: alunos do 9º ao 12º ano; fenómeno de interesse: sessões de educação para a saúde sobre infeções sexualmente transmissíveis; contexto (Co): Contexto escolar. Após a aplicação de critérios de inclusão foram identificados 1814 estudos potencialmente relevantes tendo sido incluídos e analisados 20 estudos.
Engloba também uma investigação primária, com elaboração e implementação do projeto de intervenção comunitária intitulado “Conhecimento sobre ISTs dos alunos do 9º ano da Escola Básica e Secundária da Quinta das Flores e Conservatório de Música de Coimbra”, tendo por base o modelo de Dahlgren e Whitehead (1991) e a metodologia do planeamento em saúde (Rodrigues, 2021). É um estudo quasi-experimental sem grupo de controlo, onde participaram 81 alunos. Tem como objetivos gerais avaliar os resultados das sessões de educação para a saúde nos conhecimentos sobre ISTs e contraceção através de estratégias educativas interativas e promover a vivência de uma sexualidade segura e responsável por parte dos adolescentes.
Como instrumento para implementação do projeto foi aplicada a Escala de Avaliação de Conhecimentos dos Jovens – Adultos sobre Contraceção (Nelas, 2023) antes e após a intervenção, que consistiu em três sessões interativas de 45 minutos, abordando as temáticas ISTs, métodos contracetivos e comunicação e namoro.
Os resultados demonstraram um aumento estatisticamente significativo no nível de conhecimentos dos alunos, com a pontuação média dos alunos a subir de 58,73% para 78,24%, representando um crescimento de 19,51%. Após a intervenção, verificou-se que 88,9% dos alunos aumentaram conhecimentos. Verificou-se ainda, que 65,4% dos alunos atingiram bons conhecimentos e 8,6% apresentaram conhecimentos muito bons, e nenhum aluno permaneceu com baixo conhecimento. O género não influenciou significativamente os conhecimentos acerca das ISTs e contraceção dos jovens no momento pré-intervenção, mas exerceu influência no momento pós-intervenção. Podemos afirmar que existem diferenças estatisticamente significativas de acordo com o género nos conhecimentos adquiridos, no momento pós intervenção, com as raparigas a apresentarem pontuações ligeiramente superiores em relação aos rapazes no pós-teste (80,23% vs. 75,18%, p = 0,033). Não foram encontradas diferenças estatisticamente significativas entre as turmas.
Como principais conclusões, o estudo confirmou a eficácia das intervenções educativas interativas na promoção do conhecimento sobre ISTs e contraceção, alinhando-se com a pesquisa bibliográfica. O envolvimento dos alunos e professores foi positivo, reforçando a necessidade de integrar este tipo de projetos no programa de saúde escolar. A implementação de metodologias interativas e parcerias entre unidades de saúde e escolas tem um forte contributo para a prevenção das ISTs e adoção de comportamentos sexuais mais seguros.
This report consists of a characterization of the internship contexts carried out at the Public Health Unit (USP) “A” and the Community Care Unit (UCC) “B,” followed by a description and analysis of the common and specific activities and competencies of the Specialist Nurse in Community and Public Health Nursing developed in these internship settings. It also includes secondary research with an integrative literature review conducted according to the methodological recommendations of the Joanna Briggs Institute Reviewer’s Manual in the databases CINAHL Complete (via EBSCOhost) and MEDLINE Complete (via PubMed), with the aim of answering the review question: What is the effectiveness of health education sessions on knowledge about Sexually Transmitted Infections (STIs) among students from the 9th to the 12th grade? It was structured according to the PICo mnemonic – population (P), phenomenon of interest (I), and context (Co). The population: 9th to 12th-grade students; phenomenon of interest: health education sessions on sexually transmitted infections; context (Co): school setting. After applying inclusion criteria, 1,814 potentially relevant studies were identified, of which 20 studies were included and analyzed. It also includes primary research, with the development and implementation of the community intervention project entitled “Knowledge about STIs among 9th-grade students at Escola Básica e Secundária da Quinta das Flores and Conservatório de Música de Coimbra,” based on the Dahlgren and Whitehead model (1991) and the health planning methodology (Rodrigues, 2021). It is a quasi-experimental study without a control group, involving 81 students, with the main objectives of assessing the outcomes of health education sessions on knowledge about STIs and contraception through interactive educational strategies and promoting the experience of safe and responsible sexuality among adolescents. As a strategy for implementing the project, the Youth-Adult Contraception Knowledge Assessment Scale (Nelas, 2023) was applied before and after the intervention, which consisted of three interactive 45-minute sessions addressing the topics of STIs, contraceptive methods, and communication and relationships. The results demonstrated a statistically significant increase in students' level of knowledge, with the average student score rising from 58.73% to 78.24%, representing an increase of 19.51%. After the intervention, it was found that 88.9% of students improved their knowledge. Additionally, 65.4% of students achieved good knowledge levels, 8.6% demonstrated very good knowledge, and no student remained at a low knowledge level. Gender did not significantly influence knowledge about STIs and contraception among young people in the pre-intervention phase, but it had an influence in the post-intervention phase. Statistically significant differences in acquired knowledge were observed according to gender in the post-intervention phase, with girls scoring slightly higher than boys in the post-test (80.23% vs. 75.18%, p = 0.033). No statistically significant differences were found between classes. As main conclusions, the study confirmed the effectiveness of interactive educational interventions in promoting knowledge about STIs and contraception, aligning with the literature review findings. The engagement of students and teachers was positive, reinforcing the need to integrate such projects into the school health program. The implementation of interactive methodologies and partnerships between health units and schools plays a significant role in the prevention of STIs and the adoption of safer sexual behaviors.
This report consists of a characterization of the internship contexts carried out at the Public Health Unit (USP) “A” and the Community Care Unit (UCC) “B,” followed by a description and analysis of the common and specific activities and competencies of the Specialist Nurse in Community and Public Health Nursing developed in these internship settings. It also includes secondary research with an integrative literature review conducted according to the methodological recommendations of the Joanna Briggs Institute Reviewer’s Manual in the databases CINAHL Complete (via EBSCOhost) and MEDLINE Complete (via PubMed), with the aim of answering the review question: What is the effectiveness of health education sessions on knowledge about Sexually Transmitted Infections (STIs) among students from the 9th to the 12th grade? It was structured according to the PICo mnemonic – population (P), phenomenon of interest (I), and context (Co). The population: 9th to 12th-grade students; phenomenon of interest: health education sessions on sexually transmitted infections; context (Co): school setting. After applying inclusion criteria, 1,814 potentially relevant studies were identified, of which 20 studies were included and analyzed. It also includes primary research, with the development and implementation of the community intervention project entitled “Knowledge about STIs among 9th-grade students at Escola Básica e Secundária da Quinta das Flores and Conservatório de Música de Coimbra,” based on the Dahlgren and Whitehead model (1991) and the health planning methodology (Rodrigues, 2021). It is a quasi-experimental study without a control group, involving 81 students, with the main objectives of assessing the outcomes of health education sessions on knowledge about STIs and contraception through interactive educational strategies and promoting the experience of safe and responsible sexuality among adolescents. As a strategy for implementing the project, the Youth-Adult Contraception Knowledge Assessment Scale (Nelas, 2023) was applied before and after the intervention, which consisted of three interactive 45-minute sessions addressing the topics of STIs, contraceptive methods, and communication and relationships. The results demonstrated a statistically significant increase in students' level of knowledge, with the average student score rising from 58.73% to 78.24%, representing an increase of 19.51%. After the intervention, it was found that 88.9% of students improved their knowledge. Additionally, 65.4% of students achieved good knowledge levels, 8.6% demonstrated very good knowledge, and no student remained at a low knowledge level. Gender did not significantly influence knowledge about STIs and contraception among young people in the pre-intervention phase, but it had an influence in the post-intervention phase. Statistically significant differences in acquired knowledge were observed according to gender in the post-intervention phase, with girls scoring slightly higher than boys in the post-test (80.23% vs. 75.18%, p = 0.033). No statistically significant differences were found between classes. As main conclusions, the study confirmed the effectiveness of interactive educational interventions in promoting knowledge about STIs and contraception, aligning with the literature review findings. The engagement of students and teachers was positive, reinforcing the need to integrate such projects into the school health program. The implementation of interactive methodologies and partnerships between health units and schools plays a significant role in the prevention of STIs and the adoption of safer sexual behaviors.
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Keywords
Estudantes Educação para a saúde Infeções sexualmente transmissíveis Saúde escolar Saúde sexual