Programa de Pós-graduação em Nutrição e Saúde
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Navegando Programa de Pós-graduação em Nutrição e Saúde por Por Orientador "COSTA, Nilce Maria da Silva Campos"
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Item Avaliação da implantação do currículo de Nutrição da Universidade Federal de Goiás na visão docente(Universidade Federal de Goiás, 2011-04-01) BUENO, Caroline Damásio; COSTA, Nilce Maria da Silva Campos; http://lattes.cnpq.br/6977373149115047The Federal University of Goiás estabilished in 2009 a new curriculum for nutrition graduation, supporte by the National Curriculum Guidelines for undergraduate courses in Nutrition and the Reorientation National Program in Health Professional Formation. Study conducted to objective was to identify the perceptions of nutritions professors of implantation the new curriculum, by means on qualitative approach. Data were collected from the interview semi-estructured with 12 professors and were analyzed from the thematic content analysis. The study revealed most professors did not clear knowledge of curriculum. The potentialities were: early insertion of students into scenarios for practical since their first year of graduation, active teaching-learning methodologies and insertion of contents on the work world. The limits were: change of students admitted in undergraduate course, inadequate infrastructure of institution education and health services, overload activities, commitment teaching and insecurity with curriculum reformation. Among the strategies of teaching and learning were cited the expository class and the dialogue-based lecture, the seminar, the text study and the problem-solving. The curriculum reform generated a change in strategy with the introduction of active teaching-learning methodologies and case study in a discipline to integrate the basic cycle-professional. Were considered fragilities, the lack pedagogical training of teachers and resistance from students and teachers of active teaching-learning methodologies. The study revealed that that curriculum reformulation has advanced attending to the curricular guidelines and principles for reorientation in health professional formation. Involves administrative, physical and human being factors. More discussion and reflection were indicates that become reality. The study reveal to the requirement for institutional development of teachers in teaching to improve teaching quality. Support to base, enhance and socialize experiences and stimulate news curriculum research.Item Efeito da ação educativa sobre o conhecimento da doença e o controle metabólico de pacientes com diabetes mellitus tipo 2(Universidade Federal de Goiás, 2011-04-29) PEREIRA, Dalma Alves; SOUSA, Ana Luiza Lima; http://lattes.cnpq.br/6578713509935374; COSTA, Nilce Maria da Silva Campos; http://lattes.cnpq.br/6977373149115047INTRODUCTION: Diabetes mellitus (DM) is an important non-communicable chronic disease with high prevalence and high costs to society. The long-term consequences of DM arise from microvascular and macrovascular changes that lead to damage to and failure of various organs. Type 2 DM accounts for 90-95% of cases of all types of the disease. Health education is one of the strategies recommended to help decrease the high complication rate in people with DM. OBJECTIVES: To evaluate the effect of educational intervention on knowledge about diabetes and control parameters for disease control in hypertensive type 2 diabetics. METHODS: We conducted a controlled clinical trial at the Arterial Hypertension League outpatient clinic of the Federal University of Goiás (AHL / UFG). This study evaluated non-insulin-dependent DM2 patients of both sexes. The sample consisted of 76 diabetic hypertensive patients, divided into intervention (IG = 38) and control (CG = 38) groups. The IG patients underwent an educational intervention with a problem-based approach in the period from April to October 2010; the CG did not receive this intervention. All continued treatment at the LHA, with routine visits scheduled every three months. Data were collected through individual nursing consultations held with the IG and CG and educational activities carried out with the IG. The study was divided into three periods: T1 (baseline), T2 (after three months of study), and T3 (end of study). At T1 and T3, the Diabetes Knowledge Questionnaire was administered to both groups and the control parameters of weight, body mass index (BMI), waist circumference (WC), blood pressure (BP), mean arterial pressure (MAP), blood glucose and glycated hemoglobin (HbA1c) were continuously evaluated. For statistical analysis, the Student t-test, Mann-Whitney, Wilcoxon and chi-square were used. The relationships between the variables studied were examined by Pearson correlation. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) program. P values <0.05 were considered significant. The project was approved by the Ethics Committee of the UFG Clinica Hospital. RESULTS: The study included 62 type 2 diabetic patients divided into the intervention group (IG = 28) and control group (CG = 34). IG and CG were initially similar regarding gender, age, education, knowledge about the disease and control parameters. At T3 the IG demonstrated a significant increase in knowledge of all matters tested when compared to the CG. There was a greater reduction in MAP, WC and HbA1c in the IG (p <0.05). In intragroup analysis, only the IG showed a significant reduction in all the control parameters when the different study time points were compared. (p <0.05). CONCLUSION: The problem-based educational intervention contributed to improved knowledge of diabetes and this was reflected in an effective metabolic control of the disease. It should be noted that the longer the intervention, the better the outcomes.