远程专业资格以促进充足和健康的饮食:与辍学相关的因素。

IF 2
Mariana Souza Lopes, Izabela Santana Sathler, Cheila de Sousa Jardim Soares, Nathália Luíza Ferreira, Aline Cristine Souza Lopes
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引用次数: 0

摘要

目的:分析巴西远程职业资格课程中促进充足健康饮食的退学因素。方法:这是一项横断面研究,来自巴西国家卫生系统(Sistema Único de Saúde - SUS)的专业人员参加了2019年至2020年期间根据卫生部教育材料提供的远程学习课程。使用多元逻辑回归(p-value)对与课程退学相关的社会人口学和专业数据进行评估。结果:退学率为30.6%。与居住在北方宏观地区(p值0.009)和东北宏观地区(p值0.009)相关。在护士、来自北方和东北大区域的专业人员、高等教育水平较低、在SUS工作时间较长的人员、主要通过手机或平板电脑访问课程的人员、以前参加过有关主题的专业培训的人员和以前没有使用过课程中提供的材料的人员中,辍学率较高。改变这些因素需要体制上的支持,国家联邦单位的整合,旨在克服专业人员在完成继续教育活动时面临的地方挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Distance professional qualification to promote adequate and healthy eating: factors associated with dropout.

Objective: To analyze factors associated with dropout from a distance professional qualification course on promoting adequate and healthy eating in Brazil.

Methods: This is a cross-sectional study with professionals from the Brazilian National Health System (Sistema Único de Saúde - SUS) enrolled in a distance learning course, provided between 2019 and 2020, based on Ministry of Health educational materials. Sociodemographic and professional data associated with dropout from the course were assessed, using multiple logistic regression (p-value<0.05).

Results: Dropout prevalence was 30.6%. It was was associated with living in the Northern macroregion (p-value 0.009) and the Northeast macroregion (p-value<0.001), being a nurse (p-value<0.001), having lower levels of higher education (degree: p-value 0.004; specialization/residency: p-value 0.025), having worked in the SUS for longer (p-value 0.004), having taken the course using a cell phone or tablet (p-value 0.024), having previous training on adequate and healthy eating (p-value 0.007) and not having previously used the course materials (p-value 0.021).

Conclusion: Dropout was greater among nurses, professionals from the North and Northeast macroregions, those with a lower level of higher education, longer experience in the SUS, and among those who accessed the course mainly via cell phone or tablet, those who had previously participated in professional training on the theme and those who had not previously used the materials presented during the course. Changing these factors requires institutional support, with integration of the country's federative units, aiming to overcome local challenges faced by professionals in completing continuing education activities.

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