Education and Nutritional Self-Care for Basic Level School Communities in Cuauhtemoc, Chihuahua, Mexico

Abstract

The present study aims to foster a culture of self-care from Dorotea Orem nursing perspective, as well as to take nutritional health education and awareness about the benefits of the "healthy lunchbox" to beneficiaries and advisors for the program "Ampliando el Desarrollo de losNiños" (ADN) of the "Fundación del Empresario Chihuahuense" (FECHAC). Derived from the proposal to the ongoing reform of the Mexican educational system to promote an improvement in the nutritional quality of the students of basic education. The methodology has a mixed approach, which is intended to have an impact in the context and the collective schools through educational intervention. Where intervening means to introduce new elements in an already organized system; through human resources, materials or intellectuals who are not part of the grand educational context to help analyze the reality and promote social transformation that would benefit the participants. The results show a decreased perception of self-care in the population studied; on the other hand, there is a discrepancy between the perception and practice of good eating habits both at home and in school.

Orem's Self-Care Deficit Nursing Theory to Improve Children's Self-Care: An Integrative Review

“…Nursing diagnoses related to addressing self-care deficits and lack of knowledge about health conditions is likely to lead to well-planned, applicable, and effective interventions (Altay & Çavuşoğlu, 2013; de Sousa et al, 2012; Mersal & El-Awady, 2018; Salinas et al, 2017). Nursing interventions should comprise guiding, supporting, educating, and hands-on practice to enhance self-care knowledge and skills (Altay & Çavuşoğlu, 2013; Isik et al, 2020; Mersal & El-Awady, 2018; Salinas et al, 2017). Self-care deficit diagnoses promote the development of tailored self-care approaches that are more useful and inclusive (Altay & Çavuşoğlu, 2013; de Sousa et al, 2012).…”

“…School-age years are an ideal time to instill healthy habits and behaviors that have the potential to last a lifetime (Ali et al, 2014; de Sousa et al, 2012; Jaimovich et al, 2015; Kongsuwan et al, 2012; Mersal & El-Awady, 2018; Salinas et al, 2017). Researchers agree that school-age children should be involved as early as possible in self-care activities, since the early years are a most advantageous period to foster good, long-lasting lifestyle habits (Isik et al, 2020; Wong et al, 2015).…”

“…Researchers agree that school-age children should be involved as early as possible in self-care activities, since the early years are a most advantageous period to foster good, long-lasting lifestyle habits (Isik et al, 2020; Wong et al, 2015). Therefore, self-care nursing interventions for school age children are critical to acquire healthy self-care behaviors maintain well-being and combat health problems such as obesity, poor nutrition, as well as acute and chronic conditions (Ali et al, 2014; de Sousa et al, 2012; Jaimovich et al, 2015; Kongsuwan et al, 2012; Kouba et al, 2013; Mersal & El-Awady, 2018; Salinas et al, 2017). Interventions for school age children afford opportunities to practice self-monitoring, to actively participate in self-care activities, and to practice goal setting for health management under the guidance of nurses (Isik et al, 2020; Kouba et al, 2013).…”

“…Sample sizes ranged from four (de Sousa et al, 2012) to 770 (Jaimovich et al, 2015). Four studies were associated with children living with asthma (Altay & Çavuşoğlu, 2013; Hemati et al, 2017; Isik et al, 2020; Mersal & El-Awady, 2018); two studies were related to children living with diabetes mellitus type 1 (Ali et al, 2014; Awad et al, 2019); two studies were interested in children's nutritional health (Jaimovich et al, 2015; Salinas et al, 2017); one study was related to violence prevention (Kongsuwan et al, 2012); one study was related to postpartum care in adolescents (de Lima et al, 2017); one study was interested in children living with human immunodeficiency virus (da Luz Sampaio Filho et al, 2013); one study was related to children living with chronic kidney disease (de Sousa et al, 2012); one study focused on school age girls with dysmenorrhea (Wong et al, 2015); one study was associated with children living with sickle cell anemia (Tavares et al, 2017); and one study related to the nutritional health of children living with asthma (Kouba et al, 2013). Most researchers were interested in children's self-care while living with an illness and few studies focused generally on self-care related to daily routines.…”

“…Children must be supported in learning, understanding, and gradual involvement with self-care activities to successfully live independently as much as possible according to their developmental level (Ali et al, 2014; Altay & Çavuşoğlu, 2013; Awad et al, 2019; da Luz Sampaio Filho et al, 2013; de Lima et al, 2017; de Sousa et al, 2012; Hemati et al, 2017; Isik et al, 2020; Kouba et al, 2013; Mersal & El-Awady, 2018; Tavares et al, 2017). Children without health conditions should still acquire self-care knowledge and skills to make healthy choices to preserve their health and well-being (Jaimovich et al, 2015; Kongsuwan et al, 2012; Salinas et al, 2017; Wong et al, 2015).…”