Villanueva-Vilchis MC, Alekseju-niene J, López-Núñez B, de la Fuente-Hernández J

Idioma: Ingles.
Referencias bibliográficas: 30
Paginas: 193-201
Archivo PDF: 486.02 Kb.

RESUMEN

Objetivo. Comparar un programa educativo guiado por pares (PEGP) versus un programa basado en educación convencional (EC) dirigido al autocuidado bucal en niños. Material y métodos. El grupo de intervención recibió un PEGP y el grupo control recibió EC. La calidad de prácticas de autocuidado (OSC-P) y habilidades de autocuidado (OSC-S) fueron indicadas por los niveles de placa dental (5) y comparadas antes y después de la intervención. Resultados. No se observaron diferencias en los datos de línea base del OSC-P entre el grupo control (55.8 ± 12.8%) y el de intervención (55.5 ± 14.6%) o en el OSC-S entre el grupo de intervención (38.5± 13.2%) y el control (38.1 ± 12.5%). En el seguimiento a tres meses, se observó un deterioro en las OSC-P en el grupo control (63.2 ± 15.0%) y un mejoramiento en las OSC-P en el grupo de intervención (52.2 ± 15.6%). Los modelos de regresión lineal para las OSC-P/OSC-S encontraron como significativos los siguientes predictores: autocuidado bucal de línea base, el grupo de afiliación y la educación materna (p‹0.05). Conclusión. La hipótesis fue confirmada y los predictores significativos fueron los niveles de autocuidado bucal de línea base, el grupo de afiliación y la educación materna.

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