| Kumar et al. (1991)(1616 Kumar RP, Keystone JS, Christian M, Jesudasan K. Transmission of health information on leprosy from children to their families: another approach to health education. Lepr Rev. 1991;62(1):58-64.)
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Educational session |
II |
In the evaluation of responses to the post-test questionnaire, the adolescents in the intervention group showed improved knowledge in five of the six tested areas, with a statistically significant difference in two areas (cause and symptoms). |
The leprosy theme is considered a cultural taboo and a stigma. For better knowledge acquisition and information transfer, continuous health education is required. |
| Jacob et al. (1994)(1717 Jacob MS, Amar D, Christopher A, Keystone JS. Transmission of health information on leprosy from children to their families in an urban centre. Lepr Rev. 1994;65(3):272-8.)
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Educational session |
III |
Compared to controls, children in the intervention groups showed significant improvement in, but no change in attitude. |
The level of knowledge of adolescents and relatives about leprosy can be improved through health education. Further studies are needed to evaluate the types of educational activities that lead to changes in attitude. |
Cabello and Moraes (2009)(1818 Cabello KSA, Moraes MO. Como uma cartilha para falar em hanseníase transformou-se em história em quadrinhos. Rev Ciênc Ideias [Internet]. 2009 [cited 2017 Jan 20];1(1):87-92. Available from: http://revistascientificas.ifrj.edu.br:8080/revista/index.php/reci/article/view/51
http://revistascientificas.ifrj.edu.br:8...
)
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Comic book |
VI |
The intervention stirred up the children, awakening their uneasiness in regard to leprosy and contributing to the assimilation of concepts contained in the comic book. This took place in a favorable environment, and the comic book was a a simple, playful and fun way of approaching the theme and generating knowledge about it. |
The intervention can be applied in school classrooms, allowing greater assimilation and construction of knowledge. |
Cabello et al. (2010)(1919 Cabello KSA, De La Rocque L, Sousa ICF. Uma história em quadrinhos para o ensino e divulgação da hanseníase. Rev Ciênc Ideias [Internet]. 2010 [cited 2017 Jan 20];9(1):225-41. Available from: https://www.arca.fiocruz.br/handle/icict/8943
https://www.arca.fiocruz.br/handle/icict...
)
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Comic book |
VI |
The comic book can be used as an educational material on leprosy, reducing myths and stigma. Its playful character stands out as a guiding idea in the construction of new knowledge. |
Hopefully this research is able to stimulate future studies in this field. There are few researches on this subject, so for this type of material to be widely used in the future, more studies have to apply it and its effectiveness has to be further evaluated. |
Coriolano-Marinus et al. (2012)(2020 Coriolano-Marinus MWL, Pacheco HF, Lima FT, Vasconcelos EMR, Alencar EN. Saúde do escolar: uma abordagem educativa sobre hanseníase. Saúde Transform Soc [Internet]. 2012 [cited 2017 Jan 20];3(1):72-8. Available from: http://pepsic.bvsalud.org/pdf/sts/v3n1/v3n1a12.pdf
http://pepsic.bvsalud.org/pdf/sts/v3n1/v...
)
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Workshops with simulated situations, newspaper production, comics and primer |
VI |
All adolescents satisfactorily addressed knowledge about leprosy, demonstrating an active role in its production. In their answers to the questionnaire, adolescents showed that their knowledge regarding the disease was coherent. They also demonstrated the relevance of health education developed in a playful way. |
Health professionals, especially nurses, should stimulate and encourage health education on leprosy, with the school as the main space for health research. |
Pinheiro et al. (2014)(2121 Pinheiro MGC, Silva SYB, França ALM, Monteiro BR, Simpson CA. Leprosy: an educational approach with high school. Rev Pesqui: Cuid Fundam [Internet]. 2014[cited 2017 Jan 20];6(2):776-84. Available from: http://www.seer.unirio.br/index.php/cuidadofundamental/article/view/3096/pdf_1282
http://www.seer.unirio.br/index.php/cuid...
)
|
Conversational lecture |
VI |
After the intervention, there was a significant change in the adolescents' learning process regarding leprosy. All the participants came to know the disease and a considerable percentage was able to identify elements related to its epidemiological chain, such as etiologic agent, form of transmission, symptomatology and the type of health service to be sought in case of suspicion. |
Health education results in increased number of individuals with information on leprosy. This type of work leads nursing professionals to reflect about their practice in this area. |
Pinheiro et al. (2015)(2222 Pinheiro MGC, Silva SYB, Moura IBL, Silva FS, Isoldi DMR, Simpson CA. Contribution of educational actions for knowledge of high school students of about leprosy. Rev Enferm UFPE [Internet]. 2015 [cited 2017 Jan 20];9(11):9804-10. Available from: http://www.revista.ufpe.br/revistaenfermagem/index.php/revista/article/view/6686/pdf_8858
http://www.revista.ufpe.br/revistaenferm...
)
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Conversational lecture |
VI |
Clearly, health education activities emphasizing leprosy directed at schoolchildren are of fundamental importance, leading to clarity regarding the disease. |
Empowerment in respect to leprosy may contribute to the dissemination of knowledge on the disease, since students may feel encouraged to disclose information to others, such as family members. It also contributes to disease prevention and the reorientation of attitudes towards stigma and cure. |
Pinheiro et al. (2015)(2323 Pinheiro MGC, Medeiros IBG, Monteiro AI, Simpson CA. The nurse and the theme of leprosy in the school context: case studies. Rev Pesqui: Cuid Fundam [Internet]. 2015 [cited 2017 Jan 20];7(3):2774-80. Available from: http://www.seer.unirio.br/index.php/cuidadofundamental/article/view/3856/pdf_1621
http://www.seer.unirio.br/index.php/cuid...
)
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Conversational lecture with the support of informational announcement posters |
VI |
The intervention improved knowledge on the transmitting agent, symptomatology, cure and the health service that should be sought in case of suspicion. |
Health education actions help participants in the appropriation of knowledge on the fundamental characteristics of leprosy. The importance of the nurse's role in promoting health inside the school environment is highlighted. |
Monteiro et al. (2015)(2424 Monteiro BR, Pinheiro MGC, Isoldi DMR, Cabral AMF, Simpson CA, Mendes FRP. Leprosy: focusing on health education for projovem. Rev Pesqui: Cuid Fundam [Internet]. 2015 [cited 2017 Jan 20];7(suppl.):49-55. Available from: http://www.seer.unirio.br/index.php/cuidadofundamental/article/view/5881/pdf
http://www.seer.unirio.br/index.php/cuid...
)
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Flipchart |
VI |
There was an improvement in individuals' knowledge on the general principles of leprosy, such as etiology, transmission, signs, symptoms and search for treatment. |
It is the responsibility of the nursing professional to stimulate individual care and to encourage educational practices, especially among children under 15 years of age. |
