pdf (Español (España))
FLIP
How to Cite
1.
García-Puig ME, Ruano-Casado L, Ballestar-Tarín ML. Agent +014 health program: gamification applied to the education of adolescents with diabetes according to the Precede-Proceed model and from a salutogenic perspective. Hacia Promoc. Salud [Internet]. 2021 Jul. 1 [cited 2024 May 18];26(2):129-46. Available from: https://ucaldas.metarevistas.org/index.php/hacialapromociondelasalud/article/view/5176
More Citation Formats
Authors
Luisa Ruano-Casado
Perfil Google Scholar
María Luisa Ballestar-Tarín
Abstract
Objectives: type 1 diabetes mellitus is a chronic disease that usually begins in childhood and requires training throughout to respond to the changes produced in all life stages. The objective of this research is to develop a health education program following the Precede-Proceed model from a salutogenic perspective, attending to the needs of the adolescent population and including gamification as an educational strategy. Materials and methods: the first stage is a mix of quantitative and qualitative research that combines different instruments for the collection of information. The participants are adolescents diagnosed with type 1 diabetes mellitus and their parents, residents of the Community of Madrid, Spain. In the second stage an educational program is developed that responds to the findings of the previous stage and incorporates gamification. Results: the target population enjoys a good quality of life, they have a healthy lifestyle and high responsibility towards their care. However, the resources they lack are those related to the emotional sphere. That is why the educational program called “Agent +014” is used since it encompasses the emotional competence and advanced diabetes care, all in the form of a digital game. Conclusions: the Precede-Procede model has shown to be effective in developing health education interventions. The salutogenic approach facilitates the analysis of personal, family and community resources. Gamification is an innovative strategy in health promotion.
Keywords:
References
1. Azevedo J. et al. A Web-Based Gamification Program to Improve Nutrition Literacy in Families of 3- to 5-Year-Old Children: The Nutriscience Project. J Nutr Educ Behav. 2019; 51(3): 326-334.
2. OMS [internet]. Enfermedades crónicas. OMS. [actualizado 2019, citado 30/12/2019]. Disponible en: http://www.who.int/topics/chronic_diseases/es/
3. Huppertz H, Krabbe L, Lux B, Mattivi JT, Siafarikas A. Symptoms of depression and anxiety in youth with type 1 diabetes: A systematic review and meta-analysis. Psychoneuroendocrinology. 2016; 70, 70-84.
4. Antonovsky A. Health, Stress and Coping. San Francisco: Jossey-Bass Publishers; 1979.
5. Bauer GF et al. Future directions for the concept of salutogenesis: a position article. Health Promot Int. 2020; 35 (2):187- 95.
6. Cofiño R et al. Promoción de la salud basada en activos: ¿cómo trabajar con esta perspectiva en intervenciones locales? Gac Sanit. 2016; 30 (1):93-98.
7. Mittelmark MB. The Handbookof Salutogenesis 1st ed. Switzerland: Springer; 2017. Chapter 3, The Application of Salutogenesis in Communities and Neighborhoods; 159-170.
8. Lam B, Zamenopoulos T, Kelemen M, Hoo Na J. Unearth Hidden Assets through Community Co-design and Coproduction. The Design Journal. 2017; 20: 601-610.
9. Berrocal-Cuadrado A, Becerril AS, Vázquez-Fernández ME, Blanco-Vázquez M. Mapeando los activos en salud de mi barrio: nuestra experiencia. Revista Comunidad. 2020; 4: 1-8
10. Green LW, Kreuter MW. Health Promotion Planning: An Educational and Environmental Approach. Mountain View, CA: Mayfield Publishing; 1991.
11. Nejhaddadgar N, Darabi F, Rohban A, Solhi M, Kheire M. The effectiveness of self-management program for people with type 2 diabetes mellitus based on Precede-Procede model. Diabetes Metab Syndr. 2019; 13(1):440-443.
12. Bazpour M, Gheibizadeh M, Malehi AS, Keikhaei B. The Effect of a Training Program Based on the Precede-Proceed Model on Lifestyle of Adolescents with Beta-Thalassemia: A Randomized Controlled Clinical Trial. Int J Hematol OncolStem Cell Res. 2019; 13(1):12-19.
13. Khani Jeihooni A, Pooyan Afzali H. The Effect of an Educational Intervention Based on PRECEDE Model on Oral Cancer Prevention Behaviors in Hookah Users. P. J Canc Educ. 2019; 13, 1-11.
14. Calano BJD, et al. Effectiveness of a community-based health programme on the blood pressure control, adherence and knowledge of adults with hypertension: A PRECEDE-PROCEED model approach. J Clin Nurs. 2019; 28 (9-10):1879- 1888.
15. Porter CM. Revisiting Precede-Proceed: A leading model for ecological and ethical health promotion. Health Education Journal. 2016; 75 (6).
16. Deterding S, Dixon D, Khaled R, Nacke L. Gamification: Toward a Definition. ACM. (2011). Disponible en http:// gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
17. Fitzgerald M, Ratcliffe G. Serious Games, Gamification, and Serious Mental Illness: A Scoping Review. Psychiatr Serv. 2019.
18. Patel MS, et al. Effect of a Game-Based Intervention Designed to Enhance Social Incentives to Increase Physical Activity Among Families. JAMA Intern Med. 2017; 177:1586-1593.
19. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Comput Hum Behav. 2017; 69:371–380.
20. Kelders SM, Sommers-Spijkerman M, Goldberg J. Investigating the Direct Impact of a Gamified Versus Nongamified Well-Being Intervention: An Exploratory Experiment. J Med Internet Res. 2018; 20: e247.
21. Patel MS, et al. Effectiveness of Behaviorally Designed Gamification Interventions with Social Incentives for Increasing Physical Activity Among Overweight and Obese Adults Across the United States: The STEP UP Randomized Clinical Trial. JAMA Intern Med. 2019; 9:1-9.
22. Yunyo A. Designing Effective Gamified Learning Experiences. IJTE. 2020; 3 (2): 62-69
23. The KIDSCREEN Group Europe. The KIDSCREEN Questionnaires - Quality of life questionnaires for children and adolescents. Lengerich: Pabst Science Publishers; 2006.
24. Anderson BJ, Auslander WF, Jung KC, Miller JP, Santiago JV. Assessing family sharing of diabetes responsibilities. Journal of Pediatric Psychology. 1990; 15, p. 477-492.
25. Wilson DMC, Ciliska D. Lifestyle Assessment Development and Use of the FANTASTIC Checklist. Canadian Family Physician. 1984; 30, 1527-32.
26. Consejería de Sanidad de la Comunidad de Madrid. (2015). Boletín Epidemiológico de la Comunidad de Madrid, 7 (21), p. 1-47. Disponible en http://www.comunidad.madrid/servicios/salud/boletin-epidemiologico
27. Observatorio de la Infancia. Línea de intervención educación socio-emocional. Forma Joven en el ámbito educativo 2015- 2016. España: Junta de Andalucía; 2015.
28. Pérez-Urizarbarrena I. Regulación Emocional y Experiencias Positivas: un camino hacia la felicidad. Projecte Final del Postgrau en Educació Emocional i Benestar. Barcelona: Universitat de Barcelona; 2014.
29. González-Andrade F, Salazar Muñoz KJ. Evaluación de calidad de vida con KIDSCREEN en pacientes oncológicos y cardiópatas del Hospital Pediátrico Baca Ortiz, 2017. Quito: UCE; 2018.
30. Vargas DM, Barbaresco AC, Steiner O, Silva C. Una mirada psicoanalítica sobre niños y adolescentes con diabetes Mellitus tipo 1 y sus familiares. Rev. Psicol. Saúde. 2020; 12 (1): 87-100.
31. Henriquez-Tejo R, Cartes-Velasquez R. Psychosocial impact of type 1 diabetes mellitus in children, adolescents and their families. Literature Review. Rev chil pediatr. 2018; 89 (3): 391-398.
32. Lima-Serrano, M et al. Factores relacionados con la calidad de vida en la adolescencia. Gaceta Sanitaria. 2018; 32 (1): 68-71.
33. Carral San Laureano F. et al. Actitudes y percepción del profesorado de centros educativos públicos sobre la atención a alumnos con diabetes tipo 1. Endocrinología, Diabetes y Nutrición. 2018; 65 (4), p. 213-219.
34. Fleming GA. Aplicaciones de la tecnología digital para la diabetes: beneficios, retos y recomendaciones. Diabetes Care 2020; 43 (1): 250-260.
35. Parra-Peralta AM, Ramírez-Gallardo RL, Pernas-Álvarez IA, Ortiz-Ocho A. La Inteligencia emocional en pacientes miembros de la Fundación Casa de la Diabetes Cuenca, Ecuador. Rev. Cubana Edu. 2018; 27 (2).
2. OMS [internet]. Enfermedades crónicas. OMS. [actualizado 2019, citado 30/12/2019]. Disponible en: http://www.who.int/topics/chronic_diseases/es/
3. Huppertz H, Krabbe L, Lux B, Mattivi JT, Siafarikas A. Symptoms of depression and anxiety in youth with type 1 diabetes: A systematic review and meta-analysis. Psychoneuroendocrinology. 2016; 70, 70-84.
4. Antonovsky A. Health, Stress and Coping. San Francisco: Jossey-Bass Publishers; 1979.
5. Bauer GF et al. Future directions for the concept of salutogenesis: a position article. Health Promot Int. 2020; 35 (2):187- 95.
6. Cofiño R et al. Promoción de la salud basada en activos: ¿cómo trabajar con esta perspectiva en intervenciones locales? Gac Sanit. 2016; 30 (1):93-98.
7. Mittelmark MB. The Handbookof Salutogenesis 1st ed. Switzerland: Springer; 2017. Chapter 3, The Application of Salutogenesis in Communities and Neighborhoods; 159-170.
8. Lam B, Zamenopoulos T, Kelemen M, Hoo Na J. Unearth Hidden Assets through Community Co-design and Coproduction. The Design Journal. 2017; 20: 601-610.
9. Berrocal-Cuadrado A, Becerril AS, Vázquez-Fernández ME, Blanco-Vázquez M. Mapeando los activos en salud de mi barrio: nuestra experiencia. Revista Comunidad. 2020; 4: 1-8
10. Green LW, Kreuter MW. Health Promotion Planning: An Educational and Environmental Approach. Mountain View, CA: Mayfield Publishing; 1991.
11. Nejhaddadgar N, Darabi F, Rohban A, Solhi M, Kheire M. The effectiveness of self-management program for people with type 2 diabetes mellitus based on Precede-Procede model. Diabetes Metab Syndr. 2019; 13(1):440-443.
12. Bazpour M, Gheibizadeh M, Malehi AS, Keikhaei B. The Effect of a Training Program Based on the Precede-Proceed Model on Lifestyle of Adolescents with Beta-Thalassemia: A Randomized Controlled Clinical Trial. Int J Hematol OncolStem Cell Res. 2019; 13(1):12-19.
13. Khani Jeihooni A, Pooyan Afzali H. The Effect of an Educational Intervention Based on PRECEDE Model on Oral Cancer Prevention Behaviors in Hookah Users. P. J Canc Educ. 2019; 13, 1-11.
14. Calano BJD, et al. Effectiveness of a community-based health programme on the blood pressure control, adherence and knowledge of adults with hypertension: A PRECEDE-PROCEED model approach. J Clin Nurs. 2019; 28 (9-10):1879- 1888.
15. Porter CM. Revisiting Precede-Proceed: A leading model for ecological and ethical health promotion. Health Education Journal. 2016; 75 (6).
16. Deterding S, Dixon D, Khaled R, Nacke L. Gamification: Toward a Definition. ACM. (2011). Disponible en http:// gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
17. Fitzgerald M, Ratcliffe G. Serious Games, Gamification, and Serious Mental Illness: A Scoping Review. Psychiatr Serv. 2019.
18. Patel MS, et al. Effect of a Game-Based Intervention Designed to Enhance Social Incentives to Increase Physical Activity Among Families. JAMA Intern Med. 2017; 177:1586-1593.
19. Sailer M, Hense JU, Mayr SK, Mandl H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Comput Hum Behav. 2017; 69:371–380.
20. Kelders SM, Sommers-Spijkerman M, Goldberg J. Investigating the Direct Impact of a Gamified Versus Nongamified Well-Being Intervention: An Exploratory Experiment. J Med Internet Res. 2018; 20: e247.
21. Patel MS, et al. Effectiveness of Behaviorally Designed Gamification Interventions with Social Incentives for Increasing Physical Activity Among Overweight and Obese Adults Across the United States: The STEP UP Randomized Clinical Trial. JAMA Intern Med. 2019; 9:1-9.
22. Yunyo A. Designing Effective Gamified Learning Experiences. IJTE. 2020; 3 (2): 62-69
23. The KIDSCREEN Group Europe. The KIDSCREEN Questionnaires - Quality of life questionnaires for children and adolescents. Lengerich: Pabst Science Publishers; 2006.
24. Anderson BJ, Auslander WF, Jung KC, Miller JP, Santiago JV. Assessing family sharing of diabetes responsibilities. Journal of Pediatric Psychology. 1990; 15, p. 477-492.
25. Wilson DMC, Ciliska D. Lifestyle Assessment Development and Use of the FANTASTIC Checklist. Canadian Family Physician. 1984; 30, 1527-32.
26. Consejería de Sanidad de la Comunidad de Madrid. (2015). Boletín Epidemiológico de la Comunidad de Madrid, 7 (21), p. 1-47. Disponible en http://www.comunidad.madrid/servicios/salud/boletin-epidemiologico
27. Observatorio de la Infancia. Línea de intervención educación socio-emocional. Forma Joven en el ámbito educativo 2015- 2016. España: Junta de Andalucía; 2015.
28. Pérez-Urizarbarrena I. Regulación Emocional y Experiencias Positivas: un camino hacia la felicidad. Projecte Final del Postgrau en Educació Emocional i Benestar. Barcelona: Universitat de Barcelona; 2014.
29. González-Andrade F, Salazar Muñoz KJ. Evaluación de calidad de vida con KIDSCREEN en pacientes oncológicos y cardiópatas del Hospital Pediátrico Baca Ortiz, 2017. Quito: UCE; 2018.
30. Vargas DM, Barbaresco AC, Steiner O, Silva C. Una mirada psicoanalítica sobre niños y adolescentes con diabetes Mellitus tipo 1 y sus familiares. Rev. Psicol. Saúde. 2020; 12 (1): 87-100.
31. Henriquez-Tejo R, Cartes-Velasquez R. Psychosocial impact of type 1 diabetes mellitus in children, adolescents and their families. Literature Review. Rev chil pediatr. 2018; 89 (3): 391-398.
32. Lima-Serrano, M et al. Factores relacionados con la calidad de vida en la adolescencia. Gaceta Sanitaria. 2018; 32 (1): 68-71.
33. Carral San Laureano F. et al. Actitudes y percepción del profesorado de centros educativos públicos sobre la atención a alumnos con diabetes tipo 1. Endocrinología, Diabetes y Nutrición. 2018; 65 (4), p. 213-219.
34. Fleming GA. Aplicaciones de la tecnología digital para la diabetes: beneficios, retos y recomendaciones. Diabetes Care 2020; 43 (1): 250-260.
35. Parra-Peralta AM, Ramírez-Gallardo RL, Pernas-Álvarez IA, Ortiz-Ocho A. La Inteligencia emocional en pacientes miembros de la Fundación Casa de la Diabetes Cuenca, Ecuador. Rev. Cubana Edu. 2018; 27 (2).
