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Advisor(s)
Abstract(s)
Enquadramento: A procura permanente de mais equidade social condições de saúde e qualidade de
vida implica uma maior aposta na dotação da população de literacia em saúde mental.
Objetivos: Determinar o nível de literacia em saúde mental nos profissionais da educação, saúde e
segurança; identificar que variáveis sociodemográficas e socioprofissionais que interferem na literacia
em saúde mental; averiguar a relação existente entre as crenças sobre a doença mental e a literacia
em saúde mental nos referidos profissionais.
Métodos: Estudo quantitativo, transversal e descritivo-correlacional. Os dados foram colhidos junto
de 136 agentes educativos, sendo 62,5% professores, 32,4% enfermeiros e 5,1% agentes policiais,
maioritariamente do género feminino (70,6%), com uma idade média de 48,34 anos (±7,49 anos).
Como instrumento de recolha de dados utilizou-se um questionário de caracterização
sociodemográfica e socioprofissional, o Inventário de Crenças sobre a Doença Mental (Loureiro, Dias
e Ferreira, 2009) e o Questionário de Literacia em Saúde Mental (LSMq) (Campos, Palha, Dias, Veiga
& Duarte, 2012).
Resultados: Os agentes educativos apresentam níveis mais elevados de crenças em relação ao
reconhecimento da doença (M=4,69±0,64) e em relação à doença mental como condição médica
(M=4,48±0,73), com menor índice médio na causa de estigma e discriminação (M=2,21±0,68). Índice
médio de 4,21 (± 0,40) para os conhecimentos e estereótipos sobre problemas de saúde mental, 4.16
(±0,48) para a procura de ajuda e comportamentos e 4,29 (±0,47) para as estratégias de auto-ajuda.
As mulheres apresentam maiores níveis de literacia em saúde mental em todos os fatores. Os
agentes educativos com idade ≥55 anos expressam mais literacia em saúde mental, com exceção
nas estratégias de auto-ajuda, onde pontuaram mais os agentes educativos com ≤44 anos de idade.
Os participantes residentes em meio rural expressam mais literacia em saúde mental em todos os
fatores. Os professores manifestam mais literacia em saúde mental no que se refere à procura de
ajuda e comportamentos, sendo os enfermeiros os que manifestam mais literacia em saúde mental
em relação aos conhecimentos e estereótipos sobre problemas de saúde mental, estratégias de autoajuda
e no factor global. As variáveis preditoras de saúde mental foram o género, zona de residência,
crenças no reconhecimento da doença e o grupo profissional. Os homens e os participantes
residentes em meio urbano revelam mais literacia sobre os problemas de saúde mental e que quanto
mais crenças têm os agentes educativos no reconhecimento da doença, maior é o nível de literacia
ao nível dos conhecimentos e estereótipos sobre os problemas de saúde mental. Quanto mais
crenças ao nível do reconhecimento da doença maior é a literacia em termos de procura de ajuda e
comportamentos, bem como acerca das estratégias de auto-ajuda, revelando mais literacia em saúde
mental global.
Conclusões: Após a realização deste estudo chegou-se à conclusão que é necessário desenvolver
ações de formação e/ou programas de educação para a saúde para que se possa dotar as
comunidade de mais literacia em saúde mental, onde o enfermeiro tem um papel de destaque, como
agente promotor de literacia em saúde mental.
Abstract Background: The ongoing search for more social equity, health conditions and quality of life implies a greater focus on the population's literacy in mental health. Objectives: To determine the level of mental health literacy in education, health and safety professionals; identify socio-demographic and socio-professional variables that interferes in mental health literacy; to investigate the relationship between beliefs about mental illness and mental health literacy in these professionals. Methods: Quantitative, cross-sectional and descriptive-correlational study. Data were collected from 136 educational agents, 62.5% were teachers, 32.4% were nurses and 5.1% were police officers, mostly female (70.6%), with a mean age of 48.34 years (±7.49 years). As a data collection instrument, a sociodemographic and socioprofessional characterization questionnaire was used, the Belief Inventory on Mental Illness (Loureiro, Dias & Ferreira, 2009) and the Mental Health Literacy Questionnaire (LSMq) (Campos, Palha, Dias, Veiga & Duarte, 2012). Results: Educational agents presented higher levels of beliefs regarding the recognition of the disease (M = 4.69 ± 0.64) and mental illness as a medical condition (M=4.48±0.73), with lower mean index in the cause of stigma and discrimination (M=2.21±0.68). Mean index of 4.21 (±0.40) for knowledge and stereotypes on mental health problems, 4.16 (± 0.48) for the search for help and behaviors and 4.29 (±0.47) for the strategies self-help. Women have higher levels of mental health literacy in all factors. Educational agents aged ≥55 years express more literacy in mental health, with the exception of self-help strategies, where they scored more educational agents ≤44 years old. Participants living in rural areas express more mental health literacy on all factors. Teachers manifest more mental health literacy in regard to seeking help and behavior, with nurses manifesting more mental health literacy in relation to knowledge and stereotypes about mental health problems, selfhelp strategies, and the global factor. The predictors of mental health were the gender, area of residence, beliefs in the recognition of the disease and the professional group. Urban men and participants show more literacy about mental health problems and that the more beliefs that educators have in recognizing the disease, the higher the level of knowledge literacy and stereotypes about mental health problems . The more beliefs at the level of disease recognition are literacy in terms of seeking help and behaviors as well as self-help strategies, revealing more literacy in global mental health. Conclusions: After completing this study, it was concluded that it is necessary to develop training actions and/or health education programs so that the community can be provided with more mental health literacy, where nurses play a prominent role, such as agent promoting mental health literacy.
Abstract Background: The ongoing search for more social equity, health conditions and quality of life implies a greater focus on the population's literacy in mental health. Objectives: To determine the level of mental health literacy in education, health and safety professionals; identify socio-demographic and socio-professional variables that interferes in mental health literacy; to investigate the relationship between beliefs about mental illness and mental health literacy in these professionals. Methods: Quantitative, cross-sectional and descriptive-correlational study. Data were collected from 136 educational agents, 62.5% were teachers, 32.4% were nurses and 5.1% were police officers, mostly female (70.6%), with a mean age of 48.34 years (±7.49 years). As a data collection instrument, a sociodemographic and socioprofessional characterization questionnaire was used, the Belief Inventory on Mental Illness (Loureiro, Dias & Ferreira, 2009) and the Mental Health Literacy Questionnaire (LSMq) (Campos, Palha, Dias, Veiga & Duarte, 2012). Results: Educational agents presented higher levels of beliefs regarding the recognition of the disease (M = 4.69 ± 0.64) and mental illness as a medical condition (M=4.48±0.73), with lower mean index in the cause of stigma and discrimination (M=2.21±0.68). Mean index of 4.21 (±0.40) for knowledge and stereotypes on mental health problems, 4.16 (± 0.48) for the search for help and behaviors and 4.29 (±0.47) for the strategies self-help. Women have higher levels of mental health literacy in all factors. Educational agents aged ≥55 years express more literacy in mental health, with the exception of self-help strategies, where they scored more educational agents ≤44 years old. Participants living in rural areas express more mental health literacy on all factors. Teachers manifest more mental health literacy in regard to seeking help and behavior, with nurses manifesting more mental health literacy in relation to knowledge and stereotypes about mental health problems, selfhelp strategies, and the global factor. The predictors of mental health were the gender, area of residence, beliefs in the recognition of the disease and the professional group. Urban men and participants show more literacy about mental health problems and that the more beliefs that educators have in recognizing the disease, the higher the level of knowledge literacy and stereotypes about mental health problems . The more beliefs at the level of disease recognition are literacy in terms of seeking help and behaviors as well as self-help strategies, revealing more literacy in global mental health. Conclusions: After completing this study, it was concluded that it is necessary to develop training actions and/or health education programs so that the community can be provided with more mental health literacy, where nurses play a prominent role, such as agent promoting mental health literacy.
Description
Keywords
Conhecimentos, atitudes e prática em saúde Educação para a saúde Literacia em saúde Saúde mental Determinantes Health education Health knowledge, attitudes, practice Health literacy Mental health