Оценка осведомленности школьников предпрофессиональных медицинских классов о цели Организации Объединенных Наций в области обеспечения здорового образа жизни и содействия благополучию
Аннотация
Обоснование. При наличии исследований, рассматривающих роль образования в осведомленности подростков о Целях устойчивого развития (ЦУР), недостаточно работ, оценивающих знания подростков, обучающихся на этапе предпрофессионального медицинского образования, о ЦУР 3 – обеспечение здорового образа жизни и содействия благополучию для всех в любом возрасте.
Цель. Оценить уровень осведомленности подростков, обучающихся в предпрофессиональных медицинских классах, о ЦУР в области обеспечения здорового образа жизни и содействия благополучию для всех в любом возрасте.
Материалы и методы. Проведено онлайн-анкетирование с использованием авторского опросника, с участием 240 школьников 10-11 классов, обучающихся в Предуниверсарии МГМУ им. Сеченова (Москва), средний возраст респондентов составил 16,4±0,76 лет. Статистическая обработка данных осуществлялась с помощью пакета прикладных программ Excel (Microsoft Office® Excel® 20l9, USA).
Результаты. Отмечена низкая осведомленность подростков о Целях устойчивого развития, при этом более 64% из них имеют представление о глобальном договоре ООН, а не менее 36-37% знакомы с Парижским соглашением по климату и Концепцией устойчивого развития. Встречались с термином «Цели устойчивого развития ООН», но не знают его подробностей более 44% подростков. Более 43% заявили, что впервые слышат о нем, и лишь 3,8% опрошенных заявили, что хорошо знают, что такое ЦУР. При выборе наиболее важных ЦУР, более половины старшеклассников выбрали, наряду с другими, ЦУР 3 (Обеспечение здорового образа жизни и содействие благополучию для всех в любом возрасте). Более 67% подростков считают, что достижение ЦУР – прерогатива федеральной власти, а 40%, что местных жителей. Среди наиболее приоритетных действий, для достижения ЦУР 3, подростки отметили всеобщий охват услугами здравоохранения и доступ к услугам медико-санитарной помощи для всех, наименее приоритетной – здоровье заключенных.
Заключение. Полученные результаты будут использованы при планировании основных направлений работы со школьниками предпрофессиональных медицинских классов по формированию у них компетенций, связанных с ЦУР в области здравоохранения.
EDN: KVEFRD
Скачивания
Литература
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Gillett Swan, J. K., & Burton, L. O. (2022). Amplifying children’s voices: Sustainable Development Goals and inclusive design for education and health architecture. International Journal of Speech Language Pathology, 25(1), 87–91. https://doi.org/10.1080/17549507.2022.2148742. EDN: https://elibrary.ru/LRINVK
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Epstein, S. E. (2017). Supporting global awareness: A proposal for youth civic engagement. Studies in Education, 14(1), 141–154. https://doi.org/10.1086/691258
Gillett Swan, J. K., & Burton, L. O. (2022). Amplifying children’s voices: Sustainable Development Goals and inclusive design for education and health architecture. International Journal of Speech Language Pathology, 25(1), 87–91. https://doi.org/10.1080/17549507.2022.2148742. EDN: https://elibrary.ru/LRINVK
United Nations. (n.d.). Goal 4 — Quality education. Retrieved from https://www.un.org/sustainabledevelopment/education
Halder, U., Das, S., & Bairagya, S. (2014). Awareness of school students about sustainable development in education. International Journal of Informative & Futuristic Research, 1(10), 112–116. Retrieved from https://www.researchgate.net/publication/327237550_Awareness_of_School_Students_about_Sustainable_Development_in_Education
Harlin, J., Kloetzer, L., Patton, D., Leonhard, C., & Leysin American School High School Students. (2018). Turning students into citizen scientists. In S. Hecker, M. Haklay, A. Bowser, Z. Makuch, J. Vogel, & A. Bonn (Eds.), Citizen Science: Innovation in Open Science, Society and Policy (pp. 410–428). UCL Press. https://www.jstor.org/stable/j.ctv550cf2.35
Holst, J. (2023). Towards coherence on sustainability in education: A systematic review of whole institution approaches. Sustainability Science, 18(2), 1015–1030. https://doi.org/10.1007/s11625-022-01226-8. EDN: https://elibrary.ru/KYHZXM
Van Rensburg, A. J., & Brooke Sumner, C. (2023). Intersectoral and multisectoral approaches to enable recovery for people with severe mental illness in low and middle income countries: A scoping review. Global Mental Health (Cambridge, England), 10, e19. https://doi.org/10.1017/gmh.2023.10
Kettunen, M. (2021). “We need to make our voices heard”: Claiming space for young people’s everyday environmental politics in Northern Finland. Nordia Geographical Publications, 49(5), 32–48. https://doi.org/10.30671/nordia.98115. EDN: https://elibrary.ru/NXHMLO
Krishna, S. H., Ilankumaran, G., Balakrishnan, C., et al. (2022). Knowledge, perception, and awareness about Sustainable Development Goals (SDGs) among students of Indian public university. Journal of Positive School Psychology, 6(5), 2501–2511. Retrieved from https://mail.journalppw.com/index.php/jpsp/article/view/6396
Lavrukhina, A. (2019). The practice of medical care of convicted to imprisonment in Russia and abroad. Bulletin of Science and Practice, 5(7), 283–289. https://doi.org/10.33619/2414-2948/44/37. EDN: https://elibrary.ru/LNFYUV
Martin, D., Miller, A. P., Quesnel Vallée, A., et al. (2018). Canada’s universal health care system: Achieving its potential. The Lancet, 391(10131), 1718–1735. https://doi.org/10.1016/S0140-6736(18)30181-8. PMID: 29483027; PMCID: PMC7138369. EDN: https://elibrary.ru/KGDMFC
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Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508–531. https://doi.org/10.1080/13504622.2018.1455074
Federal State Statistics Service. (n.d.). National set of SDG indicators. Retrieved from https://rosstat.gov.ru/sdg/national
O’Brien, K., Selboe, E., & Hayward, B. M. (2018). Exploring youth activism on climate change: Dutiful, disruptive, and dangerous dissent. Ecology and Society, 23(3), 42. https://doi.org/10.5751/ES-10287-230342
Odoom, D., Mensah, E. O., Dick Sagoe, C., et al. (2024). Examining the level of public awareness on the Sustainable Development Goals in Africa: An empirical evidence from Ghana. Environment, Development and Sustainability, 26, 6221–623. https://doi.org/10.1007/s10668-023-02959-x. EDN: https://elibrary.ru/LUGKRY
Oinonen, I., Seppälä, T., & Paloniemi, R. (2023). How does action competence explain young people’s sustainability action? Environmental Education Research, 30(4), 499–518. https://doi.org/10.1080/13504622.2023.2241675
Olsson, D., & Gericke, N. (2015). The adolescent dip in students’ sustainability consciousness — Implications for education for sustainable development. Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464
Olsson, D., Gericke, N., & Boeve de Pauw, J. (2022). The effectiveness of education for sustainable development revisited — A longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2022.2033170. EDN: https://elibrary.ru/YHKYLG
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