Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-12T12:00:30Z No. of bitstreams: 2 Dissertação - Katarinne Lima Moraes - 2014.pdf: 1815871 bytes, checksum: f5a21e3c06bd783d3e1ff002ac40418a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-12T12:02:06Z (GMT) No. of bitstreams: 2 Dissertação - Katarinne Lima Moraes - 2014.pdf: 1815871 bytes, checksum: f5a21e3c06bd783d3e1ff002ac40418a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-05-12T12:02:06Z (GMT). No. of bitstreams: 2 Dissertação - Katarinne Lima Moraes - 2014.pdf: 1815871 bytes, checksum: f5a21e3c06bd783d3e1ff002ac40418a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-09-26 / Caring for those who have chronic kidney disease (CKD) has been limited to the proper handling of the kidney disease symptomatogly, underestimating the attention demands in the initial stages of the illness. Clear, individualized and specific information about the infirmity and prognosis are essential to slow and/or prevent the dialysis treatment. However, people who suffer chronic illnesses have difficulties obtaining information, and also in turning the health information into knowledge, which means they have limited Functional Health Literacy (FHL). There are no evidences about the competence in FHL of the people who have chronic kidney disease regarding predialysis treatment, as well as about the influence of this competence on the knowledge concerning the disease in this stage. This study aimed to analyse the health literacy and the knowledge of the patients in predialysis treatment about the CKD. Transversal study done with 60 people suffering with chronic kidney disease in predialysis situation, treated at a teaching hospital in Goiânia, Brazil, between 2013-2014. To collect data we used the tool of Canhestro (2010) to measure knowledge, the Brazilian version of the Brief Test of Functional Health Literacy in Adults (B-THOFLA) to identify the FHL and a sociodemographic and clinic instrument. The sociodemographic variables were presented through simple descriptive statistics. Tests for correlations of Pearson and Chi-squared and models of linear regression were applied to find the connections among the variables. Most of the interviewed people were female, age average 62,17±14,66 years old, in the third and fourth stages of CKD (67%) and had and average time of treatment in the nephrology ambulatory of 59,55±51,00 months. All the interviewed people presented insufficient health literacy, with an average of right answers of the itens of 30,85±13,01. The majority (57,70%) presented insufficient knowledge about their disease and treatment. Worse levels of education were a predictive factor for worse scores in FHL, and the insufficient knowledge was linked to aging and cognitive compromise. We could not observe association between the worst scores of knowledge and the ones of functional health literacy. The conclusion is that the chronic renal patients presented an inadequate level of functional health literacy and insufficient knowledge concerning the treatment of the CKD and the disease itself. These results may help the creation of educational programs for people with CKD, in order to facilitate the access and the understanding of the information related to health, and therefore make it possible for people to take proper decisions about their wellness. / O cuidado aos portadores de doença renal crônica (DRC) tem se limitado ao manejo adequado da sintomatologia da doença renal, subestimando as demandas de atenção nos estágios iniciais da doença. Informações claras, individualizadas e específicas acerca da doença e prognóstico são essenciais para retardar e/ou evitar o início do tratamento de dialítico. No entanto, portadores de agravos crônicos tem dificuldade em obter e transformar as informações em saúde em conhecimento, significando que apresentam competência limitada de Letramento Funcional em Saúde (LFS). Não se têm evidências sobre a competência para LFS do doente renal crônico em tratamento pré-dialítico, bem como sua influência no conhecimento acerca da doença nessa fase. Objetivou-se analisar o letramento funcional em saúde e o conhecimento dos pacientes em tratamento pré-dialítico sobre a DRC. Estudo transversal realizado com 60 portadores de doença renal crônica em tratamento pré-dialítico, atendidos num hospital de ensino do município de Goiânia, Brasil, entre 2013-14. Para coleta de dados foram utilizados o instrumento de Canhestro (2010) para medir o conhecimento, a versão brasileira do Brief Test of Functional Health Literacy in Adults (B-THOFLA) para identificar o LFS e um instrumento sociodemográfico e clínico. As variáveis sociodemográficas foram apresentadas por meio de estatística descritiva simples. Testes de correlações de Pearson e Qui-Quadrado e modelos de regressão linear foram realizados para determinar a associação entre as variáveis. A maioria dos entrevistados era do sexo feminino, com média de idade de 62,17±14,66 anos, estavam no estágio três e quatro da DRC (67%) e tinham tempo médio de acompanhamento no ambulatório de nefrologia de 59,55±51,00 meses. Todos os entrevistados apresentaram letramento em saúde inadequado, com média de acerto dos itens de 30,85±13,01. A maioria (57,70%) apresentou conhecimento insuficiente em relação a sua doença e tratamento. A menor escolaridade foi fator preditivo para piores escores de LFS, e o conhecimento insuficiente foi relacionado à idade e ao comprometimento cognitivo. Não foi observada a associação entre os piores escores de conhecimento com os do letramento funcional em saúde. Conclui-se que os pacientes renais crônicos demonstraram nível de letramento funcional em saúde inadequado e conhecimento insuficiente em relação à doença e tratamento da DRC. Esses resultados podem subsidiar a construção de programas educativos para portadores de DRC, de maneira a facilitar o acesso e a compreensão das informações relacionadas à saúde e, consequentemente, possibilitar a tomada de decisão apropriada em relação à sua saúde.

The diploma thesis occupies with the health literacy of future and currently practicing teachers. It is focused on one part of the health literacy - nourishment. The aim of the thesis is to find out on which level of the health literacy in nourishment the teachers are and if they apply their knowledge not only in their professional life but also in their personal life. The thesis is divided into two parts - theoretical and practical. The theoretical part is focused on the defining of the terms health, health literacy, the characteristic of the group of teachers and their division into subgroups. There are also described the aspects of health nourishment and the recommendation from the experts on the healthy lifestyle. The practical part includes the analysis of the data which were gained thanks to the questionnaires. In the end, the pieces of knowledge are summarized.

Class of 2014 Abstract / Specific Aims: Fifth and 6th grade students at two schools in Tucson, Arizona were assessed using the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen) to increase awareness of the need of childhood health literacy. Methods: After receiving permission from the two schools, the parents and the students, assessment by the REALM-Teen determined if the children were at, above, or below grade level. Main Results: Ninety-eight students were assessed of 183 possible (53.6%). Eighty-four were at or above grade level (85.7%), 14 were below (14.3%). Fifty-seven 5th graders were assessed of 90 (63.3%); of the 46 (of 72) in public school, 40 were at or above grade level (86.9%) and 6 were below (13.1%); of the 11 (of 18) in private school,9 were at or above grade level (81.8%) and 2 were below (18.2%). Forty-one 6th graders were assessed of 93 (44.1%); of the 34 (of 84) in public school, 28 were at or above grade level (82.4%) and 6 were below (17.6%); of the 7 (of 9) in private school 7 were at or above grade level (100%). Chi-square analyses showed no statistical significance between health literacy outcomes and gender, school type or prior health knowledge. Conclusion: Most (85.7%) students assessed were at grade level or higher for health literacy, which supports standards being taught and reached. That 14 students fell below grade level at the time of assessment as well as the high percentage of students not assessed (46.4%) emphasizes need for more health education and assessment.

New immigrants to Canada are identified as a vulnerable population in mental health and, as a result, organizations are signaling the need to enhance their mental health supports. The research uses focus groups and questions based on the messaging of a Canadian school mental health program to understand how new immigrant mothers interpret and develop key aspects of their mental health literacy and how they attain parent empowerment. A thematic assessment of the knowledge, interpretation, action and decision-making of the study participants (n=7), all recent immigrants to Canada and mothers of high school students, shows that new immigrant mothers are prepared to follow a path towards mental health literacy. At the same time, however, there are barriers that can block progression towards mental health literacy for this audience. These findings are supported by three umbrella themes: the first main theme “home as haven” espouses maternal roles in mental health maintenance such as protector and communicator, the second main theme “knowledge versus suspicions of mental health and mental illness” represents informed views and support of mental illness and myths and illusions of mental illness, and the third main theme, “additional barriers to mental health literacy” includes the hardships of immigration and fear of knowledge. The study concludes that new immigrant mothers appreciate the importance of fostering mental health understanding and discussion with their children at the same time that they encounter obstacles to the advancement of their mental health literacy. This study is relevant to the field of communication in that it demonstrates the experience of new immigrant mothers as a secondary audience in mental health programming. As the caregivers of their children, they are in position to enforce the messages and health maintenance behaviours of a school-based mental health program aimed at adolescents.

The Live Well Springfield (LWS) movement is a collaborative effort of partner organizations in Springfield, Massachusetts. The project promotes healthy living by increasing knowledge and awareness of food and physical activity. A key LWS strategy was the creation of a website to function as an information hub. In addition to local event and health information, the website features 16 narratives depicting residents practicing healthy lifestyle choices, designed to encourage community engagement. To date, there has been no evaluation of the website’s reach and effect. A mixed methods approach, surveys and focus group discussions, was designed to collect data from people who live, work, or attend school in Springfield. Focus group participants were recruited in person at Springfield Community College, via recruitment posters (distributed at STCC), and through email requests from a previously compiled list of residents willing to be contacted. A website evaluation survey was developed using eHealth research constructs and the Expectation-Confirmation Model (ECM). This survey measured users’ perceived quality and satisfaction with the website. The survey was accessible via the livewellspringfield.org homepage, the LWS Facebook page, and emailed directly to potential respondents. The validated eHealth Literacy Scale (eHEALS) was incorporated into the survey and focus group sessions to assess self-reported skills for using eHealth resources. Each hour-long focus group (n=5 and n=6, respectively) was video/audio recorded and fully transcribed. Focus group transcripts were analyzed to thematically organize responses to narratives and fact-based health messages and assess the appeal, relevance, effectiveness, perceived purpose, and appropriateness. Survey data was analyzed to produce frequencies, descriptive statistics, and correlations. A mean eHEALS score of 4.22 of 5.00 (SD=0.83) was calculated from 36 responses, suggesting this sample felt very knowledgeable and confident using eHealth resources. Health Literacy Advisor (HLA) software was used to analyze an aggregate of all narratives, resulting in a Fry-based reading grade level of 8.4. On a five-point Likert scale, mean satisfaction with the website was 4.71 (SD=0.53), and mean likelihood to return was 4.76 (SD=0.51). Content analysis of focus group transcripts resulted in 184 responses coded for one or more themes. The largest proportion of responses (40.2%) related to effectiveness. One third of these effectiveness-related responses were negative toward the fact-based examples. Although the narratives were greatly preferred in both groups, all respondents made comments or agreed with suggestions to have both affective narratives and strictly fact-based health messages accessible, regardless of initial preferences. Results and interpretations will be reported to LWS partners to inform potential revisions of the website revisions and contribute to ongoing activities of the LWS initiative.

Background: Individuals with substance use disorders are likely to have low health literacy due to risk factors related to their personal and socioeconomic characteristics. Current knowl- edge is limited in understanding whether low health literacy contributes to adverse health outcomes and whether it influences the substance use behavior of this population. Design: An exploratory cross-sectional study using a questionnaire survey. Aims: To explore multidimensional health literacy and its correlates in patients treated in residential addiction treatment programs and investigate health literacy as a predictor of self- reported health indicators and quality of life. Setting: Multiple residential addiction treatment programs (i.e., detoxification units, inpatient care, therapeutic communities) in the Czech Republic. Participants: Data of 613 patients treated in residential addiction treatment programs for mental and behavioral disorders due to psychoactive substance use (F10-F19, ICD-10) were analyzed. Measurements: Health literacy was measured using the Czech version of the European Health Literacy Survey Questionnaire (HLS-EU-Q47). Data on participants' socioeconomic characteristics, self-reported health indicators and quality of life, substance use behavior, and treatment experiences were...

Bakgrund   En förutsättning för jämlik vård är ett gott bemötande. Sjuksköterskan kan påverka patientens förtroende, delaktighet och engagemang med sitt bemötande vilket kan resultera i ökad följsamhet. Att leva med långvarig sjukdom kan upplevas stigmatiserat och i mötet med sjuksköterskan finns möjlighet till förändring, vilket kan vara en förändring i nivå av hälsolitteracitet. Hälsolitteracitet handlar om individens kompetens och färdighet kring sin sjukdom och hälsa. Hög nivå av hälsolitteracitet kan leda till en bättre livskvalité. Syfte Syftet var att belysa hur sjuksköterskans kommunikation påverkar hälsolitteracitet och följsamhet hos personer med långvarig sjukdom. Metod En litteraturöversikt av icke systematisk karaktär genomfördes. Det som utgjorde grunden för resultatet var 15 artiklar av både kvalitativ och kvantitativ design. De vetenskapliga artiklarna inhämtades vid databassökning, under september 2021, i CINAHL och PubMed. Valda artiklar granskades i enighet med Sophiahemmet Högskolas bedömningsunderlag för klassificering och kvalitetsgranskning. En integrerad dataanalys genomfördes och resultatet sorterades in i teman med två huvudkategorier med underkategorier. Resultat Resultatet redovisades i två huvudkategorier med tre och respektive fyra underkategorier. Huvudkategorier identifierades till hämmande faktorer för hälsolitteracitet eller följsamhet i förhållande till sjuksköterskans kommunikation och främjande faktorer för hälsolitteracitet eller följsamhet i förhållande till sjuksköterskans kommunikation. Till dessa identifierades underkategorierna som: obalans i vårdrelationer, kommunikationshinder, effekter av bristfällig information, tillvägagångsätt för inlärning, personcentrerad återkoppling, effekter av kommunikativt stöd och patientens kunskap och motivation. Slutsats Det finns ett flertal faktorer vilka påverkar hälsolitteracitet och följsamhet, dessa faktorer kan vara både hämmande och främjande. Sjuksköterskor använder olika tillvägagångsätt i sin kommunikation till patienten med långvarig sjukdom. De används i försäkran om att information blivit mottagen och förstådd, för att vidare kunna påverka nivån av hälsolitteracitet och följsamhet. / Background A prerequisite for equal care is a good response. The nurse can influence the patient's trust, participation and commitment with her treatment, which can result in increased compliance. Living with a long-term illness can be experienced as stigmatized and in the meeting with the nurse there is an opportunity for change, which can be a change in the level of health literacy. Health literacy is about the individual's competence and skill around their illness and health. High levels of health literacy can lead to a better quality of life. Aim The purpose was to illustrate on how the nurse's communication affects health literacy and compliance in patients with long-term illness.  Method A literature review of a non-systematic nature was conducted. What formed the basis of the result were 15 articles of both qualitative and quantitative design. The scientific articles were obtained by database search, during September 2021, in CINAHL and PubMed. Selected articles were reviewed in agreement with Sophiahemmet University's assessment basis for classification and quality review. An integrated data analysis was performed, and the results were sorted into themes with two main categories with subcategories. Results The results were reported in two main groups with three and four subgroups, respectively. The main category was identified as inhibitory factors for health literacy or compliance in relation to the nurse's communication and promoting factors for health literacy or compliance in relation to the nurse's communication. To these, the subcategories were identified as: imbalance in healthcare relationships, communication barriers, effects of lack of information, approaches to learning, person-centered feedback, effects of communicative support and the patient's knowledge and motivation. Conclusions There are several factors that affect health literacy and compliance, these factors could be both inhibitory and promoting. Nurses use different approaches in their communication to the patient with long-term illness. They are used in the assurance that information has been received and understood, in order to influence the level of health literacy and compliance.

Die Broschüre ist ein Ergebnis des Projektes 'Gesundheitskompetenz für Migrantinnen und Migranten', gefördert durch das Sächsische Staatsministerium für Soziales und Gesellschaftlichen Zusammenhang. Das Projekt wurde durchgeführt durch die Zentrum für Forschung, Beratung und Weiterbildung an der Evangelischen Hochschule Dresden gGmbH in Kooperation u.a. mit der Jüdischen Gemeinde zu Dresden KdöR. Basierend auf verschiedenen wissenschaftlichen Erhebungen wurde dabei der Edukationsbedarf im Hinblick auf Alter und Altern im Bereich älterer Menschen ermittelt, die aus dem russischen Sprachraum nach Deutschland migriert sind. Zielgruppe der Publikation sind Multiplikatoren ('Peers') sowie ältere Menschen und deren Angehörige, insbesondere diejenigen, die aus dem russischen Sprachraum nach Deutschland migriert sind. Sie enthält laiengerecht aufbereitete Informationen zum gesunden Altern, dem Gesundheitswesen in Deutschland, Demenzen und Depressionen, Wohnformen im Alter, Pflegebedürftigkeit, Finanzierung von Pflegeleistungen sowie der Finanzierung von Pflegeleistungen. Die Broschüre ist in deutscher Sprache verfasst. Eine identische russische Sprachfassung liegt ebenfalls vor.:Vorwort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Modul I - Was ist gesundes Altern? 6 Bewegen Sie sich genug? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Gesunde Ernährung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Zuviel des Guten? Übergewicht! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lassen Sie sich untersuchen: Früherkennung!. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Schützen Sie sich vor Infektionskrankheiten: Impfungen! . . . . . . . . . . . . . . . . . . . . . 26 Kommen Sie wieder auf die Beine: Rehabilitation! . . . . . . . . . . . . . . . . . . . . . . . . . 27 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Modul II - Das Gesundheitssystem in Deutschland 30 Krankenversicherung in Deutschland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Der Hausarzt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Der Facharzt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Kommunikation mit Ärzten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Gesundheitsversorgung am Wochenende oder an Feiertagen. . . . . . . . . . . . . . . . . . . 38 Notfall! Wie rufe ich einen Krankenwagen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Auch Sie, als Patient oder Patientin, haben Rechte! . . . . . . . . . . . . . . . . . . . . . . . . 40 Wo bekomme ich noch mehr Informationen?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Modul III – Demenz und Depression 50 Demenz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Modul IV - Wohnformen im Alter 71 Ambulante Wohnformen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Stationäre Wohnformen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Pflegeheim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Empfehlungen und Unterstützungsangebote für ein Leben in der eigenen Wohnung. . . . . . 82 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Modul V - Pflegebedürftigkeit 92 Was bedeutet Pflegebedürftigkeit? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Vorgehen bei Pflegebedürftigkeit - Was muss ich im Pflegefall tun? . . . . . . . . . . . . . . . 93 Klärung des Unterstützungs- und Pflegebedarfs . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Verteilung von Aufgaben rund um die Pflege . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Klärung der Wohn- bzw. Versorgungsform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Ambulante Pflegedienste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Wie finde ich den richtigen ambulanten Pflegedienst? . . . . . . . . . . . . . . . . . . . . . . 105 Beantragung eines Pflegegrades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Pflegebegutachtung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Klärung der Voraussetzungen für die rechtliche Vertretung des Pflegebedürftigen . . . . . . . 116 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Modul VI - Finanzierung von Pflege 121 Leistungen der Pflegekasse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Welche Möglichkeiten gibt es, wenn die Pflegeleistungen nicht ausreichen? . . . . . . . . . . 126 Familienangehörige . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Modul VII - Pflege durch Angehörige 130 Planung und Durchführung häuslicher Pflege . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Risiken der Angehörigenpflege . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Soziale Absicherung für pflegende Angehörige . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Vereinbarkeit von Pflege und Beruf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Bibliographie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Abbildungsverzeichnis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Die Broschüre ist ein Ergebnis des Projektes 'Gesundheitskompetenz für Migrantinnen und Migranten', gefördert durch das Sächsische Staatsministerium für Soziales und Gesellschaftlichen Zusammenhang. Das Projekt wurde durchgeführt durch die Zentrum für Forschung, Beratung und Weiterbildung an der Evangelischen Hochschule Dresden gGmbH in Kooperation u.a. mit der Jüdischen Gemeinde zu Dresden KdöR. Basierend auf verschiedenen wissenschaftlichen Erhebungen wurde dabei der Edukationsbedarf im Hinblick auf Alter und Altern im Bereich älterer Menschen ermittelt, die aus dem russischen Sprachraum nach Deutschland migriert sind. Zielgruppe der Publikation sind Multiplikatoren ('Peers') sowie ältere Menschen und deren Angehörige, insbesondere diejenigen, die aus dem russischen Sprachraum nach Deutschland migriert sind. Sie enthält laiengerecht aufbereitete Informationen zum gesunden Altern, dem Gesundheitswesen in Deutschland, Demenzen und Depressionen, Wohnformen im Alter, Pflegebedürftigkeit, Finanzierung von Pflegeleistungen sowie der Finanzierung von Pflegeleistungen. Die Broschüre ist in russischer Sprache verfasst. Eine identische deutsche Sprachfassung liegt ebenfalls vor.

Die Broschüre ist ein Ergebnis des Projektes 'Gesundheitskompetenz für Migrantinnen und Migranten', gefördert durch das Sächsische Staatsministerium für Soziales und Gesellschaftlichen Zusammenhang. Das Projekt wurde durchgeführt durch die Zentrum für Forschung, Beratung und Weiterbildung an der Evangelischen Hochschule Dresden gGmbH. Basierend auf verschiedenen wissenschaftlichen Erhebungen wurde dabei der Edukationsbedarf im Hinblick auf Schwangerschaft, Geburt und Wochenbett bei Arabisch sprechenden geflüchteten Frauen ermittelt. Zielgruppe der Publikation sind Multiplikatoren ('Peers') sowie Arabisch sprechende Frauen und deren Familien. Sie enthält laiengerecht aufbereitete Informationen Schwangerschaft, Geburt, Wochenbett und seelischer Gesundheit in der Schwangerschaft. Die Broschüre ist in deutscher Sprache verfasst. Eine identische arabische Sprachfassung liegt ebenfalls vor.:Schwangerschaft | Teil 1 Was passiert in meinem Körper, wenn ich schwanger bin? . . . . . . . . . . . . . . 6 Gesundheitsversorgung in der Schwangerschaft. . . . . . . . . . . . . . . . . . . . 12 Wie bleibe ich in der Schwangerschaft gesund? . . . . . . . . . . . . . . . . . . . . 22 Kleinere und größere Beschwerden in der Schwangerschaft . . . . . . . . . . . . . 31 Yoga und Wahrnehmungsübungen in der Schwangerschaft . . . . . . . . . . . . . 36 Geburt | Teil 2 Wo bringe ich mein Baby zur Welt?. . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Das Baby kommt!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Und die Schmerzen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Atmen, Bewegung und die richtige Postion . . . . . . . . . . . . . . . . . . . . . . 55 Begleitung und Verständigung im Kreißsaal . . . . . . . . . . . . . . . . . . . . . . 58 Kaiserschnitt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Wochenbett | Teil 3 Geschafft! Das Baby ist da! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Stillen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 40 Tage Schonzeit! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Und wie weiter? Gesundheitsvorsorge für Sie und Ihr Baby!. . . . . . . . . . . . . 73 Formalitäten, Formalitäten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Schwangerschaft und Geburt gut bewältigt! Warum bin ich traurig? . . . . . . . . . . . . 76 Familienplanung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Seelische Gesundheit in der Schwangerschaft | Teil 4 Einleitung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Seelische Gesundheit in der Schwangerschaft . . . . . . . . . . . . . . . . . . . . . . . . . 93 Was ist eigentlich Stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Kümmere Dich um Deine Seele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Entspanne Dich! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Meditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Achtsamkeit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Gesundes Denken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Zusammenfassung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Wann sollte ich professionelle Hilfe suchen?. . . . . . . . . . . . . . . . . . . . . . . . . 116 Wo finde ich Hilfe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Quellenverzeichnis und Abbildungsverzeichnis . . . . . . . . . . . . . . . . . . . . . . . 122