Miranda Limachi, Keila Ester

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Miranda Limachi, Keila Ester
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Miranda Limachi, Keila Ester
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Miranda-Limachi, Keila
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Universidad Peruana Unión
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  • Publicacion
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    Creation and Validation of the Brief Healthy Eating Habits Scale (BHEHS-6B, Version 1.0), Based on Harvard’s Healthy Eating Plate, in a Sample of Young, Middle-Aged, and Older Peruvian Adults
    (2025-05-26)
    Javier Aliaga, David Joel  
    ;
    Quispe, Gluder
    ;
    Anicama, José
    ;
    Mendigure Fernandez, Julio
    ;
    Miranda Limachi, Keila Ester  
    Background. Healthy eating habits are essential for preventing chronic diseases and improving quality of life. However, there is a lack of brief and culturally adapted instruments for accurate assessment. Therefore, the aim of this study was to develop and validate the Brief Healthy Eating Habits Scale (BHEHS-6B, Version 1.0), based on Harvard’s Healthy Eating Plate, in a sample of young, middle-aged, and older Peruvian adults. Methods. The study followed a psychometric design. A non-probabilistic sample of 223 participants (both sexes; mean age = 41.6, SD = 15.8) was drawn from Metropolitan Lima, Peru. The BHEHS-6B (Version 1.0) was administered. Results. The bifactor model confirmed the unidimensional structural validity of the BHEHS-6B, showing acceptable global fit indices (CFI = 0.987, TLI = 0.937, SRMR = 0.025, RMSEA = 0.081) and an adequate hierarchical omega for the general factor (G = 0.638), supporting the use of a single total score. Finally, internal consistency was adequate for the total scale (α = 0.769, ω = 0.780). Conclusions. The BHEHS-6B is a valid and reliable instrument for assessing healthy eating habits, demonstrating evidence of strong content validity, internal consistency, and an adequate factor structure. Moreover, as a brief instrument, it is particularly useful for studies aiming to evaluate multiple variables and for the implementation of public health policies focused on improving community health.
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    Cotidianidad de docentes y estudiantes de ciencias de la salud en el desafío de practicar y promover hábitos saludables en contextos de crisis sanitaria
    (2025-08-26)
    Gamarra Bernal, Francis  
    ;
    Miranda Limachi, Keila Ester  
    ;
    Bejarano Cajachagua, Cesia Mayela  
    A few years ago, in the educational field, the promotion and practice of healthy habits changed during the COVID-19 pandemic, both for teachers and students of health sciences, which has been a challenge to encourage the practice. Promotion in their study-family environment. This study aimed to reveal the meaning of forming and promoting healthy habits during epidemics in teachers and students of health sciences at a private university in East Lima, in order to generate sustainable strategies that promote comprehensive health and resilience in future health crises. A qualitative methodology with a phenomenological approach was employed. The sample consisted of 31 participants selected for theoretical saturation: 16 teachers and 15 students. The tool used was an interview guide, developed by the authors and validated by a group of experts. Data collection was carried out through in-depth interviews and a focus group. Data analysis was carried out using the Strauss and Corbin coding method. A qualitative methodology with a phenomenological approach was employed: impact of COVID-19 on practices and promotion of healthy habits; Commitment to adopt practices and promote healthy habits; Maintain behaviors that promote healthy habits. In conclusion, the epidemic significantly affected the healthy habits of teachers and students, but their resilience allows them to adapt and continue promoting well-being, highlighting the key role of universities in this work in future epidemics.
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    Proceso de Atención de Enfermería como instrumento del cuidado, significado para estudiantes de último curso
    (2019-11-05)
    Miranda Limachi, Keila Ester  
    ;
    Rodríguez-Núñez, Y.
    ;
    Bejarano Cajachagua, Cesia Mayela  
    Introducción: El Proceso de Atención de Enfermería (PAE) como guía para el cuidado, se aplica desde que inicia la formación académica. Comprender el significado que tiene para estudiantes del último curso permite visualizar la importancia y dificultades que se presentan en su aplicación, para proponer estrategias que fortalezcan la calidad educativa. Objetivo: Comprender el significado del PAE que tienen los estudiantes del último curso de Enfermería. Método: Estudio con enfoque cualitativo. Referencial teórico y metodológico fue el Interaccionismo Simbólico y la Teoría Fundamentada en los Datos. Muestra por saturación teórica. Colecta de datos con entrevistas semiestructuradas en 17 estudiantes del 10° ciclo de una universidad privada de Lima Este. Análisis de datos basado en la codificación de Strauss y Corbin posibilitó la identificación de categorías y subcategorías, y el fenómeno central. Resultados: Emergieron cinco categorías: 1) Cuidado enfermero utilizando el PAE desde el inicio de su formación (Condición causal); 2) Satisfacción o insatisfacción al dar cuidado con el PAE (Contexto); 3) PAE como herramienta de investigación en formación profesional (Condiciones Intervinientes); 4) Dificultades en la aplicación del PAE en el cotidiano de los profesionales (Estrategias de Acción/ Interacción) y 5) Mejora de la práctica al dar cuidado con PAE (Consecuencias). Conclusiones: El fenómeno central es el PAE, instrumento que guía el cuidado de enfermería para brindar a las personas atención integral y con fundamento en evidencia científica; a partir de la experiencia profesional con una proyección positiva al campo laboral, no exenta de limitaciones en su aplicación en el campo hospitalario.
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    Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students
    (2023-09-01)
    Bejarano Cajachagua, Cesia Mayela  
    ;
    Miranda Limachi, Keila Ester  
    ;
    Chavez Sosa, Jannett Virginia  
    ;
    Huancahuire Vega, Salomon  
    Introduction: The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students' concern about returning to face-to-face classes post COVID-19. Methods: This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed. Results: The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117-5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018-3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic. Conclusion: According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.
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