Capacetes de bicicleta...usar ou não usar? Perceção e atitudes dos Encarregados de Educação relativamente ao uso do capacete nas crianças, no concelho da Figueira da Foz (2015)
DOI:
https://doi.org/10.14195/1647-7723_32-1_8Palavras-chave:
Bicicleta, capacete, acidente, prevenção, traumatismo cranioencefálico, encarregados de educação.Resumo
É crescente a preocupação relativa ao impacto dos traumatismos cranioencefálicos nos acidentes de bicicleta. Reconhecendo-se o papel fundamental dos encarregados de educação na adoção de comportamentos de segurança, realizou-se um estudo, para caracterizar as respetivas perceções e atitudes relativamente ao uso do capacete pelos educandos no Concelho da Figueira da Foz. Definiu-se uma amostra de 149 encarregados com educandos ciclistas, inscritos e utilizadores da consulta de saúde infantil e juvenil (5-6 anos de idade) no Centro de Saúde da Figueira da Foz, no ano de 2015. Aplicou-se questionário, medindo as motivações relativamente à utilização da bicicleta e do capacete. Incluíram-se as variáveis independentes num modelo de análise de regressão logística múltipla, calculando-se os Odds Ratios ajustados. A maioria dos encarregados (90,5 %) consideram o capacete o equipamento mais importante para a criança usar ao circular de bicicleta. No entanto, “anda poucas vezes de bicicleta”, “nunca pensei nisso” e “não é necessário”, são indicados como motivos para não possuir capacete. A taxa global de utilização do capacete pelas crianças é de 57,7%. Identificou-se a sua utilização pelos encarregados como principal determinante na respetiva utilização pela criança (Ora:12,8;IC95 %:3,87-42,34; p<0,05). É evidente a influência positiva dos encarregados de educação na utilização do capacete pelas crianças, tendo estes um papel fundamental no respetivo incentivo. As equipas de saúde familiar poderão ter um impacto relevante na promoção do uso do capacete de bicicleta, introduzindo a temática na valorização dos cuidados antecipatórios, envolvendo ativamente as crianças e respetivas famílias.
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