Percorrer por autor "Pereira, Bárbara"
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- Avaliação por pares em contexto de ensino clínico em enfermagemPublication . Pereira, Bárbara; Fonseca, Lígia; Ferreira, Sabrina; Sá, Sandra; Ferreira, AntónioIntrodução: A avaliação/feedback por pares em contexto de ensino clinico define-se como um processo benéfico no que concerne ao desenvolvimento de competências melhorando os resultados de aprendizagem dos estudantes. A implementação da mesma, centrada no estudante surge numa configuração inovadora no ensino, alterando o paradigma tradicional de avaliação transportando o estudante para o ativo no que diz respeito ao ensino-aprendizagem. Esta promove ao estudante autonomia; aumenta a sua auto confiança e auto estima; aumenta a sua capacidade crítica e melhora as suas competências para o futuro profissional. Não implementada devidamente pode gerar conflitos entre os estudantes. Objetivo: Identificar qual o contributo da avaliação por pares para o desenvolvimento de competências nos estudantes do 1º Ciclo de Estudos do Curso de Licenciatura em Enfermagem em Contexto de Ensino Clínico. Metodologia: Estudo qualitativo, tendo por base o focus group, a perceção da avaliação por pares de 11 estudantes do 3º ano do 1º Ciclo de Estudos do Curso de Licenciatura em Enfermagem da ESEnfCVPOA e respetiva aquisição de competências pelos estudantes e aplicabilidade em contexto de ensino clínico. Resultados: Verificou-se que se adquire uma série de competências tais como autonomia e responsabilidade, com foco na auto-regulação através de pensamento crítico e reflexivo, de forma a promover a sua evolução enquanto estudante de enfermagem. Esta teria de ser bem implementada de modo a que o feedback fosse benéfico, para desenvolver as suas competências profissionais. Conclusão: O estudo sugere que a avaliação por pares em contexto de ensino clínico desenvolve competências no estudante.
- ESTADO DOS STOCKS EM 2020 E ACONSELHAMENTO CIENTÍFICO PARA A SUA GESTÃO EM 2021Publication . Costa, Ana; Rocha, Alberto; Pereira, Bárbara; Maia, Catarina; Chaves, Corina; Silva, Cristina; Rosa, Daniela; Feijó, Diana; Mendes, Hugo; Farias, Inês; Figueiredo, Ivone; Wise, Laura; Gaspar, Miguel B.; Lagarto, Neide; Gonçalves, Patrícia; Lino, Pedro; Alpoim, Ricardo; Coelho, Rui; Garrido, Susana; Moura, Teresa; Stratoudakis, Yorgos; Instituto Português do Mar e da Atmosfera, I.P.This report presents the stock assessment results for the species exploited by Portugal in 2020 and the scientific advice for their management in 2021. For each resource the stock distribution area, the source for the scientific advice, the biological reference points, the state of exploitation and scientific advice and the management measures.
- The impact of positive childhood experiences : a systematic review focused on children and adolescentsPublication . Sousa, Marta; Machado, Ana Beatriz; Pinheiro, Marina; Pereira, Bárbara; Caridade, Sónia; Almeida, Telma Catarina; Cruz, Ana Rita; Cunha, OlgaChildhood and adolescence are crucial stages of life, characterized by significant changes that profoundly influence overall development. While positive childhood experiences (PCEs) can help mitigate the effects of adverse events during these formative years, they have not been as thoroughly researched. Then, this systematic review aims to address this gap by organizing the existing literature on PCEs and examining their impact on both positive and negative outcomes in children and adolescents. A search through databases such as B-On, PsycINFO, PubMed, SCOPUS, and Scielo, as well as supplementary searches, identified 30 studies that met the inclusion criteria. The results indicate that most studies were published in the last 4 years, primarily in the USA, and focused on community populations with mixed samples. In addition, the results reveal that among children and adolescents, higher levels of PCEs were associated with better mental health outcomes (e.g., reduced depressive symptoms, anxiety, self-harm, substance use, and suicidal ideation), improved psychosocial outcomes (e.g., enhanced adult functioning and future orientation), better academic achievement (e.g., reduced absenteeism and fewer academic difficulties), and some improvements in physical health (e.g., reduced chronic pain). However, the relationship between PCEs and behavioral outcomes showed mixed results. Strengthening efforts to promote PCEs and resources that support child and adolescent resilience is crucial. Further research involving diverse samples is needed to gain a deeper understanding of the role of PCEs.
- Positive childhood experiences and adult outcomes : a systematic reviewPublication . Cunha, Olga; Sousa, Marta; Pereira, Bárbara; Pinheiro, Marina; Machado, Ana Beatriz; Caridade, Sónia; Almeida, Telma CatarinaAlthough positive childhood experiences (PCEs) may serve as protective factors against the negative consequences of childhood adversity, they have been less extensively studied. However, more recently, there has been a growing interest in understanding the role of these experiences. This systematic review aims to address this research gap by systematizing the existing literature on PCEs and examining their relationship with both positive and negative outcomes. A comprehensive search of databases such as B-On, PsycINFO, PubMed, SCOPUS, and Scielo identified 87 studies that met the inclusion criteria. Different studies have employed various designs and samples to investigate the relationship between PCEs and adult outcomes. The findings suggest that higher levels of PCEs are consistently associated with better mental health outcomes, such as decreased depressive symptoms, anxiety, and suicidal behaviors, as well as improved psychosocial well-being, including reduced perceived stress and increased life satisfaction. Conflicting results were found for behavioral outcomes, physical health, stressful life events, and parenting and family functioning. In addition, the interaction effect of PCEs on adverse childhood experiences (ACEs) in adulthood is inconsistent. PCEs and ACEs appear to be independent sets of experiences that often coexist, with PCEs frequently not moderating the consequences of adversity on outcomes. More research with diverse samples is needed to better understand the role of PCEs.