EM - Artigos Científicos
URI permanente para esta coleção:
Navegar
Percorrer EM - Artigos Científicos por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
A mostrar 1 - 10 de 14
Resultados por página
Opções de ordenação
- Adaptation and validation of the Coping Behavior Inventory into European PortuguesePublication . Loureiro, Fernanda; Antunes, Ricardo; Antunes, VanessaBackground: Nursing students are exposed to stress during their nursing program, particularly during clinical practice. Identifying the coping strategies used during this period can help identify resources to mitigate the stress they face. Objective: To translate and validate the Coping Behavior Inventory (CBI) into European Portuguese. Methodology: Methodological study with a nonprobability sample of 113 students attending the four years of the nursing program. To assess the psychometric properties of the instrument, its validity was analyzed using the principal component analysis method and its internal consistency by calculat-ing Cronbach’s alpha coefficient. Results: Four common factors were extracted from the exploratory factor analysis, explaining 57.5% of the variance, with a Cronbach’s alpha value of 0.668 for the total scale. Conclusion: The European Portuguese version of the CBI has adequate psychometric characteristics and is a reliable tool for assessing the coping strategies used by nursing students.
- Anxiety levels of 1st and 5th-year dental students in Portugal : cross-sectional studyPublication . Gonçalves, Maria Júlia; Proença, Luís; Cavacas, Maria AlziraObjectives: To evaluate the level of anxiety experienced by 1st and 5th-year dental students in Portugal. Methods: The target population was students from Portuguese universities attending the 1st and 5th years of dental school during the academic year 2022/2023. Data were collected using the previously validated Modified Dental Anxiety Scale, available online on the Google Forms platform between February 2023 and June 2023. Data were statistically analyzed using IBM SPSS Statistics version 29, using descriptive and inferential analysis methods. The Mann-Whitney and Kruskal-Wallis tests were used at a 5% significance level (p<0.05). Results: The sample of 301 students included 146 from the 1st year and 155 from the 5th year, and the majority were Portuguese, female, and in the age groups 17–20 and 21–24. Most of the students had typical levels of anxiety when in the patient’s position, although there were differences between years and age groups (p<0.05). Regarding dental specialties, most students feared Oral Surgery and Endodontics. Conclusions: First-year students were more likely to feel anxiety related to dental treatment when in the patient’s position. This finding may derive from their lack of clinical experience, which could help students overcome previous bad experiences. The patient's interest and knowledge should make it easier to understand the results of the treatments and why they need to be carried out.
- Attitudes toward community service among higher health sciences studentsPublication . Vicente, Sónia; Pereira, Ângela Maria; Vidal, Ana Cristina; Costa, Cláudia MariaUniversity Social Responsibility (USR) integrates academic goals with ethics, civic engagement, and sustainability. This study assessed community service attitudes among 529 higher health sciences students using the Portuguese Community Service Attitudes Scale. Although 52.9% reported prior volunteer experience, 75.2% had not participated in community service during university. An association was found between academic programme and prior involvement, particularly among Dental Medicine and Physiotherapy students. While no sex differences were observed, programme-specific trends suggest that practical training fosters stronger civic responsibility. Integrating structured, discipline-specific community service into curricula may enhance civic identity and better align education with sustainable development goals.
- Autoeficácia, resiliência e comunicação terapêutica na formação clínica em enfermagem : uma reflexão fundamentada no ciclo de GibbsPublication . Mateus, Jéssica; Oliveira, Paula Sarreira deIntrodução: O desenvolvimento profissional em Enfermagem exige mais do que o domínio técnico, sendo essencial compreender os fatores emocionais e cognitivos que impactam a aprendizagem em contextos clínicos. Objetivo: Relatar, na percepção da estudante de Enfermagem, a experiência de ensino clínico de cinco semanas (estágio curricular), em contexto de Cuidados de Saúde Primários em Portugal, analisando a influência da autoeficácia, da resiliência e da comunicação terapêutica no processo de aprendizagem e no desenvolvimento profissional em Enfermagem. Relato da experiência: O cenário da experiência foi o estágio em uma Unidade de Cuidados de Saúde Primários, no âmbito da Unidade Curricular de Enfermagem Clínica, em um município de Portugal. A análise da experiência foi realizada com base no Ciclo Reflexivo de Gibbs, permitindo identificar os desafios enfrentados, as estratégias de superação adotadas e os aprendizados construídos. A reflexão revelou que a percepção de autoeficácia fragilizada impactou negativamente o envolvimento da estudante na prática clínica, limitando sua participação ativa. O apoio social, a comunicação terapêutica e a reflexão ativa funcionaram como mecanismos promotores da resiliência. Conclusão: A experiência permitiu reconhecer que a aprendizagem em Enfermagem é multidimensional, exigindo o fortalecimento contínuo de competências emocionais, cognitivas e relacionais. A integração da autoeficácia e da resiliência no processo formativo mostrou-se essencial para a construção de uma prática profissional consciente, segura e humanizada. O relato contribuiu para o crescimento pessoal e profissional da estudante, fortalecendo o seu compromisso com a qualidade dos cuidados de Enfermagem.
- Behaviour change support education in chronic disease : an international focus group study with undergraduate students and academic educators in nursing, pharmacy and sport science disciplinesPublication . Félix, Isa Brito; Nascimento, Carla; Pereira, Patrícia; Braam, Katja; Cadogan, Cathal; Strawbridge, Judith; Budler, Leona Cilar; Gosak, Lucija; Pimenta, Nuno; Guerreiro, Mara PereiraIntroduction: Supporting behaviour change for the self-management of chronic diseases is a key competency for health professionals. Little is known about how undergraduate students and academic educators across disciplines and European contexts perceive current education, identify unmet needs relative to a European competency framework, and view the implementation of novel educational tools. To address this gap, we explored students’ and educators’ perspectives, focusing on unmet needs, views on interprofessional education, preferred modalities for using a MOOC, case studies and a simulation software, and perceived facilitators and barriers to use. Methods: Twelve online focus groups were conducted separately with a purposive sample of 39 undergraduate students (seven groups) and 27 academic educators (5 groups). Recruitment spanned national and transnational levels across seven European countries, and included participants from nursing, pharmacy and sport science disciplines within the focus groups. The discussions were recorded, transcribed verbatim, and analysed using thematic analysis. Results: Unmet needs in behaviour change support education were identified (e.g., models and theories, behaviour change techniques, work in partnership to prioritise target behaviours), detailing contributing factors and strategies for their development. Another theme was interprofessional behaviour change education, highlighting perceived benefits, barriers, such as limited training of educators, and implementation strategies. The third theme, on educational products, yielded insights on barriers and facilitators of use, as well as implementation within undergraduate programme. Conclusion: This study highlights the unmet needs in behaviour change support education, the potential of interprofessional education (IPE) and innovative educational products to address these gaps. Findings suggest the need for integrating behaviour change support education into undergraduate curricula, enhancing interprofessional learning on this topic and leveraging digital tools to better equip future professionals in chronic disease management. Strategies emerging from the data can guide these endeavours.
- Career aspirations of dental students : insights from a multinational study using social cognitive career theory (SCCT)Publication . Riad, Abanoub; Elsheikh, Lamis; Domnori, Silvi; Fratila, Aurora Doris; Carter, Charlotte; Kaya, Deniz Devrim; Volevach, Ekaterina; England, Rachael; Morgado, Mariana; Issa, Julien; Attia, Sameh; Armstrong, Mick; Hammer, Doniphan; Baigulakov, Azamat; IADS Delegates; EDSA DelegatesBackground: Dental students' career choices are shaped by many factors, including their personal abilities and goals, environmental factors and the resources available to them. Understanding the drivers for this career pathway decision is crucial for educational institutions' development of comprehensive curricula. This study applies Social Cognitive Career Theory (SCCT) to investigate the professional aspirations of dental students globally, providing insights into the factors that influence career choices of dental students from different regions to understand how personal, socioeconomic and cultural differences influence their decisions. Methods: A cross-sectional, multicentred survey was conducted between May and July 2023, involving 1964 dental students from over 20 countries. Self-administered questionnaires based on SCCT were used to assess participants' self-efficacy, professional and personal outcome expectations, career goals, and career path preferences. Statistical analysis, including multivariable logistic regression and mediation analysis, was employed to identify the relationships between the SCCT framework, sociodemographic factors and career aspirations. Results: The study revealed that 51.2% of participants preferred a specialty in clinical dentistry, while 28.1% aimed for general dentistry. Mediation analysis demonstrated notable pathways from career planning training to career aspirations through self-efficacy, professional and personal expectations. Self-efficacy mediated 26.7%–98.65% of the effect on career preferences coming forward as a key mediator. Demographic statistics demonstrated that regional and economic differences significantly impacted students’ career choice, where students from higher-income countries reported more likely to choose general dentistry and those from lower-income countries were more drawn to specialty fields or public health. Conclusions: This study offers new insights into the global career aspirations of dental students through the prism of the SCCT. These findings highlight the need for dental schools and associations to offer tailored career planning training based on students' backgrounds at an early phase of their education. Providing support and career guidance, especially in underserved regions, can help students make informed decisions that align with their personal and professional goals. This will ultimately contribute to a more diverse and well-prepared global dental workforce.
- Coping and social support in clinical nursing practice used by nursing students : a mixed-methods studyPublication . Loureiro, Fernanda; Peças, Dina; Neves, Ana Cristina; Antunes, Ricardo Jorge; Antunes, Ana VanessaAim: To explore the coping strategies employed by nursing students during clinical practice and to examine their satisfaction with the social support received, as well as to identify the key dimensions of that support. Background: Nursing students have high levels of anxiety and stress in clinical practice due to clinical setting, patient complexity and lack of practical and theoretical knowledge among others. Students have been found to use coping strategies and social support to mitigate stress. Methods: We used a mixed methods approach with an explanatory sequential design. Coping behavior inventory and the satisfaction with social support scale were applied to students from all years followed by interviews to family members and close contacts of 4th year nursing students. Results: “Problem-solving” was the most common coping strategy, and students reported satisfaction with social support. Pshycological support was highlighted in interviews performed mostly to female family members and close contacts. Conclusions: Our findings emphasize the need for academic institutions to enhance student support networks and implement mental health initiatives to foster well-being and resilience during clinical practice.
- Fostering school belonging among Portuguese adolescents : psychosocial predictors and guidelines for educational actionPublication . Reis, Marta; Noronha, Catarina; Tomé, Gina; Carvalho, Marina; Rodrigues, Nuno Neto; Matos, Margarida Gaspar deIntroduction: School belonging is a key component of adolescent well-being, associated with academic success, mental health, and social inclusion. This study explores the levels of school belonging among Portuguese students and examines the psychosocial factors associated with this perception. Methods: Data from 3083 students (5th to 12th grade) obtained through the 2024 National Study by the Observatory of Psychological Health and Well-Being were analysed. Socio-emotional skills, well-being indicators, psychological symptoms, and school engagement variables were assessed using validated instruments. Statistical analyses included ANOVA and linear regression. Results: Overall, boys and younger students reported higher levels of school belonging. Sociability, resilience, confidence, school engagement, and and components of Positive Youth Development (PYD)—a strengths-based framework focusing on the internal and external assets that foster healthy youth development—such as competence and connection, were positively associated with school belonging. Conversely, depressive symptoms and experiences of bullying negatively predicted this outcome. Conclusions: This study’s findings highlight the need to reinforce inclusive educational practices, foster positive youth development, and promote protective relational dynamics within the school context.
- INOValiar : lista consolidada de critérios de qualidade de questões de escolha múltipla na avaliação de aprendizagensPublication . Padilla, João; Almeida, Marta Mateus de; Nascimento, Carla; Guerreiro, Mara PereiraAs questões de escolha múltipla (QEM) são amplamente utilizadas na avaliação de estudantes do ensino superior, com capacidade de avaliar diversos domínios cognitivos. No entanto, a literatura científica indica que um número considerável de QEM apresenta não conformidades face às orientações de boa prática, comprometendo a validade e fiabilidade do processo de avaliação. Este trabalho foca-se na componente técnica da construção de QEM de resposta única, apresentando uma lista consolidada de 18 critérios de qualidade que derivam da literatura. Este recurso foi utilizado na formação de 176 docentes do ensino superior de várias disciplinas, que expressaram opiniões positivas e manifestaram a intenção de integrá-lo nas suas práticas de avaliação.
- Knowledge maps as a complementary tool to learn and teach surgical anatomy in virtual reality : a case study in dental implantologyPublication . Lúcio, Inês M.; Faria, Bernardo G. de; Raidou, Renata G.; Proença, Luís; Zagalo, Carlos; Mendes, José João; Rodrigues, Pedro; Lopes, Daniel SimõesA thorough understanding of surgical anatomy is essential for preparing and training medical students to become competent and skilled surgeons. While Virtual Reality (VR) has shown to be a suitable interaction paradigm for surgical training, traditional anatomical VR models often rely on simple labels and arrows pointing to relevant landmarks. Yet, studies have indicated that such visual settings could benefit from knowledge maps as such representations explicitly illustrate the conceptual connections between anatomical landmarks. In this article, a VR educational tool is presented designed to explore the potential of knowledge maps as a complementary visual encoding for labeled 3D anatomy models. Focusing on surgical anatomy for implantology, it was investigated whether integrating knowledge maps within a VR environment could improve students' understanding and retention of complex anatomical relationships. The study involved 30 master's students in dentistry and 3 anatomy teachers, who used the tool and were subsequently assessed through surgical anatomy quizzes (measuring both completion times and scores) and subjective feedback (assessing user satisfaction, preferences, system usability, and task workload). The results showed that using knowledge maps in an immersive environment facilitates learning and teaching surgical anatomy applied to implantology, serving as a complementary tool to conventional VR educational methods.