Controlo da dor: aplicação do Toque Terapêutico num doente com ferida maligna

Dados do Instituto Nacional de Estatística no período de 2009-2011, destacam o cancro como a segunda causa de morte em Portugal logo atrás das doenças cardiovasculares. A ferida oncológica ou maligna constitui uma importante preocupação dos enfermeiros no controlo dos sinais e sintomas que delas resultam nomeadamente a dor, o exsudado, a hemorragia, a infeção, o prurido, e a necrose tecidular. O seu difícil controlo interfere na qualidade de vida da pessoa e família. A literatura tem demonstrado evidência no Toque Terapêutico (TT) como uma intervenção não farmacológica com eficácia no alívio e controlo da dor oncológica, quando associado a medidas farmacológicas já instituídas

Qualidade de vida em pessoas portadoras de feridas: dos conceitos aos contextos : enquadramento

Neste capitulo exploram-se os conceitos e contextos associados á Qualidade de Vida em pessoas com Feridas Crónicas.Hartmann Portuga

A Família como unidade de suporte em pessoas com enfarte agudo do miocárdio : Uma Análise do seu envolvimento durante o processo de cuidados

Dissertação de Mestrado em Ciências de Enfermagem apresentada ao Instituto de Ciências Biomédicas de Abel Salazar da Universidade do Port

Intervention of anti-violence in school: implementation and results

Publicado em: Atención primaria, vol. 46 (Espec Cong 1). ISSN 0212-6567Introduction: Health Education in schools has had an important role in raising awareness of issues that go beyond the curriculum. School violence is a phenomenon with potentially dramatic consequences, especially in the victim, bully, family and the whole school community. In this sense, we developed a project in a Vertical Group of Schools of Portugal (VGSP) that energized the school about the bullying prevention. Objectives: To characterize bullying in a group of students attending the VGSP and evaluate a program of prevention / intervention, involving the whole school community. Methodology: We performed a diagnostic evaluation (1st time: n = 313) in a random, stratified sample of students through questionnaire “Diagnosis of Bullying at School” of the Directorate-General of Health. Subsequently, an intervention program called “We and the Others”. In the end, further evaluation was conducted (2nd time: n= 298). Results: The extent of bullying found is consistent with the results of the literature decreasing from 14.6% to 10.7% of students who reported having been victims in the past two months. With regard to bully provokers, the results showed differences in the intensity of the phenomenon, revealing a decrease of verbal aggressiveness behaviors between the two points in time (t(280) = 2.40, p = 0.017). Conclusions: It is important that this topic be part of the educational program of the AVENP. Bullying has changing characteristics and the School has the role of monitoring this phenomenon in a longitudinal logic to modify behaviors. This program has implications for pedagogical practices that promote the mental health of students

Education for quality of life and mental health: formative intervention for teachers

Publicado em: Atención primaria, vol. 46 (Espec Cong 1). ISSN 0212-6567Introduction: Health Education in schools has been a goal of health policies at national level, especially from 1997. Consequently, schools and teachers expressed the need to broaden and deepen their knowledge in other areas to develop more specific and systematic interventions. Mental Health (MH) and Quality of Life (QOL) are priority health areas, so, it was elaborated a workshop aimed at teachers. Objectives: 1) Developing knowledge about MH and QOL; 2) developing promoting strategies of MH and QOL; 3) including MH and QOL in the educational project of the school and class activities plan. Methods: Take part in this workshop 12 teachers from 2nd and 3rd cycles. The workshop had 15 classroom hours and 15 hours of autonomous work, a total of 5 sessions with intervals of a month. Contents of action: concept and approaches of MH and QOL and promoting strategies associated. In early action all teachers completed the WHOQOL-Bref. This questionnaire have four domains: physical, psychological, social relationship and environment. Results: The attendance rate was 100%. All teachers performed the work proposed by presenting in the classroom. The WHOQOL-Bref show that 9 teachers presented the psychological domain with the lowest score of the four that make up the WHOQOL-Bref (score between 45.8-70.8 in 100). Conclusions: The psychological domain is the most affected area in these 12 teachers. Participation and the tasks in the sessions and the work carried out showed intense interactivity. Critical reflection performed by the teachers presents an evaluation of very good and excellent in all its parameters. The results shows that the areas of MH and QOL reveal themselves generate interest and training in this regard, we point to new experiences in otherschool contexts

Evidências em intervenção avançada em feridas: uma revisão de revisões da literatura

info:eu-repo/semantics/draf

A decade of post-graduated university teaching in advanced wound intervention: e-health and databases research - new borders for knowledge development

Evidence-based practice and the database research are fundamental in order to provide high standards of wound care. We aim to evaluate the use of e-health resources, mainly electronic databases in order to identify the major categories of study interest in post-graduate students in this area

Serious games to improve health professional´s skills when caring for cardiac patients

This study focuses on a coronary care unit, aiming to identify ways in which these formal caregivers try to solve their problems and educational needs However, to intervene with non formal education and training actions, using innovative ways of designing, starting and delivering training, in which the participants involved organize themselves and take an active role in terms of the selection of objectives and contents This dynamic includes serious games as an element capable of producing attention, memory, and motivation for participants, providing them with effective and affective experiences A scoping review on the topic highlights the potential of serious games in the development of affection, attention, memory, and motivation to learn, nonetheless other factors should be considered, such as collaborative learning environments

School bullying and evaluation of an intervention program

O bullying é um fenómeno preocupante em contexto escolar. Estudos realizados em vários países revelam que os estudantes observaram e relataram frequentemente experiências de bullying nas escolas, sendo um fenómeno com consequências dramáticas para as vítimas e agressores e preocupante para a comunidade escolar e para a família. OBJETIVOS: Caracterizar o bullying num grupo de estudantes que frequentam um Agrupamento Vertical de Escolas do Norte de Portugal (AVENP) e avaliar um programa de intervenção, envolvendo toda a comunidade educativa. METODOLOGIA: Recorrendo a uma amostra aleatória e estratificada por anos de escolaridade e através do questionário Diagnóstico do Bullying na Escola da Direção Geral da Saúde, foi efetuada uma avaliação diagnóstica (1º momento: n=313) e, posteriormente, implementado um programa de intervenção designado por Nós e os Outros . No final, foi efetuada nova avaliação (2º momento: n=298). RESULTADOS: A dimensão do bullying encontrada é concordante com os resultados da literatura diminuindo de 14.6% para 10.7% dos estudantes que referem já terem sido vítimas nos últimos dois meses. Relativamente aos bully-provocadores, os resultados evidenciaram diferenças marginais na intensidade do fenómeno, revelando uma diminuição dos comportamentos de agressividade verbal entre os dois momentos (Z= -1.808, p=.071). CONCLUSÃO: Considera-se pertinente que este tema conste do programa educativo deste AVENP. O bullying tem características mutáveis e a Escola tem o papel de o monitorizar, numa lógica longitudinal para se modificarem comportamentos. O programa implementado teve implicações para práticas pedagógicas que promovem a saúde mental dos estudantes.La intimidación o bullying es un fenómeno preocupante en contexto escolar. Estudios realizados en varios países revelan que los estudiantes observaron y relataron frecuentemente experiencias de bullying en las escuelas, siendo un fenómeno preocupante para la comunidad escolar y para la familia. OBJETIVOS: Caracterizar el bullying en un grupo de estudiantes que frecuentan una Agrupación Vertical de Escuelas del Norte de Portugal (AVENP) y evaluar un programa de intervención, implicando toda la comunidad educativa. METODOLOGÍA: Recurriendo a una muestra aleatoria y estrati !cada por años de escolaridad y a través del cuestionario “Diagnóstico del Bullying en la Escuela” de la Dirección General de la Salud fue efectuada una evaluación diagnóstica (1º momento: n=313) y, posteriormente, implementado un programa de intervención designado “Nosotros y los Otros”. En la parte !nal, fue efectuada una nueva evaluación (2º momento: n = 298). RESULTADOS: La dimensión del bullying encontrada es coincidente con los resultados de la literatura disminuyendo de 14.6% a 10.7% de los estudiantes que re!eren haber sido víctimas en los dos últimos meses. Relativamente a los bully-camorristas, los resultados evidenciaron diferencias marginales en la intensidad del fenómeno, revelando una disminución de los comportamientos de agresividad verbal entre los dos momentos (Z= -1.808, p= .071). CONCLUSIÓN: Se considera pertinente que este tema conste en el programa educativo de esta AVENP. La Escuela debe tener el papel de monitorizarlo, basándose en una lógica longitudinal para modi!car comportamientos. El programa implementado tuvo implicaciones para prácticas pedagógicas que promueven la salud mental de los estudiantes.Bullying is a worrying phenomenon in schools. Studies in various countries show that students often observed and reported experiences of bullying in schools, being a phenomenon with dramatic consequences for victims and perpetrators, and concern for the school community and family. OBJECTIVES: To characterize bullying, a group of students attending a Vertical Group of Schools in North Portugal (AVENP) and to evaluate an intervention program involving the whole school community. METHODS: Using a random sample stratified by years of schooling and through the questionnaire "Diagnosis of Bullying at School," of The Directorate-General of Health, a diagnostic evaluation was performed (1st time: n= 313) and subsequently a program intervention called "We and the Others" was implemented. In the end, further evaluation was conducted (2nd time: n= 298). RESULTS: The extent of bullying found is consistent with the results of the literature decreasing from 14.6% to 10.7% of students who reported having been victims in the past two months. With regard to bully provokers, the results showed marginal differences in the intensity of the phenomenon, revealing a decrease of verbal aggressiveness behaviors between the two points in time (Z=-1.808, p=.071). CONCLUSION: It is important that this topic be part of the educational program of the AVENP. Bullying has changing characteristics and the School has the role of monitoring this phenomenon in a longitudinal logic to modify behaviors. This program has implications for pedagogical practices that promote the mental health of students

Competência emocional dos profissionais de saúde num contexto de uma unidade de cuidados coronários: estudo de abordagem qualitativa com recurso a tecnologias online

Background and Aim: The complexity of health care requires professionals to mobilize different skills. Within these, emotional competence is a protective factor in situations of high work stress. Additionally, this type of competence is positively associated with abilities such as empathy, resilience, social support, job satisfaction, and caring, which are essential elements in the professional performance of health professionals. Therefore, this study aimed to understand emotional competence and its role in the management of complex situations, in the adaptation to the work context, and in the care of a person with coronary artery disease. Method: The study follows a qualitative approach, following a theoretical-methodological referential of a descriptive case study. Five health professionals (4 nurses and one physician) from a coronary care unit of a hospital in the northern region of Portugal participated. A focus group was used for data collection, and it was realized in February 2021. The results were analyzed considering the assumptions of the qualitative data analysis proposed by Bardin. Results: The narratives of these professionals conveyed the complexity of the work task, the emotions with which they fill the workday, and their role in crucial moments of decision making. All participants mentioned the need to develop initiatives that promote the development of different types of skills. Conclusions: This study allowed accessing the experiences of health professionals at a time of great challenges due to the pandemic. The shared narratives identified areas of greater vulnerability and fragility that characterize the professional context where these participants work.Contexto e Objetivo: A complexidade associada aos cuidados de saúde exige que os profissionais mobilizem diferentes tipos de competências. Dentro destas, a competência emocional assume-se como um fator de proteção em situações de elevado stress laboral. Adicionalmente, este tipo de competência encontra-se positivamente associada a outras como a empatia, a resiliência, o suporte social, a satisfação laboral e o cuidar, que constituem elementos essenciais no desempenho profissional dos profissionais de saúde. Assim, este estudo procurou compreender a competência emocional e o seu papel na gestão de situações complexas, na adaptação ao contexto de trabalho e no cuidado à pessoa com doença coronária. Método: O estudo seguiu uma abordagem qualitativa, tendo como referencial teórico-metodológico o estudo de caso explicativo. Participaram cinco profissionais de saúde (4 enfermeiros e um médico) de uma unidade de cuidados coronários de um hospital da região norte de Portugal. Para a recolha de dados optou-se pela realização de um focus group, em fevereiro de 2021. Os resultados foram analisados tendo em consideração os pressupostos de análise de dados qualitativos propostos por Bardin. Resultados: As narrativas destes profissionais deixaram transparecer a complexidade da tarefa laboral, as emoções com que preenchem a jornada de trabalho e o seu papel em momentos cruciais de tomada de decisão. Todos os participantes referiram a necessidade de se desenvolverem iniciativas que promovam o desenvolvimento de diferentes tipos de competências. Conclusão: Este estudo possibilitou aceder a vivências dos profissionais de saúde numa época de grandes desafios devido à pandemia. As narrativas partilhadas possibilitaram a identificação de áreas de maior vulnerabilidade e fragilidade que caracterizam o contexto profissional onde estes participantes atuam