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- The use of biofeedback in treatment of fecal incontinence : a systematic reviewPublication . Santos, Bárbara; Santos, Eduardo; Cunha, Madalena; Albuquerque, CarlosIntroduction: The treatment of fecal incontinence using biofeedback techniques goes back to the 70s, however their effectiveness is controversial. Objective: To update and determine the best scientific evidence on this therapy. Methods: A systematic review following the principles proposed by the Cochrane Handbook was performed from 1970 using databases as: Cinahl Complete, Medline Complete, Cochrane Central Register of Controlled Trials, Medic Latina, Scielo, Elsevier, Repositório Cientifico de Acesso Aberto em Portugal (RCAAP) and Coordenação de Aperfeiçoamento de pessoal de nível superior (CAPES). The inclusion criteria were: adults (+ 18 years old), with deficiency of the pelvic floor muscles due to sphincter injury or denervation of the pelvic floor. Exclusion criteria: childs, neurologic diseases (like stroke), multiple sclerosis, irritable bowel syndrome, abuse of laxatives and scleroderma. Results: Initially we found 1726 studies, after applying the inclusion and exclusion criteria we reduced this number to 11. For the critical appraisal of the studies we used the scale from the Centre for Evidence Based Medicine of Faculty of Medicine Lisbon and we excluded 1 article. Finally, the main corpus of the study had 10 studies (2 randomized controlled trials and 8 prospective studies). Preliminary results show that studies used diferent evaluation parameters: from anal manometry, Cleveland Clinic Florida Fecal Incontinence scale to the Fecal incontinence Severity Index. Conclusions: We found a shortness of quality studies available on this subject and the methodological limitations make it difficult to compare study results. We suggest a standardization of instruments and definitions as essential for the improvement of scientific knowledge in the area.
- The factorial structure of the supervisor’s core competencies scalePublication . Cunha, Madalena; Duarte, João; Albuquerque, Carlos
- Estudo comparativo da perceção de resiliência por pais e crianças adolescentesPublication . Aparício, Graça; Ferreira, Manuela; Duarte, João; Silva, Ernestina; Cunha, Madalena; Bica, Isabel; Albuquerque, Carlos; Cabral, LídiaObjetivo: Caracterizar a auto-perceção de resiliência das crianças e adolescentes; analisar as diferenças na perceção dos pais e sua relação com algumas variáveis de contexto sociodemográfico. Métodos: Estudo transversal realizado no âmbito do Projeto MaiSaúdeMental, numa amostra não probabilística de conveniência de 567 crianças e adolescentes, 50,6% do sexo feminino, idade entre 9-17 anos (média=12,40; Dp= 1,59 anos) de escolas do ensino básico da região centro de Portugal e 592 pais (média idade=40,43 anos; Dp= 2,58 anos). Utilizou-se um questionário de caracterização sociodemográfica e a subescala Internal Assets do Healthy Kids Resilience Assessment Module (versão 6.0), adaptada à população Portuguesa por Martins (2005), composta por 18 itens e seis dimensões. Resultados: Das crianças / adolescentes 78,8% moravam com os pais. Dos progenitores a maioria tinha entre 40 e 41 anos. A resiliência foi classificada como moderada por 47,8%, das crianças / adolescentes, numa distribuição idêntica pelos pais. O test-t mostrou que as crianças têm uma auto-percepção mais positiva de resiliência, face à percepção dos pais, com diferenças significativas em todas as dimensões (p <0,000). Os pais mais jovens têm uma perceção mais positiva da resiliência dos filhos, mas apenas significativa na empatia (p = 0,036) e resolução de problemas (p = 0,001). A resiliência diminuiu significativamente com o aumento da idade e escolaridade e foi mais elevada em crianças que vivem com os pais. Conclusão: Os resultados do estudo evidenciam diferenças entre a perceção de resiliência nas crianças e pais, sendo esta influenciada por características sociodemográficas.
- Stress and burnout in special education teachersPublication . Martins, Rosa; Andrade, Ana; Albuquerque, Carlos; Cunha, MadalenaAbstract: Background: Duties that teachers are required to perform in the current social context require personal skills which cannot be limited to knowledge accumulation. Teachers related to special education are subject to such pressure, demands and psychological overload that it can result in serious cases of stress and burnout. Objectives: assessing stress and burnout in special education teachers and find out to what extent socio-demographic and psychosocial variables have a significant effect on those levels. Method: Study of quantitative, cross-cutting and descriptive-correlational nature. It is a non-probability sampling based on convenience, composed of 90 teachers, linked to special education in Portugal. The research protocol includes questions of socio-demographic, professional and health characterization, as well as two scales: one which assesses stress and burnout levels (CPB-R) and another which assesses self-efficacy (SES). Data collection took place between January and June 2014, and statistical treatment of data was based on SPSS software 19.0. Outcomes: The sample is mainly composed of females, married, holding a bachelor’s degree and with a mean age of 46 years old. Stress affects 80% of teachers, who feel lack of recognition for their work (64.4%) and professional fulfilment (55.6%). Although overall burnout (35.6%) and emotional exhaustion (48.9%) were identified, they strike a lower number of teachers. Stress and burnout levels are higher in older and divorced teachers who teach students in lower secondary education, with a weekly working time of 22/25 hours and perception of low efficacy. Evidence showed that teacher’s stress and burnout is variable and multidimensional. Nonetheless, it affects a significant number of special education teachers, which invites us to implement intervention programs on this professional group.
- The factorial structure of the supervisor’s generic and specific competencies scalePublication . Cunha, Madalena; Albuquerque, Carlos; Cruz, Carla
- Consumo de sal, açúcar, ervas plantas aromáticas e especiariasPublication . Cunha, Madalena; Martins, R.; André, Suzana; Albuquerque, Carlos; Cunha, Berta; Almeida, Dina; Silva, Mónica; Gaspar, Raquel; Fonseca, Sónia; Estudantes 28º CLE, ESSV, IPVINTRODUÇÃO Atualmente o conhecimento científico acerca das propriedades terapêuticas das ervas/plantas aromáticas confirma os benefícios do seu consumo para a saúde, constituindo uma evidência da academia moderna o seu valor medicinal na prevenção de doenças. As ervas aromáticas e especiarias conferem sabor e cor aos alimentos e ganham cada vez mais notoriedade como condimento e tempero, sendo o seu uso recomendado como boa prática alimentar para substituir o sal. OBJETIVO Avaliar o consumo de sal, açúcar, ervas/plantas aromáticas e especiarias em cidadãos portugueses. MÉTODOS O estudo descritivo e transversal foi desenvolvido numa amostra de 508 participantes adultos (52,2% homens e 47,8% mulheres) com idades compreendidas entre os 18 e os 93 anos, (média de 44.48 anos ± 21 DP), residentes na zona centro e norte de Portugal. RESULTADOS Os resultados mostraram que: - 49,4% (16,9% homens e 32,5% mulheres) dos participantes consumiam sal em valores superiores a 5g por dia; 28,3% consumiam ≤ 5 g/Dia e 15,7% não adicionavam sal aos alimentos; - a ingestão de açúcar era adequada em 92,9% inquiridos e 7,2 referiu ingeri-lo em excesso; - as especiarias eram consumidas por 59,6% dos inquiridos, sendo a pimenta malagueta a mais consumida (39,8%). - as ervas aromáticas eram consumidas por73,6 % (69,4% dos homens e 78,2% das mulheres), sendo a salsa a mais consumida (57,3%); - os locais preferidos para o cultivo de ervas aromáticas foram o quintal (39,2%) e o jardim (20,5%); CONCLUSÕES Os resultados evidenciam existir um elevado número de participantes que adiciona sal na confeção dos alimentos o que denota elevado consumo de sal. Concomitantemente o consumo de ervas aromáticas e especiarias é também significativo. Com vista a prevenir os efeitos nefastos da ingestão desregulada de sal, como conhecimento confirmatório, os resultados denotam a necessidade de se intensificarem intervenções promotoras da educação alimentar e consequentes comportamentos alimentares saudáveis, assentes no bom uso da cozinha mediterrânica.
- Qualidades de um professor eficaz na opinião dos estudantesPublication . Albuquerque, Carlos; Cunha, Madalena; Martins, Rosa; Madureira, Antonio; Andrade, Ana; Ribeiro, Olivério
- Conhecimentos dos pais perante o seu filho com febrePublication . Pereira, Manuela; Bica, I.; Duarte, João; Cunha, Madalena; Albuquerque, Carlos; Batoca Silva, ErnestinaINTRODUÇÃO A febre, um problema comum na infância, é uma das maiores preocupações dos pais nas situações de doença dos seus filhos, essencialmente pela falta de informação sobre o seu significado. OBJETIVO Identificar as variáveis sociodemográficas que interferem no conhecimento dos pais perante os filhos com febre. MÉTODOS Estudo quantitativo, transversal, descritivo e correlacional, numa amostra não probabilística por conveniência, constituída por 360 pais que frequentavam as consultas de vigilância de saúde infantil com os seus filhos, em instituições de saúde públicas da região centro de Portugal. O instrumento de colheita de dados, submetido a validação e pré-teste, foi construído pelos investigadores com base na revisão teórica. RESULTADOS Trata-se de uma amostra com uma média de idade de 34,7 anos (±7,9), maioritariamente feminina (51,7%). Os conhecimentos sobre a febre revelaram-se fracos nos pais com idade ≥ 38 anos (36.2%), a residirem na zona rural (69.3%) e com uma escolaridade até ao 9º ano (53.9%). Os pais com menos de 37 anos (68.2%), a residirem na zona urbana (53.0%) e com o ensino superior (43.3%) revelaram bons conhecimentos. CONCLUSÕES Os resultados revelam a necessidade dos enfermeiros capacitarem os pais para cuidar dos filhos com febre, promovendo a melhoria do nível de literacia em saúde.
- The factorial structure of the supervisor’s generic and specific competencies scalePublication . Cunha, Madalena; Albuquerque, Carlos; Cruz, CarlaCunha’s Supervisor’s General and Specific Competencies Scale (Cunha, 2017) was designed to assess the mentor teachers’ ideal competencies according to higher education students’ perspective. The development of further educational/pedagogical research in this area is essential to update the existing knowledge. This study sought to answer the question what the psychometric quality of Cunha's (2017) Supervisor's General and Specific Competencies Scale (CGES) is by assessing the psychometric properties, the factorial structure and the internal consistency of the Supervisor’s General and Specific Competencies Scale. To determine this, a methodological and cross-sectional study was carried out. The institutions authorised the collection of data and the participants completed the indispensable informed consent form. The internal consistency study and the confirmatory factor analysis of the CGES scale, (Cunha, Cruz, Menezes & Albuquerque, 2017) was developed using a sample consisting of 306 higher education students, who were attending medical schools located in the centre of Portugal. 81.7% of those participants were women with an average age of 21.15 years. The CGES scale internal consistency study revealed the existence of three (3) Factors/subscales: 1 – generic competencies (α = 0.960); 2 – specific competencies (α = 0.937) and 3 - metacompetencies (α = 0.805). There was a 0.907 Cronbach’s alpha coefficient for the global 20 item scale. Students who were under 19 value the supervisor's generic skills, while metacompetencies are preferred by older students. There was a statistically significant difference between scores. This research constitutes the first assessment of the psychometric quality of the CGES scale measurement properties, using a sample from the Portuguese population. It shows the robustness of the internal consistency values obtained for the different subscales and that are taken into account in the final and global outcome. The results suggest that we should consider assessing the generic and the specific competencies, as well as the metacompetencies, exhibited by teachers when their pedagogical performance in the field of supervision is being assessed.
- The factorial structure of the supervisor’s core competencies scalePublication . Cunha, Madalena; Duarte, João; Albuquerque, CarlosCunha & Albuquerque’s (2017) Supervisor’s Core Competencies Scale (SCoreCS) was designed to assess the ideal skills that college students expect their mentor teacher to master. The development of educational pedagogic and academic research in this field is of vital importance considering the lack of updated background knowledge of this topic. In view of this, the following question was raised: What is the Supervisor’s Core Competencies Scale internal consistency quality? This study sought to evaluate the psychometric properties, namely the factorial structure and the internal consistency of the Supervisor’s Core Competencies Scale. A cross - sectional study was conducted, after the Ethics Committee’s approval. The internal consistency study and the confirmatory factor analysis of the SCoreCS were developed using a sample of 306 students (81.7% of them were women) with an average age of 21.15. The SCoreCS internal consistency study revealed the existence of three (3) factors/subscales: 1) Personal Factors (α=0.979); 2) Interpersonal/Communication Factors (α=0.946); and 3) Performance Factors (α=0.936). A Cronbach's alpha coefficient of 0.972 was found for the global 21-items SCoreCS. Female students value the supervisor’s personal competencies more, while male students prefer the interpersonal competencies which revealed statistically significant differences. The youngest students (≤19) value all the different kinds of competencies which revealed statistically significant differences when compared to the other age groups. This research constitutes a first step in the study of the psychometric properties of the SCoreCS using a sample of the Portuguese population. The values of internal consistency in the different subscales and in the global score were found to be quite robust. The results suggest that the identification of personal, interpersonal/communicational and performance competencies should be considered in the assessment of the teachers' pedagogical practices. These findings will also foster the development of future research that will support a more contemporary pedagogical supervision in which innovation would be applied to college didactics.