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- A co-creation methodology in heath graduations; perceptions of the graduating actorsPublication . Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Augusta; Pereira, Olívia R.The new education policies hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning. Aims: Assess the perceptions of students during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations. Methods: It is a quantitative and longitudinal study in 3rd year degree students across one semester. A co-creation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Polytechnic Institute of Bragança, Portugal. Throughout the semester, students had to develop a multidisciplinary research project. Co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online questionnaire with eight positive statements about the working day. Each student should indicate their agreement on a scale from 1 (strongly disagree) to 4 (strongly agree). Options 3 and 4 were considered as satisfaction. Results: Most students are satisfied with this process (52,3%-94,4%), considering all questions at all events (Figure 1). In half of the statements (I loved this day, I love this work, Today was a full day of learning, I understood this methodology/learning process), student satisfaction gradually increased over the course of the events. Teamwork was clearly appreciated at Jam1 (94,4%) and Final Pitch was much appreciated (84,1%) and considered a great learning day (86,3%). However, if students could decide, only around half students choose this learning methodology (52,3%-57,9%). Conclusion: Most students enjoyed this co-creation process, valuing teamwork and learning. However, some students hesitate to use this methodology.
- Do paradigma formativo relacional... ao paradigma desenvolvimentista salutogénico, através da relação educativaPublication . Veiga-Branco, AugustaParte-se da concepção do tempo-espaço escola, como uma poderosa ferramenta de trabalho aprendente e aprendiz, através da sua função educadora desenvolvimentista em salutogénese: a escola Promotora de Saúde - na concepção de potencializar a saúde holística, através de um professor emocionalmente literato, que por estar assim capacitado, usaria o espaço emocional da relação educativa para aceder ao desenvolvimento holístico dos seus educandos.
- General and obesity nutritional knowledge in health and non-health higher studentsPublication . Almeida-de-Souza, Juliana; Veiga-Branco, Augusta
- Supervisão clínica: conceitos, modelos e teorias – prática refletida como essência da supervisão clínicaPublication . Pina, João; Veiga-Branco, AugustaA Supervisão Clínica em Enfermagem (SCE) tem vindo a assumir um papel cada vez mais importante enquanto processo de promoção da qualidade e de desenvolvimento pessoal e profissional em contexto de trabalho, estando concomitantemente associada aos processos de gestão da qualidade das instituições de saúde. O ponto de partida deste estudo baseia-se na identificação de um suporte argumentativo (modelos, prá ticas e/ou estratégias) que reconheça a SCE como um processo formal e estruturado de suporte e desenvolvimento profissional. A evidência científica mais atual aponta benefícios da implementação da SCE a diferentes níveis, tais como a redução dos níveis de stresse nos profissionais, o aumento da satisfação profissional e a melhoria da qualidade e segurança dos cuidados.
- Auto-motivaçãoPublication . Veiga-Branco, AugustaThe research here exposed emerges from the conclusions of a study which gave consistency to the expressed idea in literature, capability related to knowledge which constitutes the Emotional skills: Self-Motivation can and should be applied in formative contexts of Nursing Science, in such a way that achieve the intra and inter formation to a personal individual level and professional collective. The theorical construct here developed was intentionally directed to the Self-Motivation, in the Emotional Intelligence perspective, to develop a theorical profile of student, able to motivate him or herself. The methodology of that research developed itself based in the theorical hypothesis pritting from the beginning that attitudes and behaviours concerning self-motivation stated by Goleman (1999) and supported by Branco (1999) are positively and meaningfully correlated, with the ability of self-motivation. To give accomplishment to this propose, it was brought together a sample of 259 nursing students in every school of District “de Bragança” at high teaching level, being or not in “Ensino Superior” Polytechnic, were a quiz was applied with the aim of collecting that perception. The answers to the statements which integrate the applied quiz in this sample of students, are submitted to a methodology of selection and final inquiry of items, using a statistics method of analysis of essential components followed by the varimax type rotation. From the 21 items integrated in the quiz, seven Factors were come forth as sub-constructs, which, in terms of behaviour, adaptated themselves in an underlying way the capability of emotional Self-Motivation. In terms of conclusion, and trough the results of linear regression by the stepwise method, we can say that it was found seven assemblage of predicted behaviour of Self-Motivation of students of Nursing Science. The theorical hypothesis elaborated was also confirmed by the results found in this sample of students, but not exactly with the same levels of influence. The constituted Factors, correlated in a positive and meaningfully way with Self-Motivation, which constitute a behaviour profile, being original in sample and scientific point of view that’s why it doesn’t corroborate with any pattern in terms of sequence, but it integrates itself in the whole which is precognized in the construct of Goleman (1996, 1999). To sum up, it is considered that the assemblage of this seven skills are an assemblage of disorder which coordinates it self, and that is form here that emerges the concept of Self-.Motivation. In a specific and operational way the low frequencies with what students fell themselves “Illiterate… unable to use the negative energy” and the “Self negativism recognition” together with high frequencies in “Controlling the impulse”, “Rational optimism and hope” and “To stream… to feel the emotional energy…”, which give the profile to the outline of Self-Motivation of this nursing students. This assemblage of relations is considered very important to the pedagogical knowledge and interaction of students in Science.
- Comparative analysis between good teacher idealized profile, and neuro-didactic guidelines of the brain-based learning and educational neuroscience methodPublication . Veiga-Branco, Augusta; Ribeiro, Maria IsabelNeuroscience literature presents contributions to pedagogical field, in emotion and motivation (Everaert et al, 2017), attention, learning and memory (Ma et al., 2018), with pedagogical practices proposals and teaching‐learning strategies, arguing teachers should recognize brain functions to new methodologies, as knowledge promoters. The practical expression of these contributions, related to teachers practice training emerged in method of Brainbased learning and educational neuroscience (MB‐BL/EN), (Edelenbosch et al., 2015), through 10 Neuro‐Didactic Guidelines (NDG) present in this paradigm.
- Realização profissional (rp) e competência emocional (ce) dos enfermeiros da rede nacional cuidados continuados (rcci)Publication . Lopes, Tânia Santos; Veiga-Branco, AugustaA relação apresentada em recente bibliografia, entre competência emocional e o contexto profissional (Teixeira, 2005; Geng, Li & Zhou, 2011; Veiga-Branco, 2007, 2011). Conhecer – na percepção da amostra - a relação entre Competência Emocional e a Realização Profissional dos enfermeiros. Estudo Exploratório, descritivo e correlacional numa amostra 154 enfermeiros, representativa da RNCCI em Portugal, maioritariamente feminina (77,9%), com média de idades entre os 26-30 anos (s=1.39), 145 licenciados, 2 Bacharéis e 7 Mestres. O instrumento foi baseado no modelo de Competência Emocional (Veiga Branco 2004, 2007). A analise dos dados (SPSS 19), estudou a correlação entre a competência emocional (nas respectivas capacidades) e a realização profissional nos enfermeiro . A RP é percebida independentemente da CE, apresentando fraca correlação (.072; sig.=.373; p<0.05); sem significado estatístico. A RP apresenta correlação negativa fraca, não significante com a Autoconsciência (-.082; s=.313; p<0.05), Gestão de Emoções (-.006; s=.943; p<0.05) e Automotivação (- .025; s=.758), e fraca correlação com a Empatia (.121; s=.134; p<0.05); e correlação positiva fraca (.184; s=.023; p<0.05), não significativa com a Gestão de Relacionamentos em Grupo. Concluindo, consideramse estes resultados merecedores de análise posterior para compreender a relação negativa entre a Realização Profissional e capacidades como a Autoconsciencia, Gestão Emoções e Automotivaçao, consideradas noutros estudos como emergentes do contexto laboral (Veiga-Branco, 2007).
- Intervenções autónomas dos enfermeiros portugueses no doente com síndrome coronário agudo – resultados pré testePublication . Pina, João; Veiga-Branco, Augusta; Nunes, Maria Madalena Jesus CunhaA bibliografia recente apresenta o Síndrome Coronário Agudo (SCA) como uma pa tologia com efeito devastador na saúde, em todo o mundo. Em Portugal, a ocorrência de óbitos associados a doenças do aparelho circulatório é cerca de 29,3%, O SCA exige o reconhecimento imediato dos sintomas, comportamento de procura de cuidados e in tervenção imediata. O diagnóstico preciso do SCA continua a ser um desafio importante para os enfermeiros. Este estudo pretende analisar o nível de conhecimentos dos enfer meiros, acerca das intervenções autónomas na gestão da dor/desconforto em doentes com SCA. Apresenta-se como um estudo transversal de metodologia quantitativa, des critivo, analítico-correlacional, desenvolvido através da aplicação do “Questionário de Conhecimentos acerca das Intervenções Autónomas de Enfermagem face ao Doente com Síndrome Coronário Agudo”, a uma amostra não probabilística por conveniência de 25 enfermeiros, com trabalho na área pré-hospitalar.
- Sexual satisfaction and binge eating behaviors: correlation studyPublication . Pereira, Filomena; Pereira, Ana Maria Geraldes Rodrigues; Ribeiro, Maria Isabel; Veiga-Branco, AugustaAs basic human needs, diet and sexuality depend on the connections of multiple systems (muscular, neuro-endocrine, metabolic and reproductive), as well as aspects related to emotions, feelings and pleasure. Methods: A transversal, exploratory and quantitative, descriptive and correlational study. The instruments for data collection were the following: a questionnaire to describe the participants, the Index of Sexual Satisfaction (ISS) and the Binge Eating Scale (BES), both of which were translated and adapted to the Portuguese population. The statistical analysis was carried out with the statistics software program SPSS, version 23. Results: The results of the descriptive analysis show a sample of 306 patients, of which 69.3% are female and 30.7% are male, witb ages ranging from 18 to 64 years old. The study shows that the Binge Eating Scale (BES) is divided into three levels, with 219 respondents (71.6% of the sample) who are non-binging, followed by 49 patients (16% of the sample) with moderate binge and finally, in smaller numbers, 38 patients (12.4% of the sample) with severe binging. Furthermore, the study shows that even those with a BMI in the healthy weight range (4.5% and 1.5% in this category) show a moderate BES and a severe BES respectively.The correlational analysis confirmed the existence of a statistically significant (p ,205; α ,000) positive correlation between the sexual satisfaction of the sample and lhe level of binge eating. Furthermore, there was a highly significant statistical correlation between the BES, ISS and BMI variables, with a triangulation effect. Conclusion; This study demonstrates that people with normal weight or with an apparently "normal" profile can in fact show binge eating behaviors. In the study related to the level of Sexual Satisfaction (SS) of patients on difterent scales ofthe Boáy Mass Index (IMC), lhe average rate of ISS increases with the degree of obesity, indicating that these groups are dissatisfied with their sexuality, which increases with the level of BMI.
- Managing emotions - an ability of emotional intelligence.Publication . Correia, Ana Almeida; Veiga-Branco, AugustaThis study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary school teachers to confront negative emotions by using selfregulatory strategies (identifying errors of thought and changing negative emotions/thoughts to positive thoughts/emotions). Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers, aged 22 to 59, from January to March 2011. To operationalise the Emotions Management concept the proposed work consisted of two activities: firstly, to identify the nine most common errors of thought (Bimbela-Pedrola, 2008), namely: Mental filter, Labelling, Overgeneralisation, Overreacting, Catastrophism, Mind reading, Error of control in excess, Error of control by default, Use of "should"; secondly, the completion of an Emotional Fitness chart where they had to identify: 1. The precise stressful situation; 2. First emotions; 3. First thoughts; 4. Errors of Thought; 5. New thoughts; 6. New emotions. Conclusions: The most frequently mentioned causes of negative emotion were: traffic on the road, bad student behaviour and rudeness of parents. The errors indicated as the most frequent were: Overgeneralisation (Using the words "always, all, never, no, never, impossible"), Labelling (Putting labels. e.g.: He is lazy.) and Overreacting (Using excessive adjectives e.g. : This is unacceptable!).