Sessões Plenárias

Quinta-feira, 4 de Maio de 2017, 9:00 – 11:00

Šarūnė Barsevičienė

sarune

Nota Biográfica

Šarūnė Barsevičienė é licenciada e mestre em Gestão de Saúde Pública pela Universidade Lituana de Ciências da Saúde. Actualmente, é docente na Faculdade das Ciências da Saúde, Universidade Estatal de Ciências Aplicadas de Klaipėda, Lituânia.

Os seus principais interesses científicos são Estatística para a Saúde, e Promoção e Educação em Saúde.

Resumo [apenas disponível em Inglês]

Teachers approach towards health promotion in schools of Klaipèda

Background: The World Health Organization’s (WHO’s) Schools for health (SHE) framework is a holistic, settings-based approach to promoting health and educational attainment in school (SHE report, 2014). 285 schools in Lithuania belong to national SHE network (Health education and disease prevention centre, 2017). 50% of girls and 58% of boys eat breakfast, only 30% of girls and 25% of boys eat fruit daily, 23% of boys and only 12% of girls are physically active, more than half of schoolchildren feel pressured by schoolwork, 12% of fifteen years old girls and 20% of fifteen years old boys are active smokers (HBSC report, 2014). Teachers suppose to cooperate with public health specialists in health promotion and education activities.
The aim: To analyze Klaipeda’s Teachers’ approach to health promotion in school.
Objectives: 1. To find out what are the main health-related problems of school children, according to their teachers. 2. To evaluate teachers opinion about integrated health education. 3. To estimate how teachers value public health specialists activity at school.
Methods: Questionnaire survey of teachers was conducted in schools of Klaipėda in 2013. 300 teachers of Klaipėda were randomly selected (using the list of all the teachers working in Klaipėda) to participate in a survey, 278 of them filled in and returned questionnaires (response rate – 92.6 percent.). The Likert scale from 0 to 4 (where 4 is the highest score) was used in the questionnaire. Pearson’s chi square test and Student’s t test were used to analyze data.
Results: The main health-related problems of schoolchildren in general schools (that have grades from 1 to 10), according to the teachers, were malnutrition (3.03±0.160) and smoking or other health threatening habits (3.02±0.802). The main health-related problems of schoolchildren in other schools (gymnasiums, secondary schools) were schoolwork (3.04±0.680) and lack of sports equipment (2.96±0.887). 79.5% of natural sciences teachers, 81.2% of language teachers, 88,6% of exact sciences teachers, 100% of primary teachers integrate health topics in their subjects and 93.2% of other subjects teachers integrate health topics in their subjects. As the most important fields for public health specialist teachers consider to be: cooperation with other health institutions (3.80±1.816 in general schools and 3.91±2.041 in other schools, p<0.05) and first aid (3.73±0.489 in general schools and 3.90±0.297 in other schools, p0.05), but teachers of general schools give lower average score to the cooperation of public health specialist with other health institutions (3.44±1.592 vs. 3.81±2.494, p<0.05).
Conclusions: Teachers agreed that behavioral health-related problems were common among schoolchildren, but they still thought that the most important task of public health specialist at school wass to provide first aid. Although many teachers (89.2%) integrated health topics in their subjects, nevertheless only 29.9% cooperated with public health specialist on this, in order to achieve the effective health promotion.

Nazaré Nazário

nazare

Nota Biográfica

Professora do Curso de Medicina e Pós-Graduação em Ciência da Saúde da Universidade do Sul de Santa Catarina. Palhoça, Santa Catarina, Brasil.

Nazaré Nazário @ ResearchGate

Resumo

Ensino, Pesquisa e extensão: O princípio de indissociabilidade nas universidade e a sua contribuição na formação de novos pesquisadores em saúde 

A Constituição vigente no Brasil impõe às universidades o princípio da indissociabilidade entre ensino, pesquisa e extensão. Ensino, compreendido não como a transferência de conhecimento, mas como a criação de possibilidades para a sua construção. Pesquisa, entendida como a investigação que se faz sobre algum fenômeno, procurando respostas para determinadas dúvidas, ou seja, é a produção de conhecimento sustentada pela tríade dúvida, teoria e método. Extensão, como a forma de vivenciar o processo ensino-aprendizagem para além dos limites da sala de aula, com a possibilidade de articular a universidade à sociedade, em uma enriquecedora troca de conhecimentos e experiências. A extensão trata de difundir o conhecimento adquirido e produzido, tornando-o próximo à população. As teorias construtivistas preconizam a substituição das metodologias de ensino focadas no professor como transmissor de conhecimentos, por metodologias centradas no estudante, que oportunizam o desenvolvimento de suas capacidades crítico-reflexivas, com o professor como facilitador do processo de aprendizagem-ensino-aprendizagem. Neste pressuposto teórico, a produção de conhecimento seria fruto da construção que se dá nas relações socioculturais e ambientais, durante o processo de formação. A integração ao processo de ensino-aprendizagem deste princípio constitucional é premissa básica para o desenvolvimento pleno dos estudantes, além se ser decisivo para o estímulo à produção de conhecimento, a partir das reais necessidades de saúde da sociedade, tendo o estudante como agente central de sua própria formação. Isto é, no contexto das metodologias ativas, que faz do estudante protagonista dessa construção, em prol de uma aprendizagem significativa, capaz de produzir e fazer sentido na vida pessoal, estudantil, institucional e profissional desse sujeito por meio da ação-reflexão-ação. Essa construção é possível na medida em que o estudante na área da saúde se apropria da crítica e da reflexão para dar conta das necessidades em saúde da população, durante o percurso formativo. Diante da tensão entre o modelo tradicional de ensino e a valorização crescente na produção de novos saberes, intensifica-se a preocupação das universidades com o seu papel social. A definição de caminhos concretos para que a educação aconteça a partir do tripé constitucional ensino-pesquisa-extensão, é fundamental para o desenvolvimento da investigação científica e o investimento acadêmico na formação de novos pesquisadores em saúde. O curso de Medicina da Universidade do Sul de Santa Catarina tem implementado propostas a partir deste princípio constitucional. Exemplo disso é a criação de um desenho estrutural na área de Ginecologia e Obstetrícia para trabalhar conteúdos curriculares a partir de interesses clínicos e sociais, o que acaba contribuindo para a formação de novos potenciais pesquisadores em saúde.

Jurgita Andruškiene

jungira

Nota Biográfica

Jurgita Andruskiene é Professora na Universidade Estatal de Ciências Aplicadas de Klaipėda, Lituânia, e Directora do Departamento de Cuidados Orais e Nutrição. Os seus interesses científicos focam-se na investigação de factores de risco de doenças crónicas não transmissíveis, em particular hipercolesterolemia, obesidade e hipertensão arterial. Participou em vários projectos de investigação nacionais e internacionais envolvendo o controlo de factores de riscos para a saúde, tais como o stress no trabalho, perturbações do sono e/ou problemas psico-emocionais. Nos últimos 5 anos, publicou 14 artigos em revistas internacionais e 3 livros de texto para alunos no ensino superior.
Jurgita Andruškiene @ ResearchGate

Resumo [apenas disponível em Inglês]

Quality of Life among the Students of Klaipeda State University of Applied Sciences

Background. Students’ quality of life was not frequently investigated in Lithuania and other Nothern European countries, however, the results of scientific research indicated that decreased ability to achieve learning outcomes was related to worsened quality of life (Shareef et al., 2015; Mikolajczyk et al., 2008; Henning et al., 2012).
The aim of the research was to compare students’ quality of life, according to the studying area in Klaipeda State University of Applied Sciences.
Methods. The study sample consisted of the students: 650 women and 32 men (the response rate 73.4%). They were studying Nursing (n=130), Physiotherapy (n=135), Beauty therapy (n=143), Dental assisting (n=56), Dental hygiene (n=66) or Social work (n=152). All the students were examined by self-administered WHOQOL-100 (WHO, 1995) questionnaire in 2012. The WHOQOL-100 was organized into the following domains: Overall quality of life, Physical, Psychological, Level of independence, Social relationships, Environmental and Spirituality domains. To compare means scores among study programmes, ANOVA analysis was performed. The difference was considered to be statistically significant when p<0.05.
Ethical Implications. Approval from the local Ethics Commission in Klaipeda State University of Applied Sciences, was obtained prior to the research. Students were informed about the main objectives of the research and were instructed how to fill in the questionnaire. Students who refused to participate in research were not questioned.
Results. The Cronbach’s alpha coefficients, reflecting validity of the instrument WHOQOL-100, ranged from 0.72 (Overall quality of life) to 0.88 (Psychological domain). The domain of Overall quality of life demonstrated the strongest stability, according test-retest (r=0.86), the weakest stability was in the domain of Spirituality (r=0.50).
The mean scores in Overall quality of life domain ranged from 59.60 (Nursing) to 66.50 (Dental assisting), p=0.007. Mean scores in Physical domain varied from 58.30 (Nursing) to 64.40 (Dental hygiene), p=0.02. The mean scores in Psychological domain ranged from 60.50 (Nursing) to 66.30 (Dental hygiene), p=0.002. Level of independence domain was scored from 74.60 (Nursing) to 81.40 (Dental assisting and Dental hygiene), p<0.001. Social relationship domain was scored from 66.30 (Nursing) to 72.20 (Physiotherapy), p=0.015. Environmental domain has got the lowest score in Nursing programme (54.60), the highest one – in Dental assisting (60.30), p=0.001. The mean scores in Spirituality domain varied from 60.10 (Nursing) to 67.30 (Physiotherapy), p=0.039. The students of Nursing have got the lowest scores in all quality of life domains.
Conclusions. Overall quality of life and Environmental domains were assessed by the highest scores among Dental assisting students. Physical and Psychological domains have got the highest scores among Dental hygiene students. The domains of Social relationships and Spirituality were highly evaluated by Physiotherapy students. The results of the study could be used for deeper analysis of the relations among quality of life, learning outcomes and future carrier perspectives in different studying areas.

Javier Cubero Juánez

Juan

Nota Biográfica

Professor e investigador no Departamento de Didáctica para as Ciências Experimentais e Matemáticas, Universidade da Estremadura.

As suas áreas de interesse são a Biologia, Psicologia, Nutrição e Educação para a Saúde.
Javier Cubero Juárez @ ResearchGate

Resumo [apenas disponível em Inglês]

Health Education & e_Health Literacy
The present communication is originated before the social demand of a continuous and constant scientific knowledge, that is to say the need of a scientific literacy that qualifies us to deal and to adapt to our new society; digital and global. The above mentioned demand in scientific formation not only includes the technological and empirical contents, but also it demands a scientific literacy related to contents of health and of the healthy way of life. We cannot forget that “the most popular lists of searches in Google in 2015”, they were for the terms related to the health, especially: How to avoid …? How to know ….? What to do when?….
But this rapid information of the network can generate an erroneous learning if we are instructed neither in a few scientific basic contents of health, nor in the selection of search of this digital knowledge related by health and his habits of life. The ignorance is the major factor of risk for the health, from this fact the concept of Health Literacy (HL). And it is defined by the World Health Organization (WHO); “Health Literacy refers to the social and cognitive skills that determine the level of motivation and the capacity of a person to accede, to deal and to use the information so that it allows him to promote and to support a good health”.
In addition this discipline due to our current digital society evolves to e_Health Literacy (e_Health Literacy).
To clarify that this interest and use of the scientific knowledge centered on contents on – our health-, not only it relapses into the individual learning, but one sees reflected in the whole group and his healthy behaviors of life, without forgetting the benefits that reach for the development, the progress and the competitiveness of the modern companies.