Níveis de ansiedade de alunos de graduação em enfermagem frente à primeira instrumentação cirúrgica

Prevalência e fatores associados aos sintomas de depressão, ansiedade e estresse em professores universitários durante a pandemia da COVID-19

RESUMO Objetivo: Estimar a prevalência e os fatores associados aos sintomas da depressão, ansiedade e estresse em professores universitários da área da saúde no período da pandemia da COVID-19. Métodos: Trata-se de um estudo analítico, de caráter transversal e abordagem quantitativa com 150 professores universitários da área da saúde. Os instrumentos utilizados foram: um formulário de coleta de dados sociodemográficos, econômicos e trabalhistas. A saúde mental foi avaliada pela Escala de Depressão, Ansiedade e Estresse-21 (DASS-21). A associação entre as variáveis estudadas e a prevalência de sintomas da depressão, ansiedade e estresse foi verificada por análise bivariada seguida de regressão de Poisson, com variância robusta. Resultados: A amostra final foi composta por 150 indivíduos, sendo a média de idade de 41,4 ± 7,9 anos, e a maioria da amostra investigada é do sexo feminino (74%). Entre os professores, 50% apresentaram sintomas de depressão, 37,4% relataram sintomas de ansiedade e 47,2% apresentaram sintomas de estresse. Após análise múltipla, observou-se que os sintomas da depressão estiveram associados à variável trabalhar em mais de uma instituição de ensino superior. As variáveis que se mostraram associadas à ansiedade foram: faixa etária ≥ 40 anos e pessoas sem companheiro fixo. Já o estresse se mostrou associado à variável estado civil sem companheiro fixo. Conclusão: A prevalência de sintomas da depressão, ansiedade e estresse em professores universitários da área da saúde foi elevada, e fatores sociodemográficos e trabalhistas se mantiveram associados aos desfechos investigados.

Development of an Educational Game to Set Up Surgical Instruments on the Mayo Stand or Back Table: Applied Research in Production Technology

Background

Existing research suggests that digital games can be used effectively for educational purposes at any level of training. Perioperative nursing educators can use games to complement curricula, in guidance and staff development programs, to foster team collaboration, and to give support to critical thinking in nursing practice because it is a complex environment.

Objective

To describe the process of developing an educational game to set up surgical instruments on the Mayo stand or back table as a resource to assist the instructor in surgical instrumentation training for students and nursing health professionals in continued education.

Methods

The study was characterized by applied research in production technology. It included the phases of analysis and design, development, and evaluation. The objectives of the educational game were developed through Bloom’s taxonomy. Parallel to the physical development of the educational game, a proposed model for the use of digital elements in educational game activities was applied to develop the game content.

Results

The development of the game called “Playing with Tweezers” was carried out in 3 phases and was evaluated by 15 participants, comprising students and professional experts in various areas of knowledge such as nursing, information technology, and education. An environment was created with an initial screen, menu buttons containing the rules of the game, and virtual tour modes for learning and assessment.

Conclusions

The “digital” nursing student needs engagement, stimulation, reality, and entertainment, not just readings. “Playing with Tweezers” is an example of educational gaming as an innovative teaching strategy in nursing that encourages the strategy of involving the use of educational games to support theoretical or practical classroom teaching. Thus, the teacher does not work with only 1 type of teaching methodology, but with a combination of different methodologies. In addition, we cannot forget that skill training in an educational game does not replace curricular practice, but helps.

Clinical training stress-inducing factors from the students' viewpoint: a questionnaire-based study

Improving the quality of clinical training requires provision of suitable educational environment and one of its requirements is determination of the stress-inducing factors. The present research was carried out to explore these factors from the viewpoint of students of nursing school. This research was a descriptive study. The samples included a total of 230 students who had passed at least one credit of clinical training and had been selected through convenience sampling. Based on the research results, the most tension-inducing area was related to the unpleasant emotions area, clinical experiences, unpleasant feelings, educational environment and interpersonal relationships, respectively. Throughout clinical training processes, students of different medical fields face a great deal of tension-inducing factors. The identification of these factors could play a significant role in reducing the amount of tension among them.

Factors derived from the intrahospitable laboratories that cause stress in nursing students

Quantitative, correlation cross-sectional study with descriptive analysis, whose objective was to assess the factors derived from the intra-hospitable laboratories that affect the stress appearance in Infirmary students. The sample consisted of 129 students, which voluntarily acceded to answer questionnaires Evaluative Scale de Hamilton for the Anxiety, validated in 2003, and Questionnaire KEZKAK, both adapted by the investigating group. The obtained data was processed through Microsoft Excel program, appearing: the 100% of the students presented Stress. From the manifestations of Stress, the tensional anxiety and insomnia appear with the biggest percentages. From the Stress producing Factors, in Student's competitions: "having errors on its work and harming the patient", and in the Educational "receiving contradictory orders" are the ones that present greater frequency of intensity, being the Educational factor the preponderant in the appearance of stress. One concludes that is necessary to adapt the educational positions of a guardian in the clinical practices given greater emphasis to the support that will have to be lend to student, with the purpose of diminishing stress an favoring the learning.

[The contributions of monitoring in the teaching-learning process in nursing]

Monitoring is a service of pedagogic support aimed at giving the opportunity for the development of technical skills and theoretical expertise providing the academic improvement. The study aimed at investigating the awareness of both the student and the teacher regarding the monitoring practice and its influence in the development of apprenticeship activities. It is a descriptive research. It was carried out at the Universidade do Vale do Rio dos Sinos, São Lepoldo, RS, Brazil, from November 2004 to July 2005 following the Act 196/96 that rules the treatment of implied ethic issues. The results evidence monitoring practice as a tool that facilitates the theoretical and practical development of the student but it is not materialized as the single instrument.