Utilize este identificador para referenciar este registo: https://hdl.handle.net/1822/17143

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Campo DCValorIdioma
dc.contributor.authorGomes, Lisa Alves-
dc.contributor.authorCandeias, Analisa-
dc.contributor.authorMelo, Maria Manuela da Silva-
dc.contributor.authorBraga, Maria de Fátima Dias-
dc.contributor.authorMachado, Maria Manuela Pereira-
dc.date.accessioned2012-02-16T10:20:14Z-
dc.date.available2012-02-16T10:20:14Z-
dc.date.issued2011-
dc.identifier.urihttps://hdl.handle.net/1822/17143-
dc.description.abstractThe issues of competence, autonomy and identity acquire different meaning during the frequency of Higher Education, taking on greater importance at certain times of a student’s development. In the process of developing the complex interaction of student / teacher (tutors and nurses) the proximity between the two becomes crucial when considering the various contexts in which the training process occurs, the school and hospital (clinical practice). The objective of this study is examining the predictive factors of relational aid skills, the perception of the teaching-learning process, the variables socio-vocational and academic (mobility status, average of candidature, year of frequency of the course, satisfaction with the course and school, option of the course and school) had on the development of relational aid skills among students. The sample was constituted by 213 nursing students from a Nursing School integrated in a University and one of inclusion criteria was to have participated at least once in a hospital clinical practice. In this group the Questionnaire on the Students Perceptions of Teaching-Learning Process (PEA) and the Inventory of Relational Aid Skills (ICRA) was applied. These results suggest that the development of relational aid skills (in the four indicators: generic, empathic, communication and contact skills) is mainly associated with the variables: generic skills, empathic skills, communication skills, contact skills, satisfaction with the course, option of the school, year of course, essays / reading and teachers commitment. These values suggest that the development of relational aid skills, associated with generic, empathic and communication skills, are not independent of personal, socio-vocational and contact skills of the student’s as well as the teaching-learning process.por
dc.language.isoporpor
dc.rightsopenAccesspor
dc.subjectEnsino - Aprendizagempor
dc.subjectCompetências relacionais de ajudapor
dc.subjectEnsino de enfermagempor
dc.subjectTeaching-learning processpor
dc.subjectRelational aid skillspor
dc.subjectNursing educationpor
dc.titleDesenvolvimento de competências relacionais de ajuda em estudantes de enfermagem: factores preditivospor
dc.typeconferencePaper-
dc.peerreviewedyespor
dc.relation.publisherversionhttp://portal.esenf.pt/www/pk_menus.v_menu?sessionid=&cmenu=9968por
sdum.publicationstatuspublishedpor
oaire.citationConferenceDate13 - 14 Jan. 2011por
oaire.citationStartPage43por
oaire.citationEndPage43por
oaire.citationConferencePlacePortopor
oaire.citationTitleI Congresso Internacional de Supervisão Clínica: da Qualidade da Formação à Certificação de Competênciaspor
sdum.conferencePublicationI Congresso Internacional de Supervisão Clínica: da Qualidade da Formação à Certificação de Competênciaspor
Aparece nas coleções:ESE-CIE - Livros de atas / Papers in conference proceedings

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DESENVOLVIMENTO DE COMPETÊNCIAS RELACIONAIS DE AJUDA EM ESTUDANTES DE ENFERMAGEM.pdf77,79 kBAdobe PDFVer/Abrir

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