ABSTRACT
The aim of this study was to identify and to assess the best evidence currently available on the effectiveness of oral sensory-motor stimulation in preterm infants in the neonatal intensive care unit. We performed a systematic review following the Preferred Reporting Items for Systematic Reviews (PRISMA) statements. The search was conducted using the Pubmed, Web of Science (WOS), PEDro and Scopus databases. Clinical trials were reviewed and PEDro rating scale was used to assess the methodological quality of these studies. Results: 1267 studies were found and 11 were relevant and included in this review. Improvements were obtained in achieving independent feeding, maturation of the sucking pattern, transition to full feeding, motor function and length of hospital stay in most studies. Conclusions: there is evidence to support the benefits of the use of oral sensorimotor stimulation to achieve independent oral feeding in preterm infants, thereby reducing their stay in the Neonatal Intensive Care Unit.
ABSTRACT
Psychophysiological stress can affect the cognitive response and effective learning of students during medical simulation practices. This study aimed to explore the effect of psychophysiological stress and socio-emotional competencies on clinical performance during a simulation experience. A pre-test/post-test design was used to assess physiological (blood pressure, heart rate and blood oxygen saturation) and psychological parameters (stress and anxiety) as well as socio-emotional skills (cognitive load, self-efficacy and motivation) in nursing students (n = 40) before and after the simulation of a cardiopulmonary resuscitation practice. Physiological responses showed statistically significant differences between pre-test and post-test conditions for blood pressure and heart rate (p < 0.0001). Moderate and significant correlations were also observed when comparing self-efficacy with stress (r = -0.445, p = 0.004), anxiety (r = -0.467, p = 0.002) and motivation (r = -0.406, p = 0.009) measures. Similarly, cognitive-load dimensions were significantly associated with either physiological (r = -0.335, p = 0.034) or psychological (r = -0.448, p = 0.004) indicators. The analysis of multiple regression models revealed a relationship between the effectiveness of the simulated experience, post-test blood oxygen saturation, heart rate, workload and self-efficacy (R2 = 0.490; F (3, 39) = 8.305; p < 0.0001; d = 1.663). Therefore, the evaluation of psychophysiological parameters and socio-emotional skills seems to provide a promising framework for predicting the quality of simulated clinical practices.
Subject(s)
Students, Nursing , Anxiety , Emotions , Humans , Learning , Self Efficacy , Stress, PsychologicalABSTRACT
OBJECTIVE: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor), sex and degree among students from four public universities. METHOD: A non-experimental,comparative correlational, quantitative investigation without intervention. STUDY POPULATION: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. RESULTS: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. CONCLUSION: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.
Subject(s)
Aspirations, Psychological , Drive , Stress, Psychological/epidemiology , Students, Health Occupations/psychology , Female , Humans , Male , Prevalence , Young AdultABSTRACT
Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor), sex and degree among students from four public universities. Method: A non-experimental,comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process. .
Objetivo: Determinar a prevalência do mal-estar psicológico e a sua relação com o engagement acadêmico (absorção, dedicação e vigor) e as variáveis sexo e formação profissional em estudantes de quatro universidades públicas. Método: Investigação quantitativa sem intervenção, estudo não experimental e correlacional comparativo. A amostra foi constituída por 1.840 alunos de Enfermagem e Fisioterapia e o instrumento de coleta de dados foi o questionário. Resultados: A prevalência do mal-estar psicológico foi encontrada em 32,2% dos indivíduos; foram encontradas correlações entre vigor e mal-estar psicológico para o conjunto dos sujeitos, principalmente para o grupo das mulheres. A existência de escores elevados para dedicação e absorção, e baixos para mal-estar psicológico é preditora de pontuações mais elevadas em vigor. Conclusão: O risco de mal-estar psicológico é elevado, especialmente nas mulheres. Estas se percebem com maior mal-estar psicológico que os homens. O vigor, a energia e a resistência, aplicados na relação com os estudos influenciam positivamente o mal-estar psicológico e podem ser um veículo para melhores resultados de aprendizagem . .
Objetivo: Determinar la prevalencia del malestar psicológico y su relación con el engagement académico (absorción, dedicación y vigor) y con variables sexo y titulación, de los estudiantes de cuatro universidades públicas. Método: Estudio comparativo correlacional, investigación cuantitativa sin intervención, no experimental. Población 1840 estudiantes de Enfermería y Fisioterapia. La herramienta de recogida de datos fue el cuestionario. Resultados: Prevalencia de malestar psicológico en el 32.2% de los sujetos; se hallaron correlaciones entre vigor y malestar psicológico para el conjunto de sujetos y para el grupo de las mujeres. Las puntuaciones altas en absorción y dedicación y bajas en malestar psicológico, predicen valoraciones más altas en vigor. Conclusión: El riesgo de malestar psicológico es alto, especialmente para las mujeres. Éstas se perciben con mayor malestar psicológico que los hombres. El vigor, energía y resistencia con los estudios, influye positivamente sobre el malestar psicológico y puede ser un vehículo para unos mejores resultados del aprendizaje. .
