Browsing by Author "Pereira, Sandra"
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- Associations and determinants of mother-infant quality interactions in Portuguese dyads from AzoresPublication . Soares, Hélia; Fuertes, Marina; Pereira, Sandra; Barberi, Maria do CéuBowlby and many other developmental and family theorists stressed that early socialization is a bi-directional, reciprocal, relationship-based process between infant and caregiver (e.g., Brazelton, Koslowski, & Main, 1974; Bronfenbrenner, & Morris, 1998; Harrist, & Waugh, 2002; Bronfenbrenner, 2005). These first relational experiences affect infant development and maternal sensitivity during the first year of life, remaining the best single predictor of infant secure attachment across studies, despite the relatively small effect sizes (e.g., Wolff and van IJzendoorn, 1997).Therefore, we select a rural Portuguese community in Terceira (Azores Is-land) to investigate the association between mother-infant quality of interaction and infant development, and to identify the determinants of mother-infant quality of interaction. The sample included 86 healthy infants (each of 46 girls, 48 first born) and their mothers. At 11 months, infant development was assessed with Schedule of Growing Skills II (SGS II). To assess mother-infant quality of interaction, the dyads were observed in free play at 12 months using the Crittenden CARE-Index. Maternal sensitivity and infant cooperative behavior were correlated with SGS II global scores and sub-scales (except for Locomotor and Self-care Social). Infant interactive behavior, gestational age and milk feeding predicted maternal sensitivity. Infant cooperative behavior was determined by their number of siblings and mother interactive behavior. This study novelty remains in the fact that parents’ choice to feed their infant with bottle milk (cow´s milk) against medical advice predicted maternal sensitivity. This research presents individual, social and cultural explanations for mother-infant quality of interaction and suggest that early intervention practices may rely on systemic approaches and professionals should attempt to understand families’ traditions and their specific culture.
- A bioethical perspective on the meanings behind a wish to hasten death: a meta-ethnographic reviewPublication . Borges, Paulo; Pereira, Sandra; Hernández-Marrero, Pablo
- Cidadania e desenvolvimento como impulsionadores de uma cultura de autonomia e responsabilidadePublication . Noronha, Celisa; Pereira, Sandra; Nadais, Andrea; Orvalho, LuísaEste artigo pretende dar a conhecer a reconstrução e a operacionalização do desenvolvimento dos domínios de articulação curricular (DAC), organização e funcionamento da componente de Cidadania e Desenvolvimento (CeD), como resposta à necessidade de mudança sentida na Escola Profissional Alda Brandão de Vasconcelos e face aos vários documentos curriculares orientadores do Ministério da Educação (ME), nomeadamente o Perfil dos Alunos à Saída da Escolaridade Obrigatória (PA). Esta intencionalidade pedagógica parte da articulação entre a Área de Integração e a componente transversal Cidadania e Desenvolvimento, permitindo uma abordagem transversal e transdisciplinar do currículo modular no ensino profissional. Considera-se esta articulação uma estratégia eficaz para a mobilização de competências de uma cidadania plena, ativa e criativa e um contributo para a construção do PA. O objetivo central da investigação-ação-colaborativa (I-A-C), iniciada no ano letivo em curso, 2018/19, nas seis turmas do 1.º ano dos cursos profissionais, foi provocar a mudança de paradigma no processo de ensino e aprendizagem, tornando a escola uma organização aprendente capaz de preparar os seus alunos para as múltiplas exigências da sociedade contemporânea, centrada no desenvolvimento de pessoas e de trabalhadores qualificados para estarem à altura dos desafios do futuro. Os instrumentos utilizados para a conceção de práticas educativas, potenciadoras de uma educação para o desenvolvimento, foram a interação e articulação horizontal/transversal dos diferentes saberes de todas as componentes do currículo, o trabalho por equipas pedagógicas, a criação de ambientes e dinâmicas de escola baseados na partilha de experiências inovadoras. A operacionalização deste referencial curricular, assenta na construção de estratégias de ensino ativas e diferenciadas, na implementação de ambientes estruturados por situações problema e projetos, numa avaliação essencialmente formativa que torna o aluno autorregulador do seu percurso escolar e projeto de vida e, o professor, o facilitador de aprendizagens social e culturalmente significativas. O desenvolvimento e a avaliação sistemática, sustentados por indicadores e instrumentos de recolha de evidências, permitem a monitorização ongoing do processo, dos resultados e dos impactos e, fazer os devidos ajustamentos na e para a ação.
- Editorial: "cuidar o nosso legado": um desafio, uma missão!Publication . Pereira, Sandra
- Integrating palliative care in intensive care burn units: a systematically conducted scoping reviewPublication . Ribeiro, André Filipe; Pereira, Sandra; Gomes, Barbara; Nunes, Rui
- Na ponte entre a medicina narrativa, os cuidados paliativos e a ética: Contributos para os cuidados centrados na pessoaPublication . Magalhães, Susana; Pereira, Sandra
- Nursing competencies across different levels of palliative care provision: a systematic integrative review with thematic synthesisPublication . Hökkä, Minna; Pereira, Sandra; Pölkki, Tarja; Kyngäs, Helvi; Hernández-Marrero, PabloBackground: Palliative care exists in diverse healthcare settings. Nurses play a crucial role in its provision. Different levels of palliative care provision and education have been recognized in the literature. Therefore, nurses need a set of various competencies to provide high-quality palliative care. Aims: To systematically synthesize the empirical evidence of (1) nursing competencies needed in palliative care and (2) whether these competencies differ across the level of palliative care. Design: Systematic integrative review with thematic synthesis. Prospero: CRD42018114869. Data sources: CINAHL, PubMed, Academic Search Premier, Scopus and Medic databases. Studies on nursing competencies linked to palliative care reported in English, Swedish, Finnish, Spanish, Portuguese or German were considered. Search terms: ‘palliative care or hospice care or end-of-life care’, ‘competency or professional competence or skills’ and ‘nursing’. Articles were independently screened and reviewed by two researchers. Quality appraisal was conducted following Hawker’s criteria. Results: A total of 7454 articles were retrieved, 21 articles were included in the analysis. Six diverse nursing competencies dimensions, namely leadership, communication, collaboration, clinical, ethico-legal and psycho-social and spiritual were identified. The reports rarely defined the level of palliative care and covered a wide array of healthcare settings. Conclusion: Nurses need a wide range of competencies to provide quality palliative care. Few studies focused on which competencies are relevant to a specific level of palliative care. Further research is needed to systematize the nursing competencies and define which nursing competencies are central for different levels of palliative care to enhance palliative care development, education and practice.
- Parents attending to nurse visits and birth age contribute to infant development: A study about the determinants of infant developmentPublication . Soares, Hélia; Barbieri-Figueiredo, Maria; Pereira, Sandra; Silva, Manuela; Fuertes, MarinaLife experiences and parenting play an important role in infant development. To prevent developmental risks and support parents in their educational role, it is important to identify the determinants of infant development. In this study, we investigate the association between child, maternal, family and social variables, and infant development, as well as we investigate the determinants of infant development. A sample of 86 healthy infants and their mothers participated in this study. At 11-months, infant development was assessed with Schedule of Growing Skills II (SGSII). To assess mother-infant quality of interaction, the dyads were observed in free play at 12-months using CARE-Index. Maternal sensitivity and infant cooperative behavior were correlated with SGSII global scores and sub-scales. Infant development was associated with maternal years of education, number of siblings, birth weight or risks in pregnancy. Number of nurse visits attended by parents during the infant first year and birth age were determinants of infant development.