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Conhecimento da comunidade escolar sobre a perturbação do espetro do autismo
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O presente relatório apresenta as competências desenvolvidas na área clínica de Enfermagem de Saúde Comunitária e Saúde Pública durante a Unidade Curricular de “Estágio e Relatório Final”. O trabalho realizado incidiu, essencialmente, na operacionalização do Programa Nacional de Saúde Escolar, na conceção e implementação de um Projeto de Intervenção orientado pela Metodologia de Planeamento em Saúde e no aprofundamento de competências de investigação em contexto comunitário. A implementação do Projeto de Intervenção seguiu as etapas estruturantes do Planeamento em Saúde, desde o diagnóstico de situação até à avaliação dos resultados. A população-alvo correspondeu aos docentes e não docentes dos Agrupamentos de escolas e escolas não agrupadas de um concelho do Norte de Portugal, tendo sido recolhidas 135 respostas através de um questionário online. Para a avaliação do conhecimento sobre Perturbação do Espetro do Autismo (PEA) foi aplicada a Escala de Conhecimento sobre Autismo (ECAT), procedendo-se à sua adaptação linguística e terminológica para a população portuguesa. Os resultados evidenciaram fragilidades ao nível do conhecimento, particularmente nas questões relacionadas com o diagnóstico. Itens como “Atualmente, não existe exame cerebral ou exame de sangue para diagnosticar o autismo” e “O autismo pode ser diagnosticado precocemente aos 18 meses de idade” reuniram percentagens elevadas de respostas nos itens “não concordo nem discordo” e “discordo”, traduzindo incerteza ou desconhecimento sobre o tema. Em contraste, itens relativos a comportamentos e interesses, nomeadamente “Muitas pessoas com autismo mostram a necessidade de manter rotinas”, apresentaram elevada concordância, sugerindo que os participantes têm uma maior familiaridade com aspetos comportamentais associados à PEA. Relativamente à identificação de necessidades formativas, entre os participantes que referiram necessitar de formação sobre PEA (87%), as áreas prioritárias identificadas foram a gestão de comportamentos (27%) e a comunicação (23%), seguindo-se a interação social e aprendizagem. Em reunião de peritos, foi definida a realização de uma Sessão de Educação para a Saúde centrada predominantemente nos temas da comunicação e gestão comportamental, conduzida por uma formadora especializada. Paralelamente, foi elaborada uma apresentação destinada a clarificar as dúvidas mais frequentes, evidenciadas pelos participantes, em resposta ao questionário. A avaliação de eficácia foi realizada através da aplicação de um questionário pré e pós-intervenção, verificando-se um aumento global de 7% nas respostas corretas após a sessão. Este resultado supera o objetivo inicialmente estipulado de um ganho mínimo de 5% no nível de conhecimento da comunidade educativa. Considera-se que os objetivos do estágio foram cumpridos, destacando-se a vertente da investigação e a aplicação da Metodologia de Planeamento em Saúde. Entre as principais limitações, identificam-se o reduzido período de tempo para realização do Projeto de Intervenção e a baixa adesão à Sessão de Educação para a Saúde. Ainda assim, o Projeto de Intervenção reforça a necessidade de atuação dirigida à PEA em contexto escolar e evidencia o papel fundamental do Enfermeiro Especialista em Enfermagem de Saúde Comunitária e Saúde Pública. Torna-se, por isso, imperativo investir na integração destes profissionais nas Equipas de Saúde Escolar e na sua formação contínua, adequando-a às exigências atuais.
This report presents the competencies developed within the clinical area of Community Health Nursing and Public Health Nursing during the curricular unit “Internship and Final Report.” The work conducted focused primarily on the operationalization of the National School Health Programme, the design and implementation of an Intervention Project guided by the Health Planning Methodology, and the enhancement of research competencies in community settings. The implementation of the Intervention Project followed the structural stages of Health Planning, from the situation diagnosis to the evaluation of outcomes. The target population comprised teaching and non-teaching staff from the School Clusters of a municipality in Northern Portugal, from which 135 responses were collected through an online questionnaire. To assess knowledge regarding Autism Spectrum Disorder (ASD), the Autism Knowledge Scale was used, proceeding with the adaptation of its linguistics and terminology for the Portuguese population. The results revealed notable gaps in knowledge, particularly in items related to diagnosis. Statements such as “Currently, there is no brain scan or blood test that can diagnose autism” and “Autism can be reliably diagnosed as early as 18 months of age” received high proportions of responses in the categories “neither agree nor disagree” and “disagree,” indicating uncertainty or lack of knowledge on these topics. In contrast, items related to behaviours and interests, such as “Many individuals with autism demonstrate a strong need for routines,” presented high levels of agreement, suggesting that participants were more familiar with behavioural aspects associated with ASD. Regarding the identification of training needs, among the participants who indicated needing training on ASD (87%), the priority areas identified were behavior management (27%) and communication (23%), followed by social interaction and learning. In a meeting of experts, it was decided to hold a Health Education Session focused primarily on the topics of communication and behavior management, conducted by a specialized trainer. In parallel, a presentation was prepared to clarify the most frequent doubts raised by the participants in response to the questionnaire. Effectiveness was assessed through the administration of a pre- and post-intervention questionnaire, which revealed an overall increase of 7% in correct responses after the session. This outcome exceeds the initial objective of achieving a minimum 5% improvement in the knowledge level of the educational community. It is considered that the objectives of the internship were achieved, with emphasis on the investigative component and the application of the Health Planning Methodology. The main limitations identified relate to the limited timeframe available for the completion of the Intervention Project and the low participation rate in the Health Education Session. Nevertheless, the Intervention Project reinforces the need for targeted action regarding ASD in the school context and highlights the essential role of the Specialist Nurse in Community Health Nursing and Public Health Nursing. It is therefore imperative to strengthen the integration of these professionals within School Health teams and to invest in ongoing training tailored to contemporary needs.
This report presents the competencies developed within the clinical area of Community Health Nursing and Public Health Nursing during the curricular unit “Internship and Final Report.” The work conducted focused primarily on the operationalization of the National School Health Programme, the design and implementation of an Intervention Project guided by the Health Planning Methodology, and the enhancement of research competencies in community settings. The implementation of the Intervention Project followed the structural stages of Health Planning, from the situation diagnosis to the evaluation of outcomes. The target population comprised teaching and non-teaching staff from the School Clusters of a municipality in Northern Portugal, from which 135 responses were collected through an online questionnaire. To assess knowledge regarding Autism Spectrum Disorder (ASD), the Autism Knowledge Scale was used, proceeding with the adaptation of its linguistics and terminology for the Portuguese population. The results revealed notable gaps in knowledge, particularly in items related to diagnosis. Statements such as “Currently, there is no brain scan or blood test that can diagnose autism” and “Autism can be reliably diagnosed as early as 18 months of age” received high proportions of responses in the categories “neither agree nor disagree” and “disagree,” indicating uncertainty or lack of knowledge on these topics. In contrast, items related to behaviours and interests, such as “Many individuals with autism demonstrate a strong need for routines,” presented high levels of agreement, suggesting that participants were more familiar with behavioural aspects associated with ASD. Regarding the identification of training needs, among the participants who indicated needing training on ASD (87%), the priority areas identified were behavior management (27%) and communication (23%), followed by social interaction and learning. In a meeting of experts, it was decided to hold a Health Education Session focused primarily on the topics of communication and behavior management, conducted by a specialized trainer. In parallel, a presentation was prepared to clarify the most frequent doubts raised by the participants in response to the questionnaire. Effectiveness was assessed through the administration of a pre- and post-intervention questionnaire, which revealed an overall increase of 7% in correct responses after the session. This outcome exceeds the initial objective of achieving a minimum 5% improvement in the knowledge level of the educational community. It is considered that the objectives of the internship were achieved, with emphasis on the investigative component and the application of the Health Planning Methodology. The main limitations identified relate to the limited timeframe available for the completion of the Intervention Project and the low participation rate in the Health Education Session. Nevertheless, the Intervention Project reinforces the need for targeted action regarding ASD in the school context and highlights the essential role of the Specialist Nurse in Community Health Nursing and Public Health Nursing. It is therefore imperative to strengthen the integration of these professionals within School Health teams and to invest in ongoing training tailored to contemporary needs.
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Perturbação do espetro do autismo Conhecimento Saúde escolar Enfermagem Inclusão Autism spectrum disorder Knowledge health school Nursing Inclusion
Contexto Educativo
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Licença CC
Sem licença CC