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Advisor(s)
Abstract(s)
Introdução: A Classificação Internacional para a Prática de Enfermagem (CIPE®), integra o termo “Literacia” no eixo dos focos, definindo-a do ponto de vista do conceito, como “Capacidade” (OE, 2015). Contudo, a intervenção de enfermagem “promover a literacia” carece de sistematização e evidência científica que fundamente a sua implementação efetiva. A promoção do contacto precoce da criança com atividades de literacia, cria a oportunidade de esta adquirir desde logo, competências da componente compreensiva, comunicativa e funcional da linguagem escrita, (competências deliteracia emergente), facilitadoras da aprendizagem formal das capacidades básicas de leitura, escrita e cálculo que sustentam a literacia ao longo do ciclo de vida. Este campo específico do conhecimento de enfermagem, relacionado com estratégias inovadoras de educação para a saúde promotoras da aquisição de competências de literacia emergente, integram o objetivo da consulta de saúde à criança, aos cinco anos de idade, de acordo com o Programa Nacional de Saúde Infantil e Juvenil (PNSIJ, 2013), em Portugal. Objetivo: Construir um programa de promoção de práticas de literacia familiar, de modo a que os enfermeiros nos CSP, possam dotar os pais/figuras parentais com crianças entre os seis meses e os cinco anos de idade, de conhecimentos, atitudes e práticas promotoras de competências de literacia emergente, com repercussões positivas no desenvolvimento integral da criança. Método: O estudo desenvolveu-se em duas fases metodológicas distintas, com duas etapascada. Na primeira fase, reuniu-se a evidência científica proveniente da Revisão Integrativa da Literatura (RIL), em relação a estratégias e atividades de literacia promotoras no contexto familiar, de competências de literacia emergente a crianças entre os seis meses e os cinco anos de idade. Ainda nesta fase do estudo, procedeu-se a análise de conteúdo dos dados obtidos com a aplicação de um questionário autoadministrado aos enfermeiros nos CSP. Os resultados da primeira fase do estudo integraram a construção da proposta inicial do programa de “Promoção de Práticas de Literacia Familiar para o Desenvolvimento da Criança” (PPLFDC). Na primeira etapa da segunda fase, realizou-se a validação desta proposta por peritos, através da Técnica de Delphi. Na segunda etapa, procedeu-se à construção da versão final da matriz operativa do programa de PPLFDC. Resultados: Da RIL destaca-se como práticas de literacia familiar, com uma relação mais significativa com a literacia emergente, a leitura partilhada de histórias e a exploração do material escrito com a criança, e a importância da qualidade afetiva nas interações adulto/criança nestas atividades de literacia familiar. Na avaliação do desenvolvimento da criança, constatou-se na análise de conteúdo, que é nas idades-chave dos 4 e 5 anos, que se observa uma maior atenção dos enfermeiros ao parâmetro “Linguagem”. Da apreciação dos peritos, através da Técnica de Delphi, obteve-se elevada concordância com a proposta inicial da matriz do programa, acompanhado de um elevado consenso em relação às respostas obtidas permitindo, assim, a construção da versão final do programa de PPLFDC. Este foi construído e é operacionalizado, através de um conjunto articulado de intervenções, resultados esperados e atividades de enfermagem, definidos de acordo com a CIPE®versão 2.0 (OE, 2015), sustentado também nos diferentes componentes da CIPE® e nos pressupostos da literacia emergente. Conclusão: Sugerimos formação específica aos enfermeiros nos CSP para a sensibilização e implementação do programa de PPLFDC como cuidado antecipatório a promover, facilitador da avaliação do desenvolvimento integral da criança (domínio cognitivo-linguístico, com repercussões positivas na avaliação dos domínios psicomotor e psicossocial). A ampliação do conhecimento em Enfermagem face à promoção de práticas de literacia familiar enquanto estratégia inovadora de educação para a saúde para o desenvolvimento da criança, é relevante para a prática de enfermagem para a prestação de cuidados à criança/família nos CSP. Por isso, e a curto prazo, é desejável a integração no catálogo CIPE®, dos subconjuntos de intervenções, atividades e resultados esperados de enfermagem, que constituem a matriz operacional do programa.
Introduction: The International Classification for Nursing Practice (CIPE®) comprises the term "Literacy" in the axis “focus” defining the concept as "Ability" (OE, 2015). But, the nursing intervention “literacy promotion” needs further evidence to justify the effective implementation. Promoting early contact of children with literacy activities may facilitate the development of cognitive, communicational and writing skills (known as emergent literacy skills), that may facilitate the development of advanced skills related to reading and writing, which are paramount in the future. This is a specific domain within nursing knowledge, related to educational innovative strategies in health promotion, particularly in what concerns promoting emergent literacy skills, which should be included in the main goals of the nursing consultation of children at the age of five, according to the Portuguese Programme for the Children and youth Health (2013). Objective: To design a programme of promoting emergent literacy interventions, that can support nurses in the community care in providing parents of children with 6 months to 5 years of age the skills, the knowledge, the attitudes and practices to promote literacy, aiming children’s integral development. Methodology: this study has been developed in two stages, each one in two phases. In the first stage, in the first phase, a Integrative Literature Review was conducted, in relation to strategiesand activities of promoting literacy in the family context of between six months and five years of age. Still in this phase of the study, a self-administered questionnaire was filled by nurses in community/primary care and the results have been analysed using content analysis. All results from the first phase of the study integrated the first version of the Family Literacy Practice Promotion Program for Child Development (PPLFDC). In the second phase of the study, this version has been reviewed by experts through the Delphi Technique, and in the second stage, after obtaining in the different rounds, the degree of agreement and the establishment of the greatest possible consensus of all program items, a final version of the operational matrix of the program was obtained. Results:The literature review highlighted the importance the accessibility of the child to different literacy materials in a family context, the importance of regularity and active adult / child participation in different family literacy practices, with special focus on shared reading of stories and the exploration of written material with the child, as family literacy practices, with a more significant relationship with emerging literacy, the importance of affective quality in the adult / child interactions in these family literacy activities. The content analysis found that the nursing consultation of children having 4 and 5 years is the main period "Language" assessment. In the Delphi, a high degree of agreement with the initial proposal of the program emerged from the evaluation of the experts was obtained. according to the components of CIPE® version 2.0 (OE, 2015), focusing at parent figures / parents, as Client, but targets the child between six months and five years of age. Conclusions: We suggest specific training for nurses in the primary care/community care to raise awareness of the relevance of the program as anticipatory care to facilitate the assessment of child development. The expansion of nursing knowledge in this domain - promotion of family literacy practices - as an innovative strategy for health education for child development seems important in this context of care.Research underlines the need to integrate the CIPE® catalogue the subsets of interventions, activities and expected nursing outcomes that constitute the operational matrix of the program, as well as within the framework of the Dynamic Family Assessment and Intervention Model (DFAIM) in the focus on Parental Role in the dimensions of Knowledge of Role and in the Non-Demonstrated Behaviours of Accession (from the new-born to school-age).
Introduction: The International Classification for Nursing Practice (CIPE®) comprises the term "Literacy" in the axis “focus” defining the concept as "Ability" (OE, 2015). But, the nursing intervention “literacy promotion” needs further evidence to justify the effective implementation. Promoting early contact of children with literacy activities may facilitate the development of cognitive, communicational and writing skills (known as emergent literacy skills), that may facilitate the development of advanced skills related to reading and writing, which are paramount in the future. This is a specific domain within nursing knowledge, related to educational innovative strategies in health promotion, particularly in what concerns promoting emergent literacy skills, which should be included in the main goals of the nursing consultation of children at the age of five, according to the Portuguese Programme for the Children and youth Health (2013). Objective: To design a programme of promoting emergent literacy interventions, that can support nurses in the community care in providing parents of children with 6 months to 5 years of age the skills, the knowledge, the attitudes and practices to promote literacy, aiming children’s integral development. Methodology: this study has been developed in two stages, each one in two phases. In the first stage, in the first phase, a Integrative Literature Review was conducted, in relation to strategiesand activities of promoting literacy in the family context of between six months and five years of age. Still in this phase of the study, a self-administered questionnaire was filled by nurses in community/primary care and the results have been analysed using content analysis. All results from the first phase of the study integrated the first version of the Family Literacy Practice Promotion Program for Child Development (PPLFDC). In the second phase of the study, this version has been reviewed by experts through the Delphi Technique, and in the second stage, after obtaining in the different rounds, the degree of agreement and the establishment of the greatest possible consensus of all program items, a final version of the operational matrix of the program was obtained. Results:The literature review highlighted the importance the accessibility of the child to different literacy materials in a family context, the importance of regularity and active adult / child participation in different family literacy practices, with special focus on shared reading of stories and the exploration of written material with the child, as family literacy practices, with a more significant relationship with emerging literacy, the importance of affective quality in the adult / child interactions in these family literacy activities. The content analysis found that the nursing consultation of children having 4 and 5 years is the main period "Language" assessment. In the Delphi, a high degree of agreement with the initial proposal of the program emerged from the evaluation of the experts was obtained. according to the components of CIPE® version 2.0 (OE, 2015), focusing at parent figures / parents, as Client, but targets the child between six months and five years of age. Conclusions: We suggest specific training for nurses in the primary care/community care to raise awareness of the relevance of the program as anticipatory care to facilitate the assessment of child development. The expansion of nursing knowledge in this domain - promotion of family literacy practices - as an innovative strategy for health education for child development seems important in this context of care.Research underlines the need to integrate the CIPE® catalogue the subsets of interventions, activities and expected nursing outcomes that constitute the operational matrix of the program, as well as within the framework of the Dynamic Family Assessment and Intervention Model (DFAIM) in the focus on Parental Role in the dimensions of Knowledge of Role and in the Non-Demonstrated Behaviours of Accession (from the new-born to school-age).
Description
Keywords
Enfermagem Cuidados de Saúde Primários Literacia emergente Práticas de literacia familiar Desenvolvimento integral da criança Nursing Primary Health Care Emerging literacy Family literacy and child development