Enquadramento: no contexto de emergência de saúde pública internacional por SARS-CoV-2, a suspensão das atividades letivas presenciais criou uma disrupção ao regular funcionamento das instituições de ensino superior com impacte na comunidade académica. Objetivo: avaliar o impacte da pandemia COVID-19 no percurso académico e de vida dos estudantes e sua satisfação com as medidas adotadas. Metodologia: estudo descritivo, exploratório. Recolha de dados por questionário online, com questões centradas nas condições para o ensino à distância, nas vivências dos estudantes e no impacte e satisfação com o Plano de Contingência. A amostra não probabilística e de conveniência. Análise estatística dos dados de acordo com a natureza das variáveis. Resultados: participaram 264 estudantes com idade média de 28,2±10,2 anos. No geral, referem muito boas condições em casa para concretização do ensino à distância (X=4,4±0,67,2−5). A maioria (79,2%, n=209) refere ter participado nas atividades não presenciais após a ativação do Plano de Contingência. Da análise do impacte verificam-se níveis de adequação muito elevados das plataformas educativas. Constata-se também, uma elevada satisfação com a informação fornecida. Conclusão: as medidas adotadas foram adequadas tendo contribuído para reduzir o impacte do COVID-19 no processo de ensino, aprendizagem e avaliação dos estudantes.

Background & Aim: There is a high incidence of dysphagia after stroke that, depending on the assessment, methodology and time elapsed, can range from 8.1% to 80%. Early and systemic dysphagia screening is associated with a decreased risk of aspiration pneumonia and prevents inadequate hydration/nutrition. The purpose of this systematic review was to identify dysphagia screening tools for acute stroke patients available for nurses validated against reference test. The research question was: which dysphagia screening tools for acute stroke patients available for nurses? Methods & Materials: Three electronic databases were searched from January 2007 to November 2017: on PubMed, Scielo and CINAHL Plus. Two independent reviewers screened all titles and abstracts, assessed methodological quality and extracted data. The methodological quality analysis and evaluation was guided according to four domains: patient selection, index test, reference standard and flow and timing. Divergences between reviewers in data extraction were consensualized through discussion. Results: From the 377 articles retrieved, only three articles met criteria for review: Barnes-Jewish Hospital-Stroke Dysphagia Screen; the Gugging Swallowing Screen and, The Toronto Bedside Swallowing Screening Test. None of the screening tools complies with all psychometric properties, which means that a still significant proportion of patients will be kept nil by mouth without being necessary or that some patients will “fall through the cracks” interrupting the diagnostic process. The tools identified are different from each other, making their comparison impracticable. Conclusion: Due to psychometric proprieties and dietary recommendations adjusted to dysphagia severity, of all available tools, GUSS is a suitable screening tool for nurses in clinical practice.

Background & Aim: The leadership role adopted by nurse managers has a fundamental role in the quality of care. Leadership is fundamental to the successful provision of health services due to its effect on health professionals and patients. This study aims to characterize the leadership roles of nurse managers in clinical nurse’s perspective. Methods & Materials: This is a descriptive and correlational study. Non-probabilistic convenience sampling with 219 nurses from different health institutions in Portugal. Data collection occurred from November 2019 to January 2020 using the Leadership Skills Questionnaire adapted by Parreira and collaborators o the Portuguese population, based on Quinn’s framework and the instrument developed by him. The data were analyzed using SPSS (version 22) with descriptive and inferential statistics according to the nature of the variables. Results: The results demonstrated that the study participants recognize the leadership roles of their nurse managers in a balanced manner: Mentor (4.85±1.53), Director (4.62±1.32), Coordinator (4.56±1.34), Producer (4.55±1.31), Monitor (4.40±1.30), Broker (4.36±1.40), Facilitator (4.35±1.40), and Innovator (4.03±1.38). Conclusion: It is observed greater orientation to the fulfillment of goals. There is a clear orientation to compliance with rules and, therefore, to internal orientation and control. The current study has different implications for nurse managers, education, and research.

Peer feedback serves as a pedagogical methodology that actively engages students throughout their academic journey. Developing metacognitive competences of students in a clinical training context motivates student’s engagement and active participation in the learning and assessment processes as added value for academic success. It is particularly effective in fostering competences that are crucial for future professional practice. This study introduces the design and development of a peer feedback model tailored for the assessment and development of metacognitive competences among nursing students undergoing clinical training, named PEERFEED-EClínico 1.0. The research employs a constructivist case study approach using a multi-method design comprising two stages: Stage 1 (S1) involves development and modeling, conducted through the first and second cycles of participatory action research (PAR); Stage 2 (S2) focuses on validity and feasibility, employing a quasi-experimental study (before and after) to validate the model’s requirements, receptivity, and potential compliance among teachers and students. Data were collected from 2018 to 2021 and involved 163 nursing students and 24 teachers/supervisors enrolled in curricular units related to clinical training during the 3rd and 4th years of their undergraduate nursing degrees. The findings highlight the PEERFEED-EClínico 1.0 model, which features four levels of implementation. The model emphasizes self-knowledge, self-reflection, and self-regulation along with communication, interpersonal relationships, and teamwork, all of which are deemed essential for students’ future professional practice. The peer feedback model promotes a centered student approach, allows the alignment of pedagogical methodologies with international frameworks of quality assurance in higher education, and contributes significantly to nursing education and science knowledge.

Enquadramento: a simulação é uma estratégia pedagógica que envolve uma representação hipotética da realidade clínica. O debriefing na prática simulada consiste num método de aprendizagem que tem como objetivo a reflexão sobre o sucedido, incluindo aspetos positivos e negativos, com a formulação de alternativas aos aspetos que correram menos bem. Objetivo: compreender a perspetiva dos estudantes e dos docentes do curso de licenciatura em enfermagem acerca da utilização do debriefing na prática simulada. Metodologia: estudo qualitativo descritivo orientado pela teoria das representações sociais. Foi utilizado como instrumento de recolha de dados um questionário (googledocs) com um Teste de Associação Livre de Palavras (TALP) e análise de dados com recurso ao Iramuteq. Resultados: o estudo integrou 52 estudantes e 9 docentes do curso de licenciatura em enfermagem. A partir da classificação hierárquica descendente obtivemos cinco classes: competência (30%), pensamento crítico-reflexivo (23%), aprendizagem (18%), evolução (18%) e atitude (11%). Conclusão: o debriefing na prática simulada representa para os estudantes e docentes do curso da licenciatura em enfermagem um momento de desenvolvimento de competências e pensamento crítico-reflexivo.