Tecnologias Assistivas consistem em recursos, métodos, estratégias que favorecem autonomia e inclusão de idosos e pessoas com deficiência, sendo escassos na literatura instrumentos que as avaliam. Estudo metodológico realizado com painel de especialistas e pessoas com deficiência visual, cujo objetivo foi elaborar e validar instrumento para avaliação de tecnologia assistiva educativa. Para se considerar um item do instrumento válido utilizou-se percentual de 80% de concordância, e foram calculadas a validade e a confiabilidade do instrumento. A Tecnologia Assistiva foi caracterizada em seis atributos: objetivos, acesso, clareza, estrutura e apresentação, relevância e eficácia, interatividade, para os quais foram elaborados 19 itens para a composição do instrumento. Destes, 11 obtiveram percentuais acima de 80%, sete foram modificados e um excluído. O alpha de Cronbach do instrumento foi de 0,822, o que garante a validade e confiabilidade do instrumento para avaliar Tecnologia Assistiva de educação em saúde, e indica-se, portanto, o seu uso.

Objective: To evaluate the impact of implementing the SafeCare clinical supervision model on nurses’ job satisfaction and emotional competence profile. Methods: This is a quasi-experimental study, with a sample of 28 nurses from a hospital in northern Portugal. A self-administered questionnaire was applied, used as pre and post-test, which included: sociodemographic and professional characterization; “Job Satisfaction Scale”; and “Veiga Emotional Competence Scale”. We conducted descriptive statistical analysis and the Wilcoxon Test. Results: A significant decrease in the nurses’ satisfaction with hierarchical superior was observed in the post-test. No significant differences were found in the nurses’ job satisfaction and emotional competence after the implementation of the SafeCare Model. Conclusion: The SafeCare Model needs improvement, suggesting increasing the amount of training time administered to nurses and strengthening the healthcare institution’s link to the Model.

Objective: To identify the supervisory strategies that Nursing students consider facilitators of the development of critical thinking skills in clinical teaching. Methods: This is a qualitative study, within the interpretative paradigm, using the focus group methodology. Eight undergraduate nursing students participated in the study. Results: Participants recognized the indispensability of critical thinking for professional responsibility and quality of care and highlighted the importance of using supervisory strategies adapted to their needs, learning objectives, and the context of clinical practice. Final considerations: This study highlights the urgent need to establish, within the Nursing curricula, clinical supervision strategies that promote critical thinking and favor the development of skills for good clinical judgment, problem solving, and safe, effective, and ethical decision-making.

Lower limb amputation affects several parameters of a patient’s life. Family caregivers providing care for these patients experience multiple feelings and needs; knowing caregivers’ needs is essential to prepare them for this new role, as well as the health planning of this type of care. This scoping review aimed to identify and map the needs of family caregivers of people with lower limb amputations. This scoping review was conducted in accordance with the JBI methodological framework and the PRISMA-ScR reporting guidelines. A bibliographical search was carried out on the needs of family caregivers of lower limb amputees in 15 databases. Two independent reviewers extracted data using a data extraction tool developed for this scoping review. Eight studies were included in the present review (n = 6 quantitative studies; n = 2 reviews). Results indicate that family caregivers of people with lower limb amputations may experience an extensive range of needs, as follows: (i) mental health and psychological support, (ii) physical health, (iii) health and well-being, (iv) supportive care, (v) social support, and (vi) educational/informational support. The needs identified in this review can help to develop interventions and programs that provide better support during the situational transition process.

RESUMO Objetivo: Identificar as estratégias supervisivas que os estudantes de Enfermagem consideram facilitadoras do desenvolvimento das capacidades de pensamento crítico no contexto de ensino clínico. Métodos: Estudo de natureza qualitativa, inserido no paradigma interpretativo, com recurso à metodologia focus group. Participaram do estudo oito estudantes do curso de licenciatura em Enfermagem. Resultados: Os participantes reconheceram a imprescindibilidade do pensamento crítico para a responsabilidade profissional e qualidade na assistência; e destacaram a importância da utilização de estratégias supervisivas adequadas às suas necessidades, aos objetivos de aprendizagem e ao contexto da prática clínica. Considerações finais: Este estudo sobreleva a premência em se estabelecer, dentro dos currículos do curso de Enfermagem, estratégias de supervisão clínica promotoras do pensamento crítico, que favoreçam o desenvolvimento de capacidades para o bom julgamento clínico, resolução de problemas e tomada de decisão segura, eficaz e ética.

Objectives: to describe nurses’ perception of the influence of clinical supervision on improving quality indicators in nursing care. Methods: exploratory research with a qualitative approach, carried out with 16 nurses using the focus group. Data processing emerged from lexicographical textual analysis, resorting to Descending Hierarchical Classification and similarity analysis. Results: 80.0% retention of 185 text segments with six-class construction. The words were represented by four graphs (supervisor, audit, care, and process); and three subgraphs (implementation, sharing and knowledge). Final Considerations: in the perception of nurses, supervision influences quality indicators in nursing care.