Revista Latino-Americana De Enfermagem最新文献

to assess the effectiveness of a self-efficacy-based educational intervention to increase the self-care capacity of informal caregivers of older adults with dementia.

quasi-experimental study, with pre- and post-intervention assessment, without control group. Participants included 17 informal caregivers of older adults with dementia. The intervention had three stages: Pre-intervention with data collection to characterize the caregivers, measurement of overload, self-care capacity, and perceived self-efficacy; Intervention using four videos produced by the researcher based on the four self-efficacy belief sources of Bandura's Social Cognitive Theory; Post-intervention with new measurement of self-care capacity. We performed descriptive analyses, normality test and non-parametric Wilcoxon Rank-Sum test and paired t-test, considering a significance level of 0.05. The research was approved by the Research Ethics Committee, under opinion 4,622,301, and was registered in the Brazilian Registry of Clinical Trials - RBR-7gfvn3y.

the comparative analysis of the effect of the educational intervention on self-care capacity found increased post-intervention mean value (102.11) in relation to the pre-intervention mean value (95.00), with statistical significance (p=0.029).

the self-efficacy-based educational intervention was effective in increasing self-care capacity for informal caregivers of older adults with dementia.

to verify the effect of skills training and simulated scenarios performed subsequently or belatedly on the motivation for learning of medical students.

experimental pre- and post-test study with control and intervention groups. Fifty second-year medical students participated and were randomized into two groups: control group (dialogical exposure, skills training and simulated scenarios after 12 hours) and intervention group (dialogical exposure, skills training and simulated scenarios after 21 days). The Situational Motivation Scale was used for analysis.

all students showed increased motivation. In the control group, intrinsic motivation increased before and after the simulated scenario (p=0.011). In the intervention group, intrinsic motivation increased before and after skills training (p=0.013), before and after the simulated scenario (p=0.024) and after skills training compared to the simulated scenario (p=0.011), with a reduction in amotivation (p=0.035).

skills training and simulated scenarios increase student motivation. However, there is a need to better understand the impacts of different intervals between activities.

[This corrects the article doi: 10.1590/1518-8345.6922.4271].

to create a website to promote adherence to antiretroviral treatment for adults living with the human immunodeficiency virus.

methodological research in which the content was developed based on the synthesis of scientific evidence and validated by experts on the subject. The image content was created and linked to the text content for the development of the website. The analysis was performed based on the Content Validity Index by 20 experts recruited using the snowball technique.

the content was structured into three axes: self-efficacy, social support and quality of life. Each axis presents a concept, a total of 11 Life Situations with proposals for promoting adherence and 14 images. The overall Content Validity Index obtained a score >0.78. The website is freely accessible.

the educational-care technology typified as an informative website was validated by experts on the subject for use by the target population of adults living with the human immunodeficiency virus as a tool for promoting adherence to antiretroviral treatment.

Background: (1) Care-educational technology for adherence to antiretroviral treatment for HIV.

Background: (2) Website with text and image content for adults living with HIV.

Background: (3) Health promotion using a non-pharmacological method and based on digital intervention.

Background: (4) Knowledge translation with health professionals and public policy managers.

to analyze maternal parenting practices aimed at the development of children under one year of age in the home context, from the perspective of the Nurturing Care framework.

a qualitative study, grounded in philosophical hermeneutics and the conceptual approach of Nurturing Care. In-depth, semi-structured interviews were conducted with 27 mothers, followed by inductive thematic analysis.

maternal parenting practices involved interaction and engagement in play activities with the child, socialization with other children, early exposure to screens, relative paternal participation, and occasional book reading. Uncertainties emerged regarding setting limits, early childhood education enrollment, and perceptions of child development. The findings indicated a partial interrelation with Nurturing Care domains related to responsive caregiving, opportunities for early learning, and child security and safety.

maternal parenting practices, analyzed through the lens of the Nurturing Care framework, reflected the child's care environment, highlighting both strengths and vulnerabilities in promoting child development in the home context. The Nurturing Care domains are useful for child care within Primary Health Care, reinforcing the relevance of parental responsiveness and the child's daily routine for their full development. This suggests a potential strategy to promote nursing care in child health.

Background: (1) Daily home routine reflects parenting practices for child development.

Background: (2) Maternal reports express strengths and weaknesses of the child care environment.

Background: (3) A nurturing and interactive environment provides opportunities of child learning.

Background: (4) Daily constraints expose children to developmental vulnerabilities.

Background: (5) The Nurturing Care framework offers analytical domains of child care at home.

to develop and validate an instrument based on the Theoretical Domains Framework (TDF) to identify barriers and facilitators perceived by health professionals in the prevention of self-harm.

methodological study based on Pasquali's theoretical framework and the Theoretical Domains Framework. Face and content validations were performed through expert evaluation (n = 13) and construct validity, with health professionals (n = 91). Participants were selected by non-probabilistic convenience sampling. Data were collected on a virtual form and analyzed using the Content Validity Index (CVI), the First-Order Agreement (AC1) coefficient of concordance, and Horn's exploratory factor analysis.

inter-rater agreement was considered moderate (AC1 = 0.52; SD = 0.04; 95% CI = 0.42 - 0.61; p = ≤ 0.005). After analysis with the target audience, three items were removed (KMO = < 0.6). Factor analysis identified three factors and 11 items, with the internal consistency of the instrument considered high (ω = 0.89). The final version was structured with 11 items on a Likert scale.

the instrument is pioneering and accessible for the Brazilian context, with potential to identify barriers and facilitators self-harm prevention.

Background: (1) The instrument identifies barriers and facilitators for the prevention of self-harm.

Background: (2) The internal consistency of the instrument was considered high.

Background: (3) The analysis identified the following factors: knowledge and capacity, context and institutional support.

Background: (4) The instrument developed is easy to use and adaptable to different contexts in Brazil.

Background: (5) The instrument contributes to studies on the prevention of self-harm.

to verify the association between exposure to COVID-19 news and information through social networks, television and radio, as well as to screen for geriatric anxiety and depression comparing Peru, Brazil and Mexico.

a cross-sectional design, web-based survey with non-probability sampling and validated scales to screen for geriatric anxiety and depression, as well as data analysis by hierarchical binary logistic regression.

there was prevalence of female gender (n=4,937; 61.9%), non-white race/skin color (n=4,724; 59.2%) and age group of 60 to 64 years old (n=2,584; 32.4%) among the 7,976 participants. COVID-19 news and information were accessed through television (n=6,187;77.6%), a few or some times a week (n=4,322, 54.2%) and for at least three hours (n=2,596; 32.5%). In the final models and both for anxiety and for depression, the significant differences (p-value<0.001) for the "use", "exposure frequency" and "exposure hours" aspects changed depending on the media. The prevalence of the outcomes in the three countries was low.

frequent exposure to media was associated with higher prevalence of geriatric anxiety and depression, although the difference across the countries under study was small.

Background: (1) The variables associated with the outcomes indicate consumption of news and information.

Background: (2) Media exposure frequency and time matter for screening.

Background: (3) The prevalence of the outcomes when comparing all three countries was small.

Background: (4) Screening was 42.6% for anxiety and 59.4% for depression.

Background: (5) Media consumption was 77.6% television, 46.6% social media and 42.7% radio.

to evaluate the impact of a gamified educational intervention on violence against the elderly on the knowledge, perceptions and attitudes of university students.

a non-randomized clinical trial involving 44 university students from the health sciences, humanities and exact sciences, with 22 in the intervention group and 22 in the control group. The intervention group participated in hybrid activities on gamification applied to the topic of violence against the elderly. The evaluation was conducted using thematic cases validated by experts, with statistical analysis using Chi-square and Student's t tests.

the intervention promoted significant differences between the groups in attitudes and perceptions about violence against the elderly. Students in the intervention group were more likely to report cases of neglect and were more aware of how to prevent abuse in public spaces.

the gamified intervention was effective in stimulating protective attitudes and ethical perceptions of violence against the elderly, but there was no significant association with the knowledge variable. There is a need for more comprehensive studies that can provide complementary evidence to the results of this study.

Background: (1) University students are more likely to report family neglect.

Background: (2) Increased awareness of the rights of older people in public spaces.

Background: (3) Intervention promotes practical awareness of elder abuse.

Background: (4) Innovative approaches are effective in training more empathetic professionals.

Background: (5) Gamified intervention promotes protective attitudes towards older people.

to elaborate a Middle-Range Theory for the diagnosis of situational low self-esteem in nursing students based on the mapping of scientific literature.

methodological study aimed at building a Middle-Range Theory, developed on the basis of the causal-theoretical model and based on Roy's Adaptation Model. The process was operationalized in six stages: (1) defining the approach to building the theory; (2) defining the theoretical-conceptual models; (3) identifying the key concepts; (4) drawing up a pictorial scheme; (5) formulating propositions; and (6) establishing causal relationships and evidence for practice.

five essential attributes, 15 antecedents and 23 clinical consequents were identified. The analysis of these elements enabled the development of the Middle-Range Theory, consisting of an illustrative diagram, eight propositions, 12 causal relationships and evidence for practice.

the small number of studies shows how little the subject has been explored in national and international contexts. The Middle-Range Theory broadened the understanding of the diagnosis of situational low self-esteem, offering support for nurses' work in the university context.

Background: (1) MRT introduces elements for nurses to use in clinical practice.

Background: (2) Broadens understanding of the diagnosis of situational low self-esteem.

Background: (3) Supports the advancement of practice and research related to the student care process.

Background: (4) Can serve as a guiding resource for implementing actions to address low self-esteem.