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ORIGINAL ARTICLE
Educational intervention in social skills for Primary Care nurses
- Aline Loiola Moura Bianconi
, - Tatiana da Silva Melo Malaquias ,
- Adriana Valongo Zani ,
- Elen Ferraz Teston ,
- Maira Sayuri Sakai Bortoletto , [ ... ],
- Maria do Carmo Fernandez Lourenço Haddad
10-09-2023
Resumo
ORIGINAL ARTICLEEducational intervention in social skills for Primary Care nurses
Revista Brasileira de Enfermagem. 2023;76(4):e20220503
10-09-2023DOI 10.1590/0034-7167-2022-0503
- Aline Loiola Moura Bianconi ,
- Tatiana da Silva Melo Malaquias ,
- Adriana Valongo Zani ,
- Elen Ferraz Teston ,
- Maira Sayuri Sakai Bortoletto ,
- Maria do Carmo Fernandez Lourenço Haddad
Visualizações0Ver maisABSTRACT
Objective:
to assess an educational intervention on social skills for nurses who work in Primary Health Care.
Method:
a qualitative research-intervention study, carried out in the municipalities covered by the 17th Health Regional of Paraná. It was developed in three interrelated stages: exploratory, where meetings were held with the managers to define the groups and logistics for running the course; intermediate, developed in meetings with different groups of nurses, addressing selected topics; assessment, in which the nurses developed a personal plan to improve their social skills.
Results:
participants were 57 nurses who acted as coordinators of Primary Care. They considered the educational intervention in social skills fundamental for positive changes in their professional performance.
Final considerations:
the educational intervention in social skills was assessed as an important strategy to strengthen the development of nurses’ managerial and care skills.
Visualizações0
Resumo
ORIGINAL ARTICLEEducational intervention in social skills for Primary Care nurses
Revista Brasileira de Enfermagem. 2023;76(4):e20220503
10-09-2023DOI 10.1590/0034-7167-2022-0503
- Aline Loiola Moura Bianconi ,
- Tatiana da Silva Melo Malaquias ,
- Adriana Valongo Zani ,
- Elen Ferraz Teston ,
- Maira Sayuri Sakai Bortoletto ,
- Maria do Carmo Fernandez Lourenço Haddad
Visualizações0Ver maisABSTRACT
Objective:
to assess an educational intervention on social skills for nurses who work in Primary Health Care.
Method:
a qualitative research-intervention study, carried out in the municipalities covered by the 17th Health Regional of Paraná. It was developed in three interrelated stages: exploratory, where meetings were held with the managers to define the groups and logistics for running the course; intermediate, developed in meetings with different groups of nurses, addressing selected topics; assessment, in which the nurses developed a personal plan to improve their social skills.
Results:
participants were 57 nurses who acted as coordinators of Primary Care. They considered the educational intervention in social skills fundamental for positive changes in their professional performance.
Final considerations:
the educational intervention in social skills was assessed as an important strategy to strengthen the development of nurses’ managerial and care skills.
- Aline Loiola Moura Bianconi
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ARTIGO ORIGINAL
Teachers’ social and emotional competencies in nursing technical education
Revista Brasileira de Enfermagem. 2021;74(6):e20210109
07-30-2021
Resumo
ARTIGO ORIGINALTeachers’ social and emotional competencies in nursing technical education
Revista Brasileira de Enfermagem. 2021;74(6):e20210109
07-30-2021DOI 10.1590/0034-7167-2021-0109
Visualizações0ABSTRACT
Objectives:
to identify the socio-emotional competencies in teachers who work in a Nursing technical course.
Method:
qualitative study in the action research modality. Inclusion criteria: being a teacher in a Nursing technical course. Data collection: December 2018 to June 2019, with the realization of five focus group meetings. Data analyzed using the Content Analysis technique, according to Bardin.
Results:
data classification into two categories: 1) Teacher socio-emotional competencies in a conceptual and experiential perspective; 2) Teacher socio-emotional competencies in a conscious perspective of lived experiences.
Final Considerations:
five socio-emotional competencies were listed for teaching practice: self-control, creativity, empathy, respect, and knowing how to listen. There was a strong awareness of the theme among teachers, impacting their teaching practice.
Palavras-chave: Competency-Based EducationEducationNursing EducationSocial SkillsTechnical Nursing EducationVer maisVisualizações0Resumo
ARTIGO ORIGINALTeachers’ social and emotional competencies in nursing technical education
Revista Brasileira de Enfermagem. 2021;74(6):e20210109
07-30-2021DOI 10.1590/0034-7167-2021-0109
Visualizações0ABSTRACT
Objectives:
to identify the socio-emotional competencies in teachers who work in a Nursing technical course.
Method:
qualitative study in the action research modality. Inclusion criteria: being a teacher in a Nursing technical course. Data collection: December 2018 to June 2019, with the realization of five focus group meetings. Data analyzed using the Content Analysis technique, according to Bardin.
Results:
data classification into two categories: 1) Teacher socio-emotional competencies in a conceptual and experiential perspective; 2) Teacher socio-emotional competencies in a conscious perspective of lived experiences.
Final Considerations:
five socio-emotional competencies were listed for teaching practice: self-control, creativity, empathy, respect, and knowing how to listen. There was a strong awareness of the theme among teachers, impacting their teaching practice.
Palavras-chave: Competency-Based EducationEducationNursing EducationSocial SkillsTechnical Nursing EducationVer mais -
RESEARCH
Intervention in social skills and bullying
Revista Brasileira de Enfermagem. 2018;71(3):1085-1091
01-01-2018
Resumo
RESEARCHIntervention in social skills and bullying
Revista Brasileira de Enfermagem. 2018;71(3):1085-1091
01-01-2018DOI 10.1590/0034-7167-2017-0151
Visualizações0Ver maisABSTRACT
Objective:
to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention.
Method:
Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.
Results:
Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.
Conclusion:
Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.
Visualizações0Resumo
RESEARCHIntervention in social skills and bullying
Revista Brasileira de Enfermagem. 2018;71(3):1085-1091
01-01-2018DOI 10.1590/0034-7167-2017-0151
Visualizações0Ver maisABSTRACT
Objective:
to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention.
Method:
Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.
Results:
Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.
Conclusion:
Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.
Social Skills Archives - Revista Brasileira de Enfermagem
