Página 1 dos resultados de 183 itens digitais encontrados em 0.002 segundos

Debriefing formativo e personalizado em jogos de simulação de empresa; Formative and personalized debriefing in business simulation games

Santos, Anderson de Andrade
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 20/09/2013 PT
Relevância na Pesquisa
38.17%
A maioria das metodologias educacionais utilizadas em sala de aula é limitada em relação às experiências de aprendizado relativas ao mundo real. As pesquisas evidenciam que os Jogos de Simulação de Empresa (JSEs), que oferecem experiências reais, têm mostrado potencial para contribuir com o aprendizado e motivação do aprendiz. Consonante com esse potencial, observa-se crescimento na produção e na utilização de jogos de simulação na última década. Apesar do crescimento, há preocupação com a qualidade desse tipo de aprendizagem, fator crítico de sucesso. Estudos indicam que a avaliação formativa e o ensino personalizado podem ajudar na melhoria da qualidade do aprendizado de todos os aprendizes. Apesar de existirem pesquisas acerca do debriefing em JSEs, não foram encontradas pesquisas, acerca do impacto do debriefing formativo e personalizado em JSEs no ensino superior, no Brasil. Assim, neste trabalho objetivou-se implementar e avaliar um modelo de debriefing formativo e personalizado para JSEs no ensino superior que incremente as oportunidades de aprendizagem. O modelo de debriefing plus é dividido em quatro etapas e contempla desde o treinamento até à avaliação. Foi realizado um experimento, com duração de dois meses. A amostra da pesquisa compreendeu 20 alunos...

Construção e validação da Escala de Avaliação do Debriefing associado à Simulação (EADaS) = Construction and validation of the Simulation Debriefing Assessment Scale (Escala deAvaliação do Debriefing associado à Simulação - EADaS) = Construcción y validación de una Escala para la Evaluación del Debriefing asociado a la Simulación (EADaS)

Verónica Rita Dias Coutinho; José Carlos Amado Martins; Maria de Fátima Pereira
Fonte: Universidade do Porto Publicador: Universidade do Porto
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
17.58%

A função do debriefing psicológico no tratamento de vítimas de trauma

Devilly,Grant J; Wright,Renée; Gist,Richard
Fonte: Associação Brasileira de Psiquiatria - ABP Publicador: Associação Brasileira de Psiquiatria - ABP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2003 PT
Relevância na Pesquisa
37.58%
A aplicação do chamado debriefing psicológico (DP) tornou-se uma intervenção disseminada e esperada após a exposição ao trauma. Este artigo avalia a validade desse enfoque e relata o consenso entre os especialistas em relação ao seu uso. Revisões sistemáticas e narrativas são resumidas e as áreas de acordo e desacordo são delineadas. Em resumo, conclui-se que a maioria das pessoas não fica traumatizada devido a eventos estressantes; que o DP parece ter pequeno impacto; que uma forma de DP chamada de "debriefing sobre o incidente crítico (DICE)" pode exercer efeitos nocivos em certos indivíduos e que aqueles com efeitos mais negativos devido ao DP parecem ser os que mais sofreram com o trauma inicial. Não há ensaios clínicos randomizados que sustentem a validade do DP em grupo. A intervenção precoce Cognitivo-Comportamental parece ser o enfoque mais promissor em pacientes com apresentações clínicas bem definidas. É oferecido um conjunto genérico de diretrizes para a intervenção pós-trauma.

Dealing with disasters: does psychological debriefing work?

Deahl, M P; Bisson, J I
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /12/1995 EN
Relevância na Pesquisa
27.1%
The psychological aftermath of disaster causes significant long-term psychiatric disability and suffering to victims and rescuers alike. This paper examines the effectiveness of psychological debriefing (PD), an early intervention that is widely used and claimed to reduce long-term psychiatric morbidity in the wake of disaster. Numerous factors hamper the design of methodologically sound research in this field and there is a lack of controlled studies supporting the efficacy of PD. Further research is needed to demonstrate the effectiveness of any immediate psychological intervention before significant resources are allocated to their routine provision.

Significance of debriefing methods in simulation-based sedation training courses for medical safety improvement in Japan

Komasawa, Nobuyasu; Sanuki, Takuro; Fujiwara, Shunsuke; Haba, Masanori; Ueki, Ryusuke; Kaminoh, Yoshiroh; Minami, Toshiaki
Fonte: Springer International Publishing Publicador: Springer International Publishing
Tipo: Artigo de Revista Científica
Publicado em 28/10/2014 EN
Relevância na Pesquisa
27.1%
Based on the American Society of Anesthesiologists’ Practice Guidelines for Sedation and Analgesia by Non-Anesthesiologists (ASA-SED), a sedation training course aimed at improving medical safety was developed by the Japanese Association for Medical Simulation in 2011. This study evaluated the effect of debriefing on participants’ perceptions of the essential points of the ASA-SED.

Debriefing in pediatrics

Cho, Su Jin
Fonte: The Korean Pediatric Society Publicador: The Korean Pediatric Society
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
27.71%
Debriefing is a conversational session that revolves around the sharing and examining of information after a specific event has taken place. Debriefing may follow a simulated or actual experience and provides a forum for the learners to reflect on the experience and learn from their mistakes. Originating from the military and aviation industry, it is used on a daily basis to reflect and improve the performance in other high-risk industries. Expert debriefers may facilitate the reflection by asking open-ended questions to probe into the framework of the learners and apply lessons learned to future situations. Debriefing has been proven to improve clinical outcomes such as the return of spontaneous circulation after cardiac arrest and the teaching of teamwork and communication in pediatrics. Incorporating debriefing into clinical practice would facilitate the cultural change necessary to talk more openly about team performance and learn from near misses, errors, and successes that will improve not only clinical outcome but also patient safety.

Clinical value of the cultural formulation interview in Pune, India

Paralikar, Vasudeo P; Patil, Kanak V; Nulkar, Amit D; Sarmukaddam, Sanjeev B; Weiss, Mitchell Gralnick
Fonte: Medknow Publicador: Medknow
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
27.1%
Context: Development of the cultural formulation interview (CFI) in DSM‑5 required validation for cross‑cultural and global use. Aims: To assess the overall value (OV) of CFI in the domains of feasibility, acceptability, and utility from the vantage points of clinician‑interviewers, patients and accompanying relatives. Settings and Design: We conducted cross‑sectional semi‑structured debriefing interviews in a psychiatric outpatient clinic of a general hospital. Materials and Methods: We debriefed 36 patients, 12 relatives and eight interviewing clinicians following the audio‑recorded CFI. We transformed their Likert scale responses into ordinal values – positive for agreement and negative for disagreement (range +2 to −2). Statistical Analysis: We compared mean ratings of patients, relatives and clinician‑interviewers using nonparametric tests. Clinician‑wise grouping of patients enabled assessment of clinician effects, inasmuch as patients were randomly interviewed by eight clinicians. We assessed the influence of the presence of relatives, clinical diagnosis and interview characteristics by comparing means. Patient and clinician background characteristics were also compared. Results: Patients, relatives and clinicians rated the CFI positively with few differences among them. Patients with serious mental disorders gave lower ratings. Rating of OV was lower for patients and clinicians when relatives were present. Clinician effects were minimal. Clinicians experienced with culturally diverse patients rated the CFI more positively. Narratives clarified the rationale for ratings. Conclusions: Though developed for the American DSM‑5...

La retroalimentación en la educación basada en simuladores un estado del arte : retroalimentación efectiva en escenarios críticos de reanimación

Cortés Buitrago, Catalina María
Fonte: Pontifícia Universidade Javeriana Publicador: Pontifícia Universidade Javeriana
Tipo: masterThesis; Tesis de Grado Maestría Formato: Pdf
Relevância na Pesquisa
17.58%
La retroalimentación es una parte fundamental de la educación basada en la simulación. Todos los ejercicios de simulación deben ir acompañados de algún tipo de retroalimentación para que se produzca un aprendizaje significativo. La simulación, en el contexto de la medicina, ha tenido gran acogida para la enseñanza de habilidades psicomotoras y de habilidades no técnicas necesarias para manejar exitosamente situaciones complejas y críticas. A pesar de la importancia de esta herramienta de enseñanza, aún existen múltiples interrogantes relacionados con el proceso de retroalimentar.; Debriefing is an essential part of the learning process in simulation based education. Simulation has been a useful tool for assessing technical and non-technical skills and for the management of critical events. Despite the importance of this teaching tool, there are still many questions regarding the process of feedback and debriefing. The main objective of this study is to describe the practice of debriefing in simulation-based crisis resource management training. Secondary objectives are to establish general structural elements, create a conceptual network, and identify the factors that facilitate debriefing and student learning.

Microteaching Lesson Study: Mentor Interaction Structure and its Relation to Elementary Preservice Mathematics Teacher Knowledge Development

Molina, Roxanne
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
17.92%
This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a southern urban university were part of the study. This included 72 participants who completed MLS across three different mentor interaction structures as part of their course requirements and 31 elementary preservice teachers who did not complete MLS as part of their methods course and served as a comparison group for a portion of the study. A sequential mixed-methods research design was used to analyze the relationship between MLS mentor interaction structure and growth in preservice teachers’ mathematics teacher knowledge. Data sources included pre and post assessments, group developed lesson plans and final reports, a feedback survey with Likert-type and open-ended questions, and transcripts of audio-recorded debriefing sessions. The pre and post assessments were analyzed using Analysis of Variance (ANOVA) and descriptive statistics were used to analyze the Likert-type feedback survey questions. Group MLS lesson plans...

Crisis management during anaesthesia: recovering from a crisis

Bacon, A.; Morris, R.; Runciman, W.; Currie, M.
Fonte: British Med Journal Publ Group Publicador: British Med Journal Publ Group
Tipo: Artigo de Revista Científica
Publicado em //2005 EN
Relevância na Pesquisa
27.4%
Preventing harm to the patient is the priority during a crisis. After a major incident, and especially when a patient has been harmed, there are a number of matters to be addressed: the ongoing care of the patient; documentation of the incident; investigation of the root causes; completion of reports; interviews with the patient and/or the next of kin, together with apologies and expression of regret; updates and ongoing support for friends and relatives; a word of thanks to the staff involved for their assistance; formal debriefing of staff for quality assurance and possibly ongoing support and a separate debriefing for psychological purposes; ensuring that the recommendations of the root cause analysis are carried out; or, failing that, that the issues are logged on a risk register. The extent and depth of the follow up protocol depends on what, if any, harm may have been done. This may constitute completion of an incident report; notification of an equipment failure to a federal regulatory authority; arranging consultations with a mental health professional to manage psychological sequelae (especially following an awareness episode); follow up during weeks of intensive care treatment; or, when a death has occurred, a full medico-legal and/or coronial set of procedures. A précis is appended in an action card format.; A K Bacon...

Debriefing in the simulation contexts

Lobão, Catarina; Coutinho, Verónica Rita Dias; Martins, José Carlos Amado; Gonçalves, Rui Filipe Lopes
Fonte: Escola Superior de Enfermagem de Coimbra Publicador: Escola Superior de Enfermagem de Coimbra
Tipo: Conferência ou Objeto de Conferência
Publicado em 09/05/2014 ENG
Relevância na Pesquisa
37.58%
The debriefing has accompanied the development of the simulated training contexts of health and has been identified as an important clarification and consolidation step of learning experiences. The debriefing is identified as a strategy that allows the reviewing of a simulated experiment in which participants explore, analyze and synthesize their action, thought and other information that can enhance their performance in real contexts (...)

Debriefing unsuccessful offerors: an updated approach

Nutbrown, Curtis H.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: 151 p.;28 cm.
EN_US
Relevância na Pesquisa
27.58%
Approved for public release; distribution is unlimited; A common complaint among many contractors working with Army Material Command is that debriefings do not provide enough information to completely satisfy contractors as to why they were not selected for contract award when they are an unsuccessful offeror. This thesis reviews the regulations that cover debriefings, looks at the current debriefing process and recommends ways to improve debriefings within Army Material Command. A survey of contracting officers within Army Material Command and unsuccessful offerors that contract with Army Material Command was done to determine what improvements could be made to the debriefing process. The respondents indicated that many modifications could be done to improve the process. Some of the thesis's recommendations are: debriefings should be offered to all unsuccessful offerors, debriefings should be conducted in a timely manner, there should be no limits placed on who may attend debriefings, and evaluators should participate in debriefings. Additionally, more information should be given out to unsuccessful offerors by covering strengths and weaknesses, covering all evaluated areas, debriefing down to the sub-factor level and releasing the Source Selection Authority decision document; http://archive.org/details/debriefingunsucc00nutb; Captain...

Post-award debriefing of unsuccessful offerors - installation level

Cooper, James W.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: 71 p.
EN_US
Relevância na Pesquisa
27.71%
When a contractor expends a great deal of time and expense to prepare a proposal in response to a high-dollar Government Request for Proposals and award of the resultant contract is made to another contractor, the unsuccessful offeror will often protest since the post-award debriefing does not satisfy his concerns as to why his was not the best offer. This thesis reviews the current written guidance pertaining to post-award debriefings, looks at the current installation level debriefing process and recommends ways to improve debriefings. Results of a questionnaire sent to installation contracting officers and offerors who contract with them indicate: the current debriefing process is not working as well as it should; the Federal Acquisition Streamlining Act (FASA) should help improve the debrief; and further improvements are possible. Some of the thesis' recommendations are: make the post-award debrief an integral part of the process for key technical personnel; give weaknesses, in writing, to the unsuccessful offerors with notification of award; if requested, release all information that the contractor would receive under protest discovery procedures; provide analytical training for contracting officers; use videos and other types of training on "how not to" and "how to" conduct a post-award debriefing.; NA; NA; U.S. Army (U.S.A.) author.

Microteaching Lesson Study: Mentor interaction structure and its relation to elementary preservice mathematics teacher knowledge development

Molina, Roxanne V
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
17.92%
This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a southern urban university were part of the study. This included 72 participants who completed MLS across three different mentor interaction structures as part of their course requirements and 31 elementary preservice teachers who did not complete MLS as part of their methods course and served as a comparison group for a portion of the study. A sequential mixed-methods research design was used to analyze the relationship between MLS mentor interaction structure and growth in preservice teachers' mathematics teacher knowledge. Data sources included pre and post assessments, group developed lesson plans and final reports, a feedback survey with Likert-type and open-ended questions, and transcripts of audio-recorded debriefing sessions. The pre and post assessments were analyzed using Analysis of Variance (ANOVA) and descriptive statistics were used to analyze the Likert-type feedback survey questions. Group MLS lesson plans...

Avaliação formativa e feedback como ferramenta de aprendizado na formação de profissionais da saúde; Formative assessment and feedback as learning tools in health professions education

Borges, Marcos C.; Miranda, Carlos H.; Santana, Rodrigo C.; Bollela, Valdes R.
Fonte: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 03/11/2014 POR
Relevância na Pesquisa
27.4%
As diferentes formas de avaliação são elementos centrais do processo de ensino-aprendizagem de qualquer programa educacional, e devem ser bem planejadas e implementadas em todas as propostas curriculares, especialmente na formação de profissionais na área da saúde. Uma avaliação do estudante adequada e de qualidade guarda estreita relação com a competência e capacitação do profissional que será entregue à sociedade. Neste contexto, a avaliação formativa e a capacitação dos professores para prover feedback efetivo, frequente, e de qualidade são fundamentais na formação dos futuros profissionais da saúde. Este artigo faz uma revisão sobre avaliação formativa, feedback e debriefing.; The different assessment forms are major elements of any teaching and learning process in educational programs, and should be considered as a core component to be planned and implemented in all curriculums, especially in the health professions education. A regular and qualified students’ assessment is closely related to competence and skills of the professionals that will be delivered to society. In this context, formative assessment and well-trained staff to provide effective and regular feedback are essentials in the formation of the future generation of health professionals. This article focuses primarily on formative assessment...

Una revisión acerca del debriefing como intervención en crisis y para la prevención del TEPT (trastorno de estrés postraumático)

Santacruz Escudero,José Manuel
Fonte: Revista Colombiana de Psiquiatría Publicador: Revista Colombiana de Psiquiatría
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2008 ES
Relevância na Pesquisa
37.58%
Introducción: Ante el incremento de la amenaza o exposición real a eventos generadores de gran tensión emocional -sean estos naturales o provocados por el ser humano-, resulta muy importante contar con intervenciones efectivas para el manejo de las situaciones de crisis que se desencadenan luego de estos eventos y para la prevención de los trastornos de estrés postraumático resultantes, en especial si estas intervenciones son sencillas y poco costosas. Objetivo: Revisar los estudios más recientes sobre la técnica del debriefing. Método: Revisión de la literatura. Desarrollo: El debriefing es una intervención breve que promueve la catarsis, y sobre la que existen debates con respecto a sus resultados. En la revisión de la literatura se encuentran datos contradictorios, pues algunos autores plantean beneficios y otros la califican de inocua e incluso peligrosa. Lo más llamativo -y que podría explicar parcialmente estas inconsistencias- es que se han dado variaciones en la modalidad original, aunque se mantiene el mismo nombre. Conclusión: Se recomienda realizar más estudios, pero definir con precisión cuál es la versión que se va a evaluar.

Intervención con grupos de víctimas del 11-M desde un centro de salud mental

Baldor Tubet,I.; Jerez Álvarez,M.C.; Rodríguez Piedra,R.
Fonte: Revista de la Asociación Española de Neuropsiquiatría Publicador: Revista de la Asociación Española de Neuropsiquiatría
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/06/2005 SPA
Relevância na Pesquisa
27.1%
Se describe el desarrollo de la intervención realizada con tres grupos de víctimas del atentado del 11 de Marzo en Madrid, que presentaban sintomatología moderada de estrés postraumático. La intervención se ha basado en el modelo social-cognitivo de respuesta al trauma y ha seguido las recomendaciones del "debriefing".

Retroalimentación integral (debriefing) oral y asistida por video en simulación de reanimación cardiopulmonar avanzada: estudio piloto

Luna-Villanueva,Edgar; Santos-Rodríguez,Moisés de los; Sierra Basto,Gilberto; González-Arriaga,Carlos R.; Zamora-Graniel,Fanny G.
Fonte: FEM: Revista de la Fundación Educación Médica Publicador: FEM: Revista de la Fundación Educación Médica
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/04/2015 SPA
Relevância na Pesquisa
27.8%
Introducción. En los cursos de soporte vital básico y avanzado con simuladores, parte del proceso de aprendizaje incluye la retroalimentación integral (debriefing), que consiste en un momento de reflexión individual o en equipo acerca de lo que sucedió durante el escenario de simulación y lo que significó para cada miembro. Objetivo. Comparar debriefing oral con o sin video en el logro de la competencia de reanimación cardiopulmonar (RCP) en modelos de simulación. Sujetos y métodos. Estudio piloto experimental (antes y después) con 30 estudiantes del quinto curso de la licenciatura de médico cirujano de la Facultad de Medicina de la Universidad Autónoma de Yucatán, aleatorizados en dos grupos: 15 alumnos que recibieron debriefing oral (grupo I) y 15 que recibieron debriefing asistido por video (grupo II) de la sesión de simulación. Cada sesión de retroalimentación tuvo una duración aproximada de 20 minutos. Resultados. Los resultados mostraron mejoría de los pasos de RCP: intervenciones y abordaje grupo I, 3 (20%); liderazgo, 4 (27%); manejo del ritmo inicial del paro, 3 (20%); calidad de la RCP avanzada, 11 (73%); cuidados posparada, 5 (33%); logro de la competencia, 5 (33%); grupo II: 7 (47%), 14 (93%), 12 (80%)...

Reflexiones sobre una rotación educativa en simulación médica

Mukunda,Shilpa; Shustak,Rachel J.; Szyld,Demian; Moral,Ignacio del; Maestre,José M.
Fonte: FEM: Revista de la Fundación Educación Médica Publicador: FEM: Revista de la Fundación Educación Médica
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/06/2015 SPA
Relevância na Pesquisa
27.1%
Mientras que la enseñanza y el aprendizaje son la clave para avanzar en medicina, se dedica poco tiempo a cómo enseñar. Tradicionalmente, los estudiantes de medicina rotan a través de las especialidades médicas estándares con el objetivo de aprender a diagnosticar y tratar las enfermedades más comunes. Muy pocas facultades de medicina ofrecen una rotación o un currículo formal sobre educación médica. Se reflexiona sobre la experiencia de unos estudiantes de medicina al realizar una rotación educativa electiva en el Hospital virtual Valdecilla, un centro de simulación clínica en España con la misión de mejorar la seguridad del paciente mediante el entrenamiento de los profesionales sanitarios y estudiantes de pregrado a través de la simulación clínica en todas sus aplicaciones. La rotación de los estudiantes se realizó a través del Programa Internacional de Salud de la Facultad de Medicina de la Universidad de Nueva York. Se repasan los objetivos de aprendizaje abordados (creación de entornos de aprendizaje psicológicamente seguros, diseño de las estrategias docentes basadas en la teoría de aprendizaje del adulto de Kolb, exposición a los diferentes tipos de simulaciones, introducción al debriefing y al trabajo en equipo...

Construção e Validação da Escala de Avaliação do Debriefing associado à Simulação (EADaS)

Coutinho,Verónica Rita Dias; Martins,José Carlos Amado; Pereira,Maria de Fátima Carneiro Ribeiro
Fonte: Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem Publicador: Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 PT
Relevância na Pesquisa
37.8%
Enquadramento: O debriefing é uma forma estruturada de conduzir os formandos na reflexão sobre a ação, oferecendo uma realidade, através dos seus olhos, do formador e seus pares. Numa simulação, o debriefing é parte fundamental, à qual se deve dedicar tanta atenção como à resolução do cenário. Uma ferramenta que permita avaliar a qualidade do debriefing, na perspetiva do formando, é importante para a investigação e melhoria contínua da qualidade. Objetivos: Construir e validar uma escala de avaliação do debriefing associado à simulação. Metodologia: Estudo de investigação metodológica. Foi desenvolvida uma lista de 50 itens, através de revisão da literatura e experiência dos investigadores, na forma de questionário, a 209 estudantes do Curso de Licenciatura em Enfermagem. Resultados: Após análise das respostas, resultou uma escala com 34 itens, com elevada consistência interna (Alpha = 0,899). A análise fatorial sugere divisão em três fatores, todos com elevados valores de Alpha e com significado racional. Conclusão: A versão final da escala apresenta boas propriedades psicométricas, revelando potencial para utilização em investigações futuras.