Literacia e saúde mental positiva dos estudantes do ensino superior / Literature and positive mental health of higher education students

O desenvolvimento da literacia em saúde mental positiva perante uma perspetiva salutogénica, deve ser considerado como uma dimensão fundamental no empoderamento dos estudantes do ensino superior e consequente capacidade de enfrentamento das adversidades e resiliência no processo de transição que vivenciam. Agora mais que nunca, é de extrema importância percebermos o quanto é relevante a consolidação destes conceitos na população estudantil para a obtenção de mais ganhos em saúde mental, e para uma melhor resposta tanto a nível pessoal, como académico. Assim, perceber a saúde mental como um foco de atuação é condição sine quo non. Este trabalho de investigação resulta da necessidade de entender, a influência dos níveis de literacia em saúde mental dos estudantes do ensino superior na capacidade de desenvolver estratégias eficazes para uma saúde mental mais positiva. Norteou-se a construção deste estudo com o objetivo de avaliar o nível de conhecimento e o índice de saúde mental positiva das pessoas, com o intuito de identificar necessidades de intervenção ao nível da promoção da saúde mental, prevenção da doença mental, e na gestão eficiente dos serviços de saúde. Realizou-se um estudo alicerçado num paradigma quantitativo, exploratório do tipo descritivo e transversal, constituído por uma amostra não probabilística de 797 estudantes do ensino superior, dos quais 516 responderam à totalidade do "Questionário de Literacia e Saúde Mental Positiva", versão estudantes do ensino superior (Sequeira, Ferreira Carvalho, Ribeiro & Pires, 2018) de autopreenchimento online. Desta investigação resulta a correlação entre os níveis de literacia em saúde mental dos estudantes do ensino superior, com os níveis de saúde mental positiva dos mesmos. Os dados obtidos demonstram que 90,6% dos alunos do ensino superior incluídos neste estudo, são solteiros, maioritariamente mulheres e com uma idade média de 22,3 anos. Observou-se que 45% EES já teve algum acompanhamento psicológico ou psiquiátrico, e 14,8% recorreu a algum serviço de saúde, devido a um problema de saúde mental nos últimos 3 meses e 7,8% assume o uso regular de medicação psiquiátrica. Da correlação entre literacia e saúde mental positiva verificou-se um perfil de nível intermédio, com uma representação na percentagem máxima de 48,32% da amostra na frequência de conhecimentos sobre o que é importante para uma boa saúde mental, e 40,5% com domínio positivo dos conhecimentos de saúde mental. No entanto conclui-se que apesar de motivados e empenhados no seu papel de agentes dinamizadores da sua própria saúde mental positiva, esta deve ser aprimorada com a intervenção de profissionais de saúde especializados para o desenvolvimento de programas no âmbito de LSMP no desenvolvimento de competências socioemocionais através de uma perspetiva salutogénica.

The development of positive mental health literacy from a salutogenic perspective, should be considered a fundamental dimension in the empowerment of higher education students and the consequent ability to cope with adversity and resilience in the transition process they experience. Now more than ever, it is extremely important to realize how relevant the consolidation of these concepts in the student population is for obtaining more gains in mental health, and for a better response at both a personal and academic level. Thus, perceiving mental health as a focus of action is a sine quo non-condition. This research work results from the need to understand the influence of higher education student's mental health literacy levels on their ability to develop effective strategies for more positive mental health. The construction of this study was guided by the objective of evaluating the level of knowledge and the positive mental health index of people, in order to identify intervention needs in terms of mental health promotion, prevention of mental illness, and management efficient health services. A study was carried out based on a quantitative, exploratory, descriptive and cross-sectional paradigm, consisting of a non-probabilistic sample of 797 higher education students "Literacy and Positive Mental Health Questionnaire", students' version of the higher education (Sequeira, Ferreira Carvalho, Ribeiro & Pires, 2018) of online self-completion. From this investigation results the correlation between the mental health literacy levels of higher education students, with their positive mental health levels. The data obtained show that 90.6% of higher education students included in this study are single, mostly women and with an average age of 22.3 years. It was observed that 45% EES had already had some psychological or psychiatric follow-up, 14.8% resorted to some health service due to a mental health problem in the last 3 months, and 7.8% assume regular use of psychiatric medication. From the correlation between literacy and positive mental health, there was an intermediate level profile, with a representation in the maximum percentage of 48.32% of the sample in the frequency of knowledge about what is important for good mental health, and 40.5% with positive domain of mental health knowledge. However, it is concluded that despite being motivated and committed to their role as agents that promote their own positive mental health, this should be improved with the intervention of specialized health professionals for the development of programs within the scope of LSMP in the development of socio-emotional skills through a salutogenic perspective.

Las Bibliotecas públicas como promotoras del envejecimiento activo saludable / Public libraries as promoters of healthy and active elderliness

Resumen Las bibliotecas públicas son por excelencia, las organizaciones que reciben y trabajan con la población adulta mayor. Se presenta un proyecto desarrollado en la Escuela de Bibliotecología y Ciencias de la Información, de la Universidad de Costa Rica, cuyo objetivo general fue desarrollar estrategias lúdico-creativas, para promover la alfabetización informacional en salud en la población adulta y adulta mayor, desde las bibliotecas públicas. Es una investigación cualitativa, en que se aplicó la investigación acción. Los resultados alcanzados muestran que después de la aplicación de talleres lúdico-creativos, las personas adultas mayores aumentaron su conocimiento, interés y destreza en ellos. Así mismo se logró fomentar las relaciones intergeneracionales, pues los talleres fueron desarrollados por estudiantes de Trabajo Comunal Universitario.

Abstract Public libraries are par excellence, the organizations that receive and work with the elderly population. The following is a project developed by the School of Library and Information Sciences of the University of Costa Rica whose general objective was to develop ludic and creative-based strategies to promote informational alphabetization and health in adults and the elderly population from the public libraries. It was a qualitative action-research investigation. Results evince an increase in interest, knowledge, and skills amongst the elderly after the implementation of the ludic and creative workshops. At the same time, it was feasible to promote intergenerational relations since the workshops were implemented by students as part of their Communal University Work.

Medical Information Literacy Q-Bank: A Collaborative and Developing Project.

With the inclusion of medical informatics and information literacy skills in required core competencies, medical librarians are teaching courses in medical informatics and information literacy that require formal assessment. Librarians from three osteopathic universities surveyed osteopathic medical libraries to find out how many librarians are teaching formalized courses in the curriculum, how many librarians are writing formal medical test questions on medical informatics and/or information literacy topics, and whether there is any interest in creating a shared question bank of medical library test questions.

Efectos de un programa piloto de desarrollo cognitivo ‘teoría de la mente’ en tres niños con autismo: componente emocional / Effects of a ‘theory of mind’ cognitive development pilot programme in three children with autism: emotional component

Introducción. La teoría de la mente se define como la capacidad para predecir, comprender y actuar frente a la conducta de otras personas, sus conocimientos, sus intenciones, sus emociones y sus creencias. Se plantea como una alternativa viable para establecer un programa adaptado a las características de los niños diagnosticados con trastorno del espectro autista. Casos clínicos. Se describe el efecto de un programa piloto de desarrollo cognitivo ‘teoría de la mente’ en las habilidades emocionales de tres niños con trastorno del espectro autista. Caso 1: niño de 9 años, con escasa identificación y expresión emocional, así como dificultades para mantener conversaciones fluidas y coherentes. Caso 2: niño de 10 años, con lenguaje mecánico, poco fluido, y dificultades para iniciar y mantener una conversación. Caso 3: niña de 8 años que presenta déficits en las conductas comunicativas no verbales usadas en la interacción social y dificultades para adaptarse a situaciones no cotidianas. En los tres casos se presenta mejoría de las capacidades emocionales posterior a la implementación del programa; además, los padres, docentes o terapeutas percibieron cambios positivos en las habilidades adaptativas de los niños. Conclusiones. Los aspectos metodológicos y estructurales del programa de desarrollo cognitivo fueron adecuados para los niños con autismo participantes de la investigación. Debido al carácter preliminar del estudio, se sugiere para futuras investigaciones una muestra mayor y un diseño doble ciego con aleatorización caso/control que permitan la generalización de los resultados (AU)

Introduction. Theory of mind is defined as the capacity to predict, understand and act when faced with other people’s behaviour, their knowledge, their intentions, their emotions and their beliefs. It is proposed as a feasible alternative for establishing a programme adapted to the characteristics of children diagnosed with autism spectrum disorder. Case reports. The effect of a ‘theory of mind’ cognitive development pilot programme on the emotional skills of three children with autism spectrum disorder is reported. Case 1: 9-year-old boy, with scarce emotional identification and expression, as well as difficulties to hold fluent and coherent conversations. Case 2: 10-year-old boy, with mechanical, not very fluent language, and difficulties to start and maintain a conversation. Case 3: 8-year-old girl who presents deficits in the non-verbal communicative behaviours used in social interaction and difficulties to adapt to situations other than everyday ones. In the three cases there is an improvement in the emotional capacities following implementation of the programme; moreover, their parents, teachers or therapists perceived positive changes in the children’s adaptive skills. Conclusions. The methodological and structural aspects of the cognitive development programme were well-suited to the children with autism who took part in the research study. Due to the preliminary nature of this study, it is suggested that future research should utilise a larger sample and a double-blind design with randomised case-controls that allow the findings to be generalised (AU)

Infant feeding intentions among first time pregnant women in urban Melbourne, Australia.

OBJECTIVE: to identify first time pregnant women's infant feeding intentions for the first 2 years of life. DESIGN: a qualitative phenomenological approach was used, with semi-structured interviews as the primary method of data collection. SETTING: two of Eastern Health's antenatal clinics in the outer east region of Melbourne, Australia. PARTICIPANTS: seven first time pregnant women from an Eastern Health antenatal clinic. MAIN OUTCOME MEASURE: women's infant feeding intention for the first 2 years of life. MAIN FINDINGS: all the participants intend to breast feed their infant for around 6 months. Women rely heavily on information about infant feeding options from friends, books and the internet, as the information provided by health professionals was found to be inadequate, acquired late in the pregnancy and difficult to access. KEY CONCLUSIONS: the information women receive from midwives at antenatal appointments and parenting classes about infant feeding options is inadequate, as women are not satisfied with the timing, amount and usefulness of the information they receive. IMPLICATIONS FOR PRACTICE: in order to see an increase in the rate of breast feeding it is imperative to create supportive environments for women to breast feed, and for midwives and health professionals to provide information and continued support for women in both the pre- and postnatal period.

Evolución de la alfabetización digital: nuevos conceptos y nuevas alfabetizaciones / Evolution of digital literacy: new concepts and new literacies

El concepto de alfabetización digital se ha circunscrito básicamente a los aspectos técnicos y al uso de las tecnologías de la información y las comunicaciones. Esta visión ha impedido tener una concepción holística con respecto al papel que juega la alfabetización digital, tanto en los procesos de enseñanza y aprendizaje, como en la sociedad. Este artículo tiene como propósito realizar una revisión bibliográfica y teórica que permita comprender la evolución y transformación del concepto de alfabetización digital, así como elementos y criterios para su definición. Se encontró que el desarrollo de internet hacia la web social o 2.0 ha sido el principal cambio que ha llevado a la reconceptualización de la alfabetización digital. La revisión bibliográfica permitió profundizar en los fundamentos teóricos de la alfabetización digital, tanto en Cuba como en el extranjero(AU)

The concept of digital literacy has been basically limited to the technical aspects and the use of information and communication technologies. Consequently, a holistic view regarding the role played by digital literacy in both teaching-learning processes and society has not been achieved. The present paper aims at conducting a bibliographical and theoretical review for understanding the evolution and modifications of the concept of digital literacy, as well as the elements and criteria for its definition. Development of Internet towards the social web or the web 2.0 was found to be the major change leading to the reformulation of the concept of digital literacy. The literature review allowed analyzing the theoretical foundations of digital literacy in Cuba and abroad in depth(AU)

An evaluation of the effectiveness of information literacy training for undergraduate midwives to improve their ability to access evidence for practice.

BACKGROUND: Several authors have suggested that computer skills should be taught within the undergraduate curriculum. In this paper, the focus is mainly on the results of an examination of midwifery students' search strategy in response to a specific question undertaken before and after training session in the first, second and third years of the undergraduate programme. METHODS: The intervention allocated 16 h of library-based instruction over the first three years of the programme focussing specifically on the skills required to utilise electronic resources effectively. Following ethical approval by the university, 108 undergraduates took part from 2008 to 2011. RESULTS: The data obtained from the search history files were categorised as either poor, fair or good. The primary analyses compared the pre and post-instruction categories in each year, within each student, with a comparison of each student's post-instruction category one year and the pre-instruction category the following year. The data indicated that the sessions in the first and second years of the programmes resulted in improvements in the ability to search, with less improvement in third year. CONCLUSIONS: As with any complex intervention, it is not possible to tease out which elements of the session were most beneficial. We will try to identify ways in which midwifery students' search skills could be strengthened further.

Variables predictivas del aprovechamiento formativo en la policía local / Predictive variables of training proficiency in the local police

La selección policial incluye un periodo de entrenamiento en el que los aspirantes adquieren conocimientos y destrezas relevantes para el trabajo. Este trabajo, realizado en la Policía Local de la ciudad de Zaragoza, examina la validez de la habilidad mental general, las dimensiones de personalidad y los conocimientos teóricos aplicados al trabajo, para predecir el aprovechamiento de la formación. Se realizaron análisis correlacionales, de regresión múltiple y path analysis con los datos correspondientes a 240 aspirantes a policía. Los resultados muestran que el aprovechamiento formativo se puede predecir a partir de la habilidad mental general, los conocimientos teóricos aplicados al puesto y tres dimensiones de personalidad, conciencia, apertura a la experiencia y amigabilidad. Se presenta un modelo causal que incluye los efectos directos e indirectos de las variables sobre el aprovechamiento de la formación en el caso de los policías locales(AU)

Police selection includes a period of training in which candidates acquire the relevant skills and knowledge for work. This study was carried out with the Local Police of Zaragoza. It examines the validity of general mental ability, the personality dimensions and theoretical knowledge applied to work, in order to predict training proficiency. A multiple regression correlational analysis and path analysis were carried out using the data of 240 candidates to be police officers. The results show that training proficiency can be predicted by general mental ability, theoretical knowledge applied to the job and three personality dimensions: conscientiousness, openness to experience and agreeableness. A causal model is presented, including the direct and indirect effects the variables have on training proficiency in the case of local police officers(AU)