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Pesquisa : F01.658.780 [Categoria DeCS]
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[PMID]:28467206
[Au] Autor:Brickle MB; Evans-Agnew R
[Ad] Endereço:a University of Washington , Tacoma , Washington.
[Ti] Título:Photovoice and Youth Empowerment in Environmental Justice Research: A Pilot Study Examining Woodsmoke Pollution in a Pacific Northwest Community.
[So] Source:J Community Health Nurs;34(2):89-101, 2017 Apr-Jun.
[Is] ISSN:1532-7655
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Woodsmoke pollution is an environmental justice issue for youth living in certain Pacific Northwest cities. Participatory methods such as Citizen Science and Photovoice are effective ways to involve youth in environmental justice research. Little is understood about how youth may be empowered to address woodsmoke issues in their communities. We examined youth empowerment in a citizen science study on woodsmoke, using Photovoice methodology. Ten diverse youth collected and analyzed indoor air samples and photos, then presented their findings to the community and policy makers. Entrance and exit surveys revealed an increased sense of empowerment to take action on woodsmoke pollution. Youth also expressed increased optimism and a resolve to become scientists to combat environmental injustices.
[Mh] Termos MeSH primário: Poluição do Ar/prevenção & controle
Pesquisa Participativa Baseada na Comunidade/métodos
Poder (Psicologia)
Fumaça/prevenção & controle
[Mh] Termos MeSH secundário: Adolescente
Meio Ambiente
Feminino
Seres Humanos
Masculino
Fotografia
Projetos Piloto
Fumaça/efeitos adversos
Justiça Social
Washington
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Smoke)
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170504
[St] Status:MEDLINE
[do] DOI:10.1080/07370016.2017.1304148


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[PMID]:28470156
[Au] Autor:Joung J; Kim S
[Ad] Endereço:College of Nursing, Seoul National University, Seoul, Korea.
[Ti] Título:[Effects of a Relapse Prevention Program on Insight, Empowerment and Treatment Adherence in Patients with Schizophrenia].
[So] Source:J Korean Acad Nurs;47(2):188-198, 2017 Apr.
[Is] ISSN:2093-758X
[Cp] País de publicação:Korea (South)
[La] Idioma:kor
[Ab] Resumo:PURPOSE: The purpose of this study was to develop a relapse prevention program (RPP) and examine the effects of the RPP on insight, empowerment, and treatment adherence in patients with schizophrenia. METHODS: A non-equivalent control group pretest-posttest design was used. Participants were 54 inpatients who had a diagnosis of schizophrenia (experimental group: 26, control group: 28). The study was carried out from February 7, 2012 to February 6, 2013. Over a 10-day period prior to discharge each participant in the experimental group received three one-hour sessions of RPP a one-to-one patient-nurse interaction. Data were collected using Assess Unawareness of Mental Disorder (SUMD), Empowerment Scale, and Insight and Treatment Attitude Questionnaire (ITAQ) and analyzed using PASW 18.0 with chi-square test, independent t-test, Mann-Whitney U test, and ANCOVA. RESULTS: The experimental group had a significant increase in insight and treatment adherence compared to the control group. However, there was no significant difference in empowerment between the two groups. CONCLUSION: Findings indicate that the RPP for patients with schizophrenia was effective in improving insight and treatment adherence. A longitudinal study is needed to confirm the persistence of these effects of RPP in patients with schizophrenia.
[Mh] Termos MeSH primário: Poder (Psicologia)
Avaliação de Programas e Projetos de Saúde
Esquizofrenia/prevenção & controle
Cooperação e Adesão ao Tratamento
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Estudos Longitudinais
Masculino
Meia-Idade
Recidiva
Esquizofrenia/diagnóstico
Psicologia do Esquizofrênico
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:CONTROLLED CLINICAL TRIAL; JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.4040/jkan.2017.47.2.188


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[PMID]:29406647
[Au] Autor:Stokes D
[Ti] Título:Empowering Children with Autism Spectrum Disorder and Their Families within the Healthcare Environment.
[So] Source:Pediatr Nurs;42(5):254-5, 2016 Sep-Oct.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Patient and family education is a critical element of diabetes management. Many children with new onset type 1 diabetes present with symptoms of diabetic ketoacidosis (DKA) and are hospitalized at diagnosis. These children and their families receive their initial education in the hospital setting. As soon as blood glucose levels are stabilized and the acidosis is corrected. The patient is discharged home, usually within three days (Nettles, 2005). There is little time to provide the skills and education, as well as emotional support, for a smooth transition to home. It is a challenge to achieve these goals if the only resource person for diabetes education is the clinical nurse specialist (CNS). The CNS for a 14-bed pediatric unit sought to expand the role of the bedside nurse to being the primary educator of patients with diabetes through education and support. All nurses attended an eight-hour workshop on diabetes. A DKA protocol was developed through multidisciplinary collaboration, and nurses were educated on this protocol. Additionally, the CNS organized a diabetes resource cart that contains the tools for diabetes education. The protocol and education materials were uploaded in the Pediatric Share Point site to make them accessible to nurses. Most importantly, the CNS developed a structured patient education plan that is outcome-oriented, and based on review of current literature and practices in the unit. This initiative resulted in an increase in nursing confidence and expertise related to diabetes care as demonstrated by competencies met by nurses and anecdotal evidence from nurses and patients' caregivers.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/psicologia
Crianças com Deficiência/psicologia
Família/psicologia
Pessoal de Saúde/psicologia
Relações Interprofissionais
Poder (Psicologia)
[Mh] Termos MeSH secundário: Adolescente
Adulto
Atitude Frente à Saúde
Criança
Pré-Escolar
Feminino
Seres Humanos
Masculino
Meia-Idade
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


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[PMID]:29406645
[Au] Autor:Sy V
[Ti] Título:Empowering Staff Nurses as Primary Educators to Children with Type 1 Diabetes.
[So] Source:Pediatr Nurs;42(5):247-51, 2016 Sep-Oct.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Patient and family education is a critical element of diabetes management. Manychildren with new onset type 1 diabetes present with symptoms of diabeticketoacidosis (DKA) and are hospitalized at diagnosis. These children and theirfamilies receive their initial education in the hospital setting. As soon as bloodglucose levels are stabilized and the acidosis is corrected, the patient is dischargedhome, usually within three days (Nettles, 2005). There is little time toprovide the skills and education, as well as emotional support, for a smooth transitionto home. It is a challenge to achieve these goals if the only resource personfor diabetes education is the clinical nurse specialist (CNS). The CNS for a 14-bed pediatric unit sought to expand the role of the bedside nurse to being the primaryeducator of patients with diabetes through education and support. All nursesattended an eight-hour workshop on diabetes. A DKA protocol was developedthrough multidisciplinary collaboration, and nurses were educated on this protocol.Additionally, the CNS organized a diabetes resource cart that contains thetools for diabetes education. The protocol and education materials wereuploaded in the Pediatric SharePoint site to make them accessible to nurses. Most importantly, the CNS developed a structured patient education plan that isoutcome-oriented, and based on review of current literature and practices in theunit. This initiative resulted in an increase in nursing confidence and expertiserelated to diabetes care as demonstrated by competencies met by nurses andanecdotal evidence from nurses and patients' caregivers.
[Mh] Termos MeSH primário: Currículo
Diabetes Mellitus Tipo 1/enfermagem
Papel do Profissional de Enfermagem
Enfermeiras Pediátricas
Recursos Humanos de Enfermagem no Hospital/psicologia
Educação de Pacientes como Assunto
Enfermagem Pediátrica/métodos
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Pré-Escolar
Feminino
Seres Humanos
Lactente
Masculino
Poder (Psicologia)
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


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[PMID]:29406633
[Au] Autor:Coleman CL
[Ti] Título:Empowered by Nurses.
[So] Source:Pediatr Nurs;42(4):193-6, 2016 Jul-Aug.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Before Justice Hope Coleman was born, nurses in an antenatal testing center provided her parents with support and encouragement, the first steps in empowering them in their roles as parents of a child with multiple disabilities and complex medical needs. Over time, other nurses supported Justice's parents as they learned to communicate clearly and collaboratively with professionals; to provide a high level of care for their daughter in a loving, family-oriented way; and to advocate not only for Justice and their family as a whole, but also for other children and families in the healthcare system. This article describes the important role nurses played in empowering Justice's parents.
[Mh] Termos MeSH primário: Comunicação
Crianças com Deficiência/psicologia
Papel do Profissional de Enfermagem/psicologia
Recursos Humanos de Enfermagem/psicologia
Enfermagem Pediátrica/organização & administração
Poder (Psicologia)
Relações Profissional-Família
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Pré-Escolar
Feminino
Seres Humanos
Lactente
Recém-Nascido
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


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[PMID]:29251226
[Au] Autor:Veenstra G
[Ad] Endereço:Department of Sociology, The University of British Columbia, Canada.
[Ti] Título:Infusing fundamental cause theory with features of Pierre Bourdieu's theory of symbolic power.
[So] Source:Scand J Public Health;46(1):49-52, 2018 Feb.
[Is] ISSN:1651-1905
[Cp] País de publicação:Sweden
[La] Idioma:eng
[Ab] Resumo:The theory of fundamental causes is one of the more influential attempts to provide a theoretical infrastructure for the strong associations between indicators of socioeconomic status (education, income, occupation) and health. It maintains that people of higher socioeconomic status have greater access to flexible resources such as money, knowledge, prestige, power, and beneficial social connections that they can use to reduce their risks of morbidity and mortality and minimize the consequences of disease once it occurs. However, several key aspects of the theory remain underspecified, compromising its ability to provide truly compelling explanations for socioeconomic health inequalities. In particular, socioeconomic status is an assembly of indicators that do not necessarily cohere in a straightforward way, the flexible resources that disproportionately accrue to higher status people are not clearly defined, and the distinction between socioeconomic status and resources is ambiguous. I attempt to address these definitional issues by infusing fundamental cause theory with features of a well-known theory of socioeconomic stratification in the sociological literature-Pierre Bourdieu's theory of symbolic power.
[Mh] Termos MeSH primário: Teoria Psicológica
Determinantes Sociais da Saúde
Teoria Social
[Mh] Termos MeSH secundário: Seres Humanos
Poder (Psicologia)
Classe Social
Simbolismo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171219
[St] Status:MEDLINE
[do] DOI:10.1177/1403494817748253


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[PMID]:29194241
[Au] Autor:Moore SC; Ward KS
[Ad] Endereço:About the Authors Shelley C. Moore, PhD, RN, COI, is associate professor, Department of Nursing, Middle Tennessee State University, Murfreesboro. Karen S. Ward, PhD, RN, COI, is a professor, Department of Nursing, Middle Tennessee State University. For more information, write to shelley.moore@mtsu.edu.
[Ti] Título:Nursing Student Perceptions of Structural Empowerment.
[So] Source:Nurs Educ Perspect;38(1):32-33, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To meet role expectations for nurses, nurses must feel empowered. Faculty contributions to the learning environment for nursing students are critical. A descriptive analysis of student perceptions of empowerment within the learning environment was conducted using a form of Kanter's Conditions of Work Effectiveness Questionnaire; 203 participants from schools in 17 different states completed surveys. Subjects demonstrated moderate degrees of structural empowerment in their learning environment. This positive finding can be further investigated and used to fully prepare future nurses.
[Mh] Termos MeSH primário: Papel do Profissional de Enfermagem
Poder (Psicologia)
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Atitude do Pessoal de Saúde
Feminino
Seres Humanos
Masculino
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000096


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[PMID]:28455183
[Au] Autor:Vongas JG; Al Hajj R
[Ad] Endereço:Ithaca College, School of Business, Department of Management, 953 Danby Road, Ithaca, NY 14850, USA. Electronic address: jvongas@ithaca.edu.
[Ti] Título:The effects of competition and implicit power motive on men's testosterone, emotion recognition, and aggression.
[So] Source:Horm Behav;92:57-71, 2017 Jun.
[Is] ISSN:1095-6867
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:A contribution to a special issue on Hormones and Human Competition. We investigated the effects of competition on men's testosterone levels and assessed whether androgen reactivity was associated with subsequent emotion recognition and reactive and proactive aggression. We also explored whether personalized power (p Power) moderated these relationships. In Study 1, 84 males competed on a number tracing task and interpreted emotions from facial expressions. In Study 2, 72 males competed on the same task and were assessed on proactive and reactive aggression. In both studies, contrary to the biosocial model of status (Mazur, 1985), winners' testosterone levels decreased significantly while losers' levels increased, albeit not significantly. Personalized power moderated the effect of competition outcome on testosterone change in both studies. Using the aggregate sample, we found that the effect of decreased testosterone levels among winners (compared to losers) was significant for individuals low in p Power but not for those with medium or high p Power. Testosterone change was positively related to emotion recognition, but unrelated to either aggression subtype. The testosterone-mediated relationship between winning and losing and emotion recognition was moderated by p Power. In addition, p Power moderated the direct (i.e., non-testosterone mediated) path between competition outcome and emotion recognition and both types of aggression: high p-Power winners were more accurate at deciphering others' emotions than high p-Power losers. Finally, among high p-Power men, winners aggressed more proactively than losers, whereas losers aggressed more reactively than winners. Collectively, these studies highlight the importance of implicit power motivation in modulating hormonal, cognitive, and behavioral outcomes arising from human competition.
[Mh] Termos MeSH primário: Agressão/fisiologia
Comportamento Competitivo/fisiologia
Emoções/fisiologia
Poder (Psicologia)
Recognição (Psicologia)/fisiologia
Testosterona/análise
[Mh] Termos MeSH secundário: Adolescente
Adulto
Seres Humanos
Masculino
Motivação/fisiologia
Saliva/química
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
3XMK78S47O (Testosterone)
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180226
[Lr] Data última revisão:
180226
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170430
[St] Status:MEDLINE


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[PMID]:29195528
[Au] Autor:Kneusel M
[Ad] Endereço:Platt College School of Nursing, Aurora, Colorado, USA.
[Ti] Título:Empowering Nursing Students: Fourteen Golden Rules for Clinical Day.
[So] Source:Creat Nurs;22(3):181-184, 2016 Aug 01.
[Is] ISSN:1078-4535
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Few nursing school experiences are as intimidating as starting a clinical rotation. By providing adequate scaffolding, clinical instructors can help empower nursing students as they begin to provide care in a variety of clinical settings. This article presents the 14 golden rules for clinical day, a unique form of scaffolding based on my own experience as a nursing clinical instructor. The right scaffolding can help students to overcome the sense of otherness they often experience at clinical sites and to blossom into competent, confident nurses who put their patients first.
[Mh] Termos MeSH primário: Competência Clínica/normas
Bacharelado em Enfermagem/organização & administração
Poder (Psicologia)
Guias de Prática Clínica como Assunto
Preceptoria/normas
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171203
[St] Status:MEDLINE
[do] DOI:10.1891/1078-4535.22.3.181


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[PMID]:29210851
[Au] Autor:Zwillinger E; Huster T
[Ad] Endereço:Elizabeth Zwillinger is a nurse manager, Joint Replacement Institute, at Virtua Voorhees (N.J.) Hospital. Tammy Huster is the assistant vice president of patient care services at Virtua Marlton (N.J.) Hospital.
[Ti] Título:Cultivating a high-performing team.
[So] Source:Nurs Manage;48(12):26-34, 2017 Dec.
[Is] ISSN:1538-8670
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Discover how one group successfully sustained HCAHPS scores in the 99th percentile over 18 quarters.
[Mh] Termos MeSH primário: Eficiência Organizacional
Recursos Humanos de Enfermagem no Hospital/organização & administração
Equipe de Assistência ao Paciente/organização & administração
[Mh] Termos MeSH secundário: Seres Humanos
Relações Interprofissionais
Pesquisa em Avaliação de Enfermagem
Recursos Humanos de Enfermagem no Hospital/psicologia
Seleção de Pessoal
Poder (Psicologia)
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180212
[Lr] Data última revisão:
180212
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171207
[St] Status:MEDLINE
[do] DOI:10.1097/01.NUMA.0000526911.54593.96



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