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Dental education is a stressful experience for some students. Dental students have been found to report stress levels higher than in the general population, with 36% of students reporting significant psychological distress. Canadian dental students have reported an increase in anxiety, depression and hostility. No research was found to have investigated dental education stress using a qualitative analytical approach. Objectives: This study aimed to better understand the experience of stress among dentistry students using qualitative methodology. Methods: 12 recent graduates from the McGill University Faculty of Dentistry were interviewed using a semi-structured interview guide. Themes from the interviews were identified and coded by reading and rereading the texts until information-saturation occurred. Results: Firstly, four sources of stress were identified: workload pressure, fear of failure, faculty relations, and transition stress. Secondly, three effective coping mechanisms were highlighted by the students: seeking support, focusing on things that they can control, and participating in extra-curricular activities. Finally, three types of students with respect to their experience of stress were found: the highly stressed student, the moderately stressed student, and the relaxed student. This typology of dental student is new information that has not been studied before. Conclusion: Faculties need to identify and aid highly stressed students.

Submitted by Luis Guilherme Macena (guilhermelg2004@gmail.com) on 2013-04-04T15:10:16Z No. of bitstreams: 1 Rachel Souza de Queiroz Varella.pdf: 650833 bytes, checksum: e904470b0e9c0296358eadc1aefbb893 (MD5) / Made available in DSpace on 2013-04-04T15:10:16Z (GMT). No. of bitstreams: 1 Rachel Souza de Queiroz Varella.pdf: 650833 bytes, checksum: e904470b0e9c0296358eadc1aefbb893 (MD5) Previous issue date: 2011 / Fundação Oswaldo Cruz. Instituto Fernandes Figueira. Departamento de Ensino. Programa de Pós-Graduação em Saúde da Criança e da Mulher. Rio de Janeiro, RJ, Brasil / Introdução: A dor é um sintoma freqüente no pós-operatório. Ao contrário do que acontece com outras cirurgias, no pós-operatório da cesariana as mulheres não podem realizar repouso porque precisam cuidar do recém-nascido. A taxa de cesarianas no Brasil é muito elevada e conhecer a percepção de dor das mulheres no pós-operatório desta cirurgia, pode ajudar a estabelecer novas rotinas de utilização de analgésicos. Objetivos: O objetivo desse estudo foi avaliar a dor no pós-operatório de cesariana através do questionário de dor de McGill. Esse instrumento avalia a dor nos seus diferentes aspectos: sensitivo, avaliativo, afetivo e miscelânia. A dor foi avaliada 36 a 48 horas após a cirurgia, quando já houve a metabolização das drogas utilizadas na anestesia. Materiais e métodos: Foi feito um estudo transversal com puerperas de cesariana no período de Dezembro 2010 a Maio de 2011. Participaram da pesquisa 120 mulheres submetidas à cesariana no Instituto Fernandes Figueira- FIOCRUZ, sem complicações no pós-operatório.Resultados: A dor pós-cesariana não apresentou diferença na sua dimensão em relação à idade, raça e renda familiar. A dor apresenta maiores escores no campo cognitivo-avaliativo nas pacientes com maior grau de instrução, e no campo miscelânia, nas mulheres com menor grau de instrução. O PRI afetivo nas pacientes solteiras foi maior quando comparado as pacientes que viviam com o companheiro. Não houve diferença no escore de dor em relação ao número de cesarianas anteriores. Mães com RN na UTI apresentaram maior índice de dor no campo miscelânia que mães com RN no alojamento conjunto. Mães que receberam anestesia com morfina apresentaram índice de dor total, sensitivo e avaliativo maior quando comparado as puérperas que receberam como opióide o fentanil. Mulheres que tiveram a cesariana indicada durante o trabalho de parto, apresentaram um PRI avaliativo maior quando comparada as mulheres que tiveram cesariana eletiva. Conclusão: A grande maioria das mulheres (93,3%) referiu que a dor pós-operatória da cesariana é de intensidade moderada a severa apesar do uso da medicação analgésica regular na prescrição. Mesmo assim, 88,3% das puérperas estavam muito satisfeitas ou satisfeitas com a medicação prescrita para alívio da dor. A utilização da avaliação rotineira do nível de dor percebido pelas puerperas pode proporcionar maior bem estar no período do pós-operatório quando estas mulheres precisam estar ativas para cuidar de seus bebês. / Purpose: Pain is a common postoperative symptom. Unlike other surgeries, in the postoperative period of Caesarean sections patients don’t get much rest because they must take care of their newborn babies. Brazil has one of the highest Caesarean rates in the world, and, thus, knowledge of pain perception in women in the postoperative period of Caesarean operations may help establish new routines in the use of painkillers. Objectives: The aim of this study was to assess pain in the postoperative period following Caesarean sections using the McGill Pain Questionnaire. This instrument assesses the sensory, evaluative, affective and miscellaneous components of pain. Pain was assessed 36 to 48 hours after surgery when the anesthetic drugs were already metabolized in the body. Material and Methods: We performed a cross-sectional study with women who had Caesarean section during the December 2010-May 2011 period. 120 women undergoing Caesarean sections at the Instituto Fernandes Figueira- FIOCRUZ, without surgery complication participated in the study. Results: Pain after Caesarean operation did not differ in terms of age, race and family income. The pain had higher scores in the cognitive-evaluative field in those patients with higher education levels and in the miscellaneous field in patients with lower education levels. The affective component of PRI in unmarried patients was higher compared to patients living with a partner. There was no difference in pain score compared to the number of previous Caesarean sections. Mothers with their babies in the NICU had higher score in the miscellaneous component of PRI than mothers rooming-in with their babies Mothers anesthetized with morphine had higher scores in the total PRI, sensory and evaluative components when compared to the mothers given an opioid such as fentanyl. Women with indication for Caesarean section during labor showed higher scores for the evaluative component of pain compared to women who had elective Caesarean section. Conclusions: Most women (93.3%) reported that postoperative pain intensity is moderate to severe despite the regular use of painkillers. Yet, 88.3% of the mothers were very satisfied or satisfied with the medication prescribed for pain relief. The use of routine assessment of the level of pain perceived by pregnant women can provide greater well-being in the postoperative period when these women must have plenty of energy to take care of their babies.

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L’approche par compétences est de plus en plus choisie pour guider les curriculums universitaires de formation professionnelle. Accordant un intérêt primordial au développement des compétences, les responsables des programmes élaborés selon cette approche doivent déterminer les stratégies pédagogiques qui seront les plus efficaces et qui permettront une participation active de l’étudiant. Depuis plus de 30 années (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), le journal d’apprentissage favorise la construction des savoirs en pratique clinique et le développement de la pensée réflexive, une compétence nécessaire à la pratique des infirmières qui s’inspirent d’une vision spécifique de la discipline, comme celle du modèle de McGill (Kravitz et Frey, 1989; Thorpe, 2003). Malgré cela, les études sur les perceptions d’étudiants relativement au journal d’apprentissage sont rares, et ce, surtout au Canada (Epp, 2008). Il importe de s’intéresser aux perceptions d’étudiants afin d’atteindre l’efficacité optimale de l’outil. Le but de cette étude était d’explorer les perceptions d’étudiants au baccalauréat en sciences infirmières de l’utilisation du journal d’apprentissage. Elle a été réalisée auprès d’étudiants de 2e et 3e année, selon un devis de type qualitatif exploratoire. Les participants (n=52) ont rempli un formulaire constitué d’une mise en situation comprenant 5 questions ouvertes. L’analyse des données a fait émerger trois thèmes principaux de l’utilisation du journal soit : un outil personnel, un outil de communication et un outil d’apprentissage de la pratique. Des recommandations pour la formation et la recherche sont formulées. / The competency-based approach is increasingly chosen to guide university curriculum. In according an essential interest to the competency development, the responsible for programs developed using this approach must determine the most effective learning strategy. In the last 30 years (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), the learning journal promote the building of clinical knowledge and the development of reflexive thinking, a competency that is necessary to the practice nurses inspired by a specific vision of the discipline, like the McGill model (Kravitz et Frey, 1989; Thorpe, 2003). Despite this, the studies on the student’s perceptions on the learning journal are rare, especially in Canada (Epp, 2008). It is important to look at student’s perceptions to attain the optimal efficacy of the tool. The purpose of this study was to explore the perceptions of undergraduate students in nursing of the utilization of learning journal. It was realized with 2nd and 3rd year undergraduate students in nursing, using a qualitative exploratory research design. The participants (N=52) completed a form presenting a simulated situation that contained 5 open ended questions. The three main themes that emerged during data analysis on the utilization of the learning journal were: a personal tool, a communication tool and a learning practice tool. Recommendations for education and future research are offered.

L’approche par compétences est de plus en plus choisie pour guider les curriculums universitaires de formation professionnelle. Accordant un intérêt primordial au développement des compétences, les responsables des programmes élaborés selon cette approche doivent déterminer les stratégies pédagogiques qui seront les plus efficaces et qui permettront une participation active de l’étudiant. Depuis plus de 30 années (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), le journal d’apprentissage favorise la construction des savoirs en pratique clinique et le développement de la pensée réflexive, une compétence nécessaire à la pratique des infirmières qui s’inspirent d’une vision spécifique de la discipline, comme celle du modèle de McGill (Kravitz et Frey, 1989; Thorpe, 2003). Malgré cela, les études sur les perceptions d’étudiants relativement au journal d’apprentissage sont rares, et ce, surtout au Canada (Epp, 2008). Il importe de s’intéresser aux perceptions d’étudiants afin d’atteindre l’efficacité optimale de l’outil. Le but de cette étude était d’explorer les perceptions d’étudiants au baccalauréat en sciences infirmières de l’utilisation du journal d’apprentissage. Elle a été réalisée auprès d’étudiants de 2e et 3e année, selon un devis de type qualitatif exploratoire. Les participants (n=52) ont rempli un formulaire constitué d’une mise en situation comprenant 5 questions ouvertes. L’analyse des données a fait émerger trois thèmes principaux de l’utilisation du journal soit : un outil personnel, un outil de communication et un outil d’apprentissage de la pratique. Des recommandations pour la formation et la recherche sont formulées. / The competency-based approach is increasingly chosen to guide university curriculum. In according an essential interest to the competency development, the responsible for programs developed using this approach must determine the most effective learning strategy. In the last 30 years (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), the learning journal promote the building of clinical knowledge and the development of reflexive thinking, a competency that is necessary to the practice nurses inspired by a specific vision of the discipline, like the McGill model (Kravitz et Frey, 1989; Thorpe, 2003). Despite this, the studies on the student’s perceptions on the learning journal are rare, especially in Canada (Epp, 2008). It is important to look at student’s perceptions to attain the optimal efficacy of the tool. The purpose of this study was to explore the perceptions of undergraduate students in nursing of the utilization of learning journal. It was realized with 2nd and 3rd year undergraduate students in nursing, using a qualitative exploratory research design. The participants (N=52) completed a form presenting a simulated situation that contained 5 open ended questions. The three main themes that emerged during data analysis on the utilization of the learning journal were: a personal tool, a communication tool and a learning practice tool. Recommendations for education and future research are offered.