Introdução: as tecnologias educativas podem ser aplicadas por meio de materiais educativos, folhetos, vídeos, jogos ou qualquer outra estratégia que tenha por objetivo auxiliar a compreensão e aumentar o conhecimento de pacientes sobre sua saúde ou tratamento. Objetivo: avaliar a eficácia de uma tecnologia educativa impressa na redução de sinais e sintomas perioperatórios em pacientes submetidos à cirurgia ortognática. Método: trata-se de um ensaio clínico randomizado controlado desenvolvido no período de janeiro de 2013 a agosto de 2015, dividido em duas fases: um estudo piloto sem randomização para teste da intervenção e instrumentos, com oito pacientes; e, em segundo momento, o estudo clínico com as alterações decorrentes do estudo piloto. A amostra randomizada por blocos foi constituída de quarenta pacientes (vinte experimental e vinte controle), com seguimento de 45 dias. No grupo experimental, foi realizada a orientação pré-operatória pela enfermeira com auxílio da tecnologia educativa construída previamente para esse perfil de paciente e com orientação sobre os cuidados pós-operatórios (higiene oral, dieta, exercícios faciais, hidratação labial, exposição ao sol, abertura limitada da cavidade oral, controle da dor, repouso, banho e curativos), além da orientação habitual do cirurgião. O grupo controle recebeu somente as orientações rotineiras do cirurgião. Para a análise da intervenção, foram aplicados instrumentos para avaliar o conhecimento sobre os cuidados pós-operatórios, ansiedade pré e pós-procedimento pelo inventário de ansiedade IDATE traço e estado, sinais e sintomas do pós-operatório por instrumento de avaliação clínica. Na análise estatística, foi aplicado teste modelo de efeitos mistos para investigação dos dados do inventário de ansiedade traço-estado, teste de conhecimento e avaliação clínica, com exceção das medidas de peso corporal e dor para os quais foram utilizados GEE (=5%). Resultados: em relação ao teste de conhecimento observou-se melhora significativa do conhecimento no grupo experimental (p=0,000), o Inventário de ansiedade IDATE estado não apresentou diferença estatística entre a evolução nos dois grupos (p=0,818), e também no IDATE traço (p=0,906). Na avaliação dos sinais e sintomas por meio da análise clínica, não se observou diferença significativa entre a evolução dos grupos em todos os itens avaliados, mas notou-se no grupo experimental reduções mais expressivas entre o primeiro e segundo retorno em alguns sinais e sintomas do que no grupo controle. Esses pacientes também apresentaram menor dificuldade em realizar as refeições, iniciaram os exercícios faciais precocemente e utilizaram métodos de conforto para dormir e respirar melhor, itens correspondentes na orientação e na tecnologia educativa impressa aplicada. Conclusão: a estratégia de orientação e aplicação da tecnologia educativa para pacientes submetidos a cirurgia ortognática foi efetiva para o conhecimento dos pacientes sobre a cirurgia e o autocuidado. Observou-se melhora dos desfechos avaliados e sua implantação merece ser considerada para auxiliar o pós-operatório desses pacientes. NCT01803204. / Introduction: educational technologies can be applied through educational materials, brochures, videos, games or any other strategy which has the objective of assisting the understanding and raise awareness of patients about their health or treatment. Objective: To evaluate the efficacy of a printed educational technology in reducing signs and symptoms in perioperative patients undergoing orthognathic surgery. Method: this is a randomized controlled clinical trial carried out from January 2013 to August 2015, divided into two phases: A pilot study without randomization to test the intervention and instruments with eight patients, and the second time, the study clinical with the changes arising from the pilot study. A random sample of blocks consisted of 40 patients (20: experimental and 20: control), with follow-up of 45 days. In the experimental group the preoperative orientation was conducted by nurse with the help of educational technology previously built for this patient profile and guidance on post-operative care (oral hygiene, diet, facial exercises, lip hydration, sun exposure, aperture limited the oral cavity, pain control, rest, bathing and dressing), besides the usual surgeon orientation. The control group only received routine guidance of the surgeon. To evaluate the intervention were implemented instruments to assess knowledge about post-operative care, pre and the post-procedure Anxiety Inventory STAI trait and state anxiety, signs and symptoms postoperatively by clinical assessment tool. Statistical analysis: applied testing mixed-effects model for data analysis inventory of State-trait anxiety, knowledge test and clinical evaluation, with the exception of body weight measurements and pain that were used GHG (=5%). Results: in relation to knowledge we observed significant improvement of test knowledge in the experimental group (p=0.000), the state STAI Anxiety Inventory showed no statistical difference between the evolution in both groups (p=0.818), and also in trace IDATE (p=0.906). In the evaluation of the signs and symptoms through clinical evaluation there was no significant difference between the evolution of groups in all items, but was noted in the experimental group more decreases between the first and second return in signs and symptoms than in group control. These patients also had less difficulty in performing meals, facial exercises began early and comfort of methods used to sleep and breathe better by matching items in orientation and printed educational technology applied. Conclusion: the orientation of strategy proposed and application of educational technology for patients undergoing orthognathic surgery was effective in patients\' knowledge about surgery and self-care. There was a significant improvement in outcomes, although without statistical significance and the use of educational technologies deserve to be considered to assist the postoperative these patients. NCT01803204.

Diss. (sammanfattning) Umeå : Umeå universitet, 2010.

Hur policyförändringar, som fler nationella prov och tidigare betyg, kan komma till uttryck i verksamheten utforskas i denna studie. Syftet är att undersöka hur några elever i läs- och skrivsvårigheter/dyslexi beskriver sina erfarenheter av att göra nationella läsprov i svenska i årskurs 6. Det empiriska materialet har inhämtats genom halvstrukturerade intervjuer med fyra elever i årskurs 6, som nyligen har genomfört proven. Resultatet, som har analyserats ur ett policy enactment perspektiv, visar att eleverna beskriver proven som mycket viktiga, då de tror att proven har en stor betydelse för deras betyg i svenska. Eleverna har förberetts inför proven i skolan genom undervisning i läsförståelsestrategier, genom att öva på gamla prov och genom att titta på bedömningsexempel. De har också förberett sig själva inför provsituationen på olika sätt. Eleverna har olika erfarenheter av anpassningar vid proven och de som har haft anpassningar ställer sig positiva till det. Eleverna upplevde stress och nervositet i varierande grad, främst innan proven. Skilda specialpedagogiska perspektiv framträder i hur skolor hanterar frågor om förberedelser och anpassningar av de nationella proven. Hur lärare och elever tolkar policy får betydelse för eleverna i samband proven. / How changes in policy, as more national tests and earlier grades, can be expressed in school settings are explored in this study. The aim is to examine how some students in reading and writing difficulties/dyslexia describe their experiences of doing national reading tests in Swedish in Grade 6. The empirical material has been collected through semi-structured interviews with four students in Grade 6, who recently have conducted the tests. The results have been analyzed from a policy enactment perspective and show that students describe the tests as very important, since they believe that the tests have a significant impact on their grades in Swedish. Students have been prepared for the tests in school by teaching of reading comprehension strategies, by practicing on old tests and by looking at assessment examples. Students have also prepared themselves for the test situation in different ways. They have different experiences regarding adjustments during the tests and the students who have had adjustments express positive feelings about them. The students experienced stress and anxiety in varying degrees, mostly before the tests. Separate perspectives of special education emerge in how schools deal with issues as preparation and adjustments of the national tests. How teachers and students interpret policy seems to be an important factor in students’ situations associated to the tests.

The aim of this study was to investigate the role that humanistic techniques play in reducing feelings of language anxiety associated with oral communication in the TESOL classroom. Students in the experimental group attended classes which incorporated humanistic techniques such as journal writing and group work and where the affective needs of the students were taken into account. Students in the control group were provided with the normal course content along more traditional lines and their affective needs were not taken into account. Language anxiety was measured by means of questionnaires, journals and interviews. The results revealed that general feelings of anxiety about oral communication decreased in the experimental group. The experimental group achieved higher scores in the final written examination although there was no significant difference in the oral examination results between the two groups. The drop-out rate in the experimental group was lower than that of the control group. / English Studies / M.A.

Introdução: as tecnologias educativas podem ser aplicadas por meio de materiais educativos, folhetos, vídeos, jogos ou qualquer outra estratégia que tenha por objetivo auxiliar a compreensão e aumentar o conhecimento de pacientes sobre sua saúde ou tratamento. Objetivo: avaliar a eficácia de uma tecnologia educativa impressa na redução de sinais e sintomas perioperatórios em pacientes submetidos à cirurgia ortognática. Método: trata-se de um ensaio clínico randomizado controlado desenvolvido no período de janeiro de 2013 a agosto de 2015, dividido em duas fases: um estudo piloto sem randomização para teste da intervenção e instrumentos, com oito pacientes; e, em segundo momento, o estudo clínico com as alterações decorrentes do estudo piloto. A amostra randomizada por blocos foi constituída de quarenta pacientes (vinte experimental e vinte controle), com seguimento de 45 dias. No grupo experimental, foi realizada a orientação pré-operatória pela enfermeira com auxílio da tecnologia educativa construída previamente para esse perfil de paciente e com orientação sobre os cuidados pós-operatórios (higiene oral, dieta, exercícios faciais, hidratação labial, exposição ao sol, abertura limitada da cavidade oral, controle da dor, repouso, banho e curativos), além da orientação habitual do cirurgião. O grupo controle recebeu somente as orientações rotineiras do cirurgião. Para a análise da intervenção, foram aplicados instrumentos para avaliar o conhecimento sobre os cuidados pós-operatórios, ansiedade pré e pós-procedimento pelo inventário de ansiedade IDATE traço e estado, sinais e sintomas do pós-operatório por instrumento de avaliação clínica. Na análise estatística, foi aplicado teste modelo de efeitos mistos para investigação dos dados do inventário de ansiedade traço-estado, teste de conhecimento e avaliação clínica, com exceção das medidas de peso corporal e dor para os quais foram utilizados GEE (=5%). Resultados: em relação ao teste de conhecimento observou-se melhora significativa do conhecimento no grupo experimental (p=0,000), o Inventário de ansiedade IDATE estado não apresentou diferença estatística entre a evolução nos dois grupos (p=0,818), e também no IDATE traço (p=0,906). Na avaliação dos sinais e sintomas por meio da análise clínica, não se observou diferença significativa entre a evolução dos grupos em todos os itens avaliados, mas notou-se no grupo experimental reduções mais expressivas entre o primeiro e segundo retorno em alguns sinais e sintomas do que no grupo controle. Esses pacientes também apresentaram menor dificuldade em realizar as refeições, iniciaram os exercícios faciais precocemente e utilizaram métodos de conforto para dormir e respirar melhor, itens correspondentes na orientação e na tecnologia educativa impressa aplicada. Conclusão: a estratégia de orientação e aplicação da tecnologia educativa para pacientes submetidos a cirurgia ortognática foi efetiva para o conhecimento dos pacientes sobre a cirurgia e o autocuidado. Observou-se melhora dos desfechos avaliados e sua implantação merece ser considerada para auxiliar o pós-operatório desses pacientes. NCT01803204. / Introduction: educational technologies can be applied through educational materials, brochures, videos, games or any other strategy which has the objective of assisting the understanding and raise awareness of patients about their health or treatment. Objective: To evaluate the efficacy of a printed educational technology in reducing signs and symptoms in perioperative patients undergoing orthognathic surgery. Method: this is a randomized controlled clinical trial carried out from January 2013 to August 2015, divided into two phases: A pilot study without randomization to test the intervention and instruments with eight patients, and the second time, the study clinical with the changes arising from the pilot study. A random sample of blocks consisted of 40 patients (20: experimental and 20: control), with follow-up of 45 days. In the experimental group the preoperative orientation was conducted by nurse with the help of educational technology previously built for this patient profile and guidance on post-operative care (oral hygiene, diet, facial exercises, lip hydration, sun exposure, aperture limited the oral cavity, pain control, rest, bathing and dressing), besides the usual surgeon orientation. The control group only received routine guidance of the surgeon. To evaluate the intervention were implemented instruments to assess knowledge about post-operative care, pre and the post-procedure Anxiety Inventory STAI trait and state anxiety, signs and symptoms postoperatively by clinical assessment tool. Statistical analysis: applied testing mixed-effects model for data analysis inventory of State-trait anxiety, knowledge test and clinical evaluation, with the exception of body weight measurements and pain that were used GHG (=5%). Results: in relation to knowledge we observed significant improvement of test knowledge in the experimental group (p=0.000), the state STAI Anxiety Inventory showed no statistical difference between the evolution in both groups (p=0.818), and also in trace IDATE (p=0.906). In the evaluation of the signs and symptoms through clinical evaluation there was no significant difference between the evolution of groups in all items, but was noted in the experimental group more decreases between the first and second return in signs and symptoms than in group control. These patients also had less difficulty in performing meals, facial exercises began early and comfort of methods used to sleep and breathe better by matching items in orientation and printed educational technology applied. Conclusion: the orientation of strategy proposed and application of educational technology for patients undergoing orthognathic surgery was effective in patients\' knowledge about surgery and self-care. There was a significant improvement in outcomes, although without statistical significance and the use of educational technologies deserve to be considered to assist the postoperative these patients. NCT01803204.

The number of students that apply for studies at South African universities has increased dramatically over the past years, but the resources of the universities have stayed the same. It is therefore imperative that academic performance can be predicted on a short- and long-term basis. The Developing Expertise model might be able to predict academic performance on a short- and long-term basis. This study focussed primarily on academic performance on short-term basis by focussing on three of the model’s elements. The three elements that were investigated were: metacognition, intrinsic motivation and critical thinking. One of the contributions of this study is the refinement of some of the elements of the expertise model. The study helped to determine the validity of the instrument in a South African context. The measurement instrument can also be used as a selection meganism on short-term basis. In order to measure each of the elements of the expertise model, a measuring tool consisting of five questionnaires was compiled. A convenience sample of first year psychology students provided 326 students for the study. A second sample, compiled from the original sample, consisting of 209 first year students was used for the multiple regression analyses. These students are registered for psychology for the first time in 2005. The students were placed in three groups according to the student’s means of registering for the CBT centre. The first group was those students who completed the instrument on computers. The second group consisted of those students who completed a paper and pencil version of the measurement. The third group consisted of the Mamelodi students. These students completed a paper and pencil version of the measurement and brought it back a week later. The statistical analysis included factor analysis, correlation analysis and multiple regression analysis. Based on the literature research and the results of the statistical analysis, the expertise model was expanded to include metamemory as the functional unit for metacognition. Motivation can be divided in three subcomponents, namely: self-efficacy, intrinsic value and test anxiety. The motivational component, knowledge of cognition and external control can be used as predictors of academic performance on a short-term basis. The findings of this study can only be used as a selection meganism of academic performance on a short-term basis and therefore the results must be used with caution. / Dissertation (MA (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Many students have to perform well on achievement tests in order to pass grade levels and matriculate into higher levels of education. Previous research suggests that the increased pressure on student performance on achievement tests could have serious implications on students’ anxiety levels and self-efficacy. Students with learning disabilities may have difficulty performing well on tests, but they still have to take achievement tests. Relaxation techniques could have a positive effect on student achievement and lower test anxiety in students with learning disabilities. Study participants included second- through fifth-grade students with learning disabilities and their teachers in a private school. Students in the experimental group learned relaxation techniques, and students in the control group listened to a book on tape. Both groups took achievement tests to determine if there were changes in the levels of test anxiety and achievement before and after the intervention. Students in the experimental and control groups gave their perceptions of what they learned after the intervention phase of the study. In addition, teachers completed a survey to determine whether they observed students in the control and experimental groups using the relaxation techniques in testing situations. Results of the study suggested there were no significant differences between students’ levels of test anxiety and achievement. However, the researcher provided several recommendations for future research studies in this subject area.

Les amis peuvent compter l'un sur l'autre lorsqu'ils sont confrontés à des problèmes, mais certaines discussions peuvent conduire à la co-rumination. La co-rumination apparaît tôt dans la vie et a été associée à diverses formes de symptômes anxieux et/ou à des désordres cliniques d’anxiété. Toutefois, peu d’études ont exploré l'association entre la co-rumination et les formes d'anxiété normative incluant l'anxiété d'état, de trait, de performance et la sensibilité à l'anxiété. Ce mémoire examine la relation entre la co-rumination et ces formes d'anxiété normative en tenant compte du sexe et de l'âge. Au total, 1204 enfants (âgés de 11 à 12 ans) et adolescents (âgés de 16 à 17 ans) ont été recrutés dans des écoles primaires et secondaires du Québec. Ils ont rempli des questionnaires mesurant la co-rumination et les quatre formes d'anxiété normative dans leurs classes. Les résultats ont révélé que la co-rumination était associée à une seule forme d'anxiété normative (sensibilité à l'anxiété) chez les enfants et à trois formes (trait, performance et sensibilité à l'anxiété) chez les adolescents. Ainsi, la co-rumination semble associée différemment à certaines formes d'anxiété normative en raison de facteurs développementaux. De futures études confirmatoires et longitudinales devraient examiner les hypothèses générées par les résultats de cette étude exploratoire. Au-delà des implications discutées dans l'article, ce mémoire présente des pistes de recherche potentielles et des considérations pour de futures études portant sur la relation entre la co-rumination et les différentes formes d'anxiété normative. / Friends can rely on each other when faced with problems, though these discussions may lead to co-rumination. Co-rumination occurs early in life and has been associated with various forms of anxiety symptoms and/or clinical anxiety disorders. However, a scarcity of literature has explored the association between co-rumination and forms of normative anxiety, including state anxiety, trait anxiety, test anxiety, and anxiety sensitivity. This thesis examined the relationship between co-rumination and these forms of normative anxiety while considering sex and age. In total, 1204 children (ages 11 to 12) and adolescents (ages 16 to 17) were recruited from elementary and high schools in Quebec. Participants completed questionnaires measuring co-rumination and the four forms of normative anxiety in their classrooms. The results revealed that co-rumination was associated with one form of normative anxiety (anxiety sensitivity) in children and three forms (trait anxiety, test anxiety, and anxiety sensitivity) in adolescents. Thus, co-rumination may be differentially associated with various forms of normative anxiety due to certain developmental factors. Future longitudinal confirmatory studies should test the hypotheses generated from the findings of this exploratory study. Beyond the implications discussed in the article, this thesis features potential research avenues and considerations for future studies investigating the relationship between co-rumination and different forms of normative anxiety.

No description available.