Health literacy, a more complex concept than knowledge, is a required capacity to obtain, understand, integrate and act on health information [1], in order to enhance individual and community health, which is defined by different levels, according to the autonomy and personal capacitation in decision making [2]. Medium levels of Health literacy in an adolescent population were found in a study conducted in 2013/2014, being higher in sexual and reproductive health and lower in substance use. It was also noticed that the higher levels of health literacy were in the area adolescents refer to have receipt more health information. The health literacy competence with higher scores was communication skills, and the lower scores were in the capacity to analyze factors that influence health. Higher levels were also found in younger teenagers, but in a higher school level, confirming the importance of health education in these age and development stage. Adolescents seek more information in health professionals and parents, being friends more valued as a source information in older adolescents, which enhance the importance of peer education mainly in older adolescents [3]. As a set of competences based on knowledge, health literacy should be developed through education interventions, encompassing the cultural and social context of individuals, since the society, culture and education system where the individual is inserted can define the way the development and enforcement of the health literacy competences [4]. The valued sources of information should be taken into account, as well as needs of information in some topics referred by adolescents in an efficient health education. Schizophrenia is a serious and chronic mental illness which has a profound effect on the health and well-being related with the well-known nature of psychotic symptoms. The exercise has the potential to improve the life of people with schizophrenia improving physical health and alleviating psychiatric symptoms. However, most people with schizophrenia remains sedentary and lack of access to exercise programs are barriers to achieve health benefits. The aim of this study is to evaluate the effect of exercise on I) the type of intervention in mental health, II) in salivary levels of alpha-amylase and cortisol and serum levels of S100B and BDNF, and on III) the quality of life and selfperception of the physical domain of people with schizophrenia. The sample consisted of 31 females in long-term institutions in the Casa de Saúde Rainha Santa Isabel, with age between 25 and 63, and with diagnosis of schizophrenia according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Physical fitness was assessed by the six-minute walk distance test (6MWD). Biological variables were determined by ELISA (Enzyme-Linked Immunosorbent Assay). Psychological variables were assessed using SF-36, PSPP-SCV, RSES and SWLS tests. Walking exercise has a positive impact on physical fitness (6MWD -p = 0.001) and physical components of the psychological test...

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Este estudo tem por objetivo compreender as discussões argumentativas estabelecidas por crianças durante o desenvolvimento de Atividades de Investigação no Ensino de Ciências (AIEC). Para isso, elaboramos dois instrumentos de análise da argumentação. O primeiro, denominado de Elementos Taxonômicos da Argumentação Científica (ETAC), procura caracterizar a estrutura e a progressão do argumento e o segundo, denominado de Qualidade do Argumento Modificado, visa hierarquizar o argumento em diferentes níveis. Para exemplificar o uso desses instrumentos, foi analisado o argumento de crianças e jovens em uma oficina que trabalhou com conceitos de Física sobre o “Voo dos Aviões”. Como resultado, as categorias evidenciadas pelos ETACs não podem ser pensadas como unidades isoladas e autônomas, mas sim num continuum de evolução, caracterizando-se em movimentos discursivos do mais simples ao mais complexo.

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ResumoO presente artigo tem o objetivo de apresentar uma proposta pedagógica para promover o Ensino de Ciências através da Investigação (ENCI), por meio de Módulos Temáticos Virtuais (MTVs). Para o desenvolvimento da proposta, levámos em consideração quatro princípios articulados com as tecnologias de informação e comunicação (TICs): 1) Conteúdo de Ciências por Temas; 2) Uso de repositórios, objetos de aprendizagem e outros recursos digitais; 3) Ensino investigativo; e 4) O papel do professor e o uso de tecnologias digitais. A nossa ideia é fornecer um ponto de partida para a construção e a implementação de uma abordagem didática alicerçada no ENCI, e mediada pelas TIC, para a aprendizagem de Ciências. Esta proposta pedagógica, com base nos princípios do MTV, busca favorecer a argumentação dos participantes (escrita e oral), por meio do estímulo do professor/mediador, principalmente durante o levantamento de hipóteses e as interações realizadas com os recursos digitais. AbstractThis article aims to present a pedagogical proposal to promote Inquirybased Science Education (IBSE) through Virtual Thematic Modules (VTM). For the development of the proposal, we took into account four principles articulated with the information and communication technologies (ICT): 1) Science Content by Themes; 2) Use of repositories, learning objects and other digital resources; 3) IBSE; and 4) the role of the teacher and the use of digital technologies. Our idea is to provide a starting point for the construction and implementation of a didactic approach grounded in IBSE, and mediated by ICT for science learning. This pedagogical proposal, based on the principles of VTM, seeks to favor the arguments of the participants (written and oral) through the teacher's encouragement, especially during the hypothesis and interactions held with the digital resources.

Aim The aim of this study was to understand the perceptions of 11 Portuguese nurses’ stakeholders regarding pressure ulcers prevention practice and reality in the hospital setting. Methods Convenience sampling was used to recruit nursing stakeholders for a heterogeneous focus group. A semi‐structured interview was conducted with 11 nursing stakeholders involved in pressure ulcers prevention and/or patient safety. MaxQda 2020 qualitative analysis software was used in the content analysis and data processing. Informed consent was obtained, and anonymity was guaranteed. Results Four themes were approached in the interview: (1) Pressure ulcer risk assessment; (2) Nurses and doctors pressure ulcers monitoring; (3) Pressure ulcer risk profiles; and (4) Effective interventions to improve patient safety. The categorisation of the four themes was created aposteriori based on the ‘Awareness/Knowledge/Competence, Opportunity, and Motivation – Behaviour Change Wheel’ (adapted COM‐B system). Interest, responsibility, autonomy, leadership and prioritisation for decision‐making were some categories linked to motivation. Braden scale operationalisation, education given during undergraduate degree continued professional health education, missing care, reliability of the records and patients’ clinical characteristics emerged as categories associated with awareness/knowledge/competence. Understaffing/nursing hours, health policies, electronic health records systems and clinical language used, access to appropriate equipment and resources, teamwork and clinical support specialist on tissue viability/wound care were some categories related to opportunity. Conclusions Pressure ulcer prevention is complex and requires a focussed attitude, robust evidenced‐based knowledge and enhanced skills in risk assessment, communication and team collaboration. The highlighted categories could be further analysed at an organisational level to develop tailored strategies that could contribute to successful evidence‐based practice implementation. Relevance to clinical practice The findings provide directions for behavioural change in the hospital context related to pressure ulcers prevention through awareness/knowledge/competence, motivation and opportunity to improve care delivered.

Os plantios de Pinus ocorrem preferencialmente em regiões com menores preços de terras, localizados em áreas com solos de baixa fertilidade natural e conseqüentemente baixa produtividade. Essa condição, associada ao fato da não-fertilização dos plantios, via de regra, e à exportação de nutrientes nos desbastes e na colheita final, leva invariavelmente a perdas de produtividade futuras dos povoamentos. Nesse contexto, este trabalho teve como objetivo avaliar a aplicabilidade de modelos matemáticos, desenvolvidos em área florestais descritas por Moro (2005), ao SisPinus, para estimativa de nutrientes exportados na madeira, nas ocasiões da colheita da floresta. Para a realização deste estudo, foram selecionados plantios de P. taeda com 8, 12, 18 e 23 anos de idade, localizados em povoamentos comerciais, situados na região de Guarapuava (PR). Determinaram-se os nutrientes nos diversos segmentos do tronco, a cada metro, da base à altura comercial, no lenho e na casca. As equações desenvolvidas por Moro (2005) foram inseridas ao estimador de biomassa SisPinus, possibilitando a estimativa dos nutrientes exportados. O ajuste das equações desenvolvidas, dentro da variação de idade, qualidade do sítio, intensidade de manejo, entre outras variáveis, foi extremamente elevado, permitindo alta confiabilidade nas equações para estimativa de exportação dos nutrientes.

Este estudo apresenta a elaboração e validação de um instrumento de categorias para analisar três concepções: 1) concepção sobre o papel do cientista, 2) concepção sobre a Natureza da Ciência (NdC) e 3) concepção sobre a Natureza da Tecnologia (NdT). Neste sentido, o trabalho apresenta alguns aspectos que caracterizam a compreensão sobre o papel do cientista e a Natureza da Ciência e da Tecnologia (NdC&T) de 20 crianças e jovens de diferentes países que desenvolvem atividades científicas e tecnológicas em um espaço não formal de ensino e aprendizagem. O instrumento de coleta de dados consistiu num questionário e numa entrevista semiestruturada. Os resultados sugerem que os participantes possuem concepções ingênuas sobre a NdC, ou seja, com visões empíricas e técnica-instrumental. Eles caracterizam a NdT, principalmente, como aparato instrumental, aplicação do conhecimento e, até mesmo, como algo importante que faz parte de suas vidas. Em relação ao papel do cientista, possuem compreensões estereotipadas (desenvolvimento de métodos, comprovação dos fatos, relação com aparatos tecnológicos etc.).