Atividades extracurriculares e qualidade de vida de alunos de fonoaudiologia

Abstract

ResumoEste artigo é fruto de discussões sobre a qualidade de vida de alunos do curso de Fonoaudiologia, após várias queixas de falta de tempo para as atividades extracurriculares. Desta forma, se propõe a avaliar a qualidade de vida desses acadêmicos de uma Universidade Pública Paulista e mapear as atividades extracurriculares por eles realizadas. Utilizou-se o instrumento de avaliação de qualidade de vida WHOQOL-BREF e um questionário com dados sociodemográficos. Os achados revelaram que alunos da série mais envolvida com atividades extracurriculares, algumas remuneradas, obtiveram piores escores nos domínios físico, psicológico e meio ambiente, refletindo em sua qualidade de vida. Palavras INTRODUÇÃONão se pode ignorar o impacto do ingresso em um curso superior por tratar-se de um período de grandes mudanças, exigindo novo formato de vida, que suscita no aluno sentimentos de ansiedade diante do novo, dúvidas quanto à assertividade da escolha e

Estresse discente em um curso de Fonoaudiologia

“…A phase frequently associated with stress is Higher Education, mainly in students in the health area (5)(6)(7)(8)(9) . The admission to college causes several changes in routine, which have an impact on the quality of life and health, and the stressful events most often cited by university students are doubts in the course's choice, problems in social life, distance from family members, financial problems, and responsibility for vocational training (5,10,11) .…”

“…All of these adversities can generate physiological responses, and if there is no adaptation to stressors, reactions from stress can be part of the life of university students (10,11) , which compromises reasoning, memorization, and motivation in the learning process (5) . Considering the various implications of stress among university students and the relevance of the topic, the objective of this study was to verify the prevalence of stress and the factors associated with its presence in students of a Speech, Language, and Hearing Sciences course.…”

Teaching Methodology, Stress and Study and Learning Strategies: Interrelationships among University Students

“…Besides the teaching methodology, another significant factor that can directly influence the learning process and, consequently, academic performance is the stress experienced throughout the undergraduate education, which can decrease the capacity of attention, concentration, memorization, and reasoning (J. T. Oliveira & Bittencourt, 2015). Stress can be described as both a physiological and psychological response triggered by a stressor stimulus that requires effort from a function beyond its ability to adapt or tolerate (Lipp, 2005).…”