Avaliação Da Qualidade Devida De Estudantes De Nutrição

Abstract

Resumo Este estudo objetivou avaliar a qualidade de vida dos estudantes de Nutrição, de modo a subsidiar reflexões no processo de formação em saúde. Tratou-se de estudo observacional de corte transversal, realizado com quarenta estudantes distribuídos em todos os semestres do curso no período de agosto de 2010 a agosto de 2011. A coleta de dados foi realizada por meio de questionário específico -aspectos sociodemográfi-cos -e do instrumento World Health Organization Quality of Life Instrument Bref. Foram realizadas aná-lises estatísticas descritivas de frequência, tendência central e dispersão e análise inferencial de comparação entre os domínios. Estes apresentaram os seguintes escores: meio ambiente (68,17), relações sociais (66,67), físico (66,07) e psicológico (63,82). As facetas sono, energia para o dia a dia, capacidade de concentração, oportunidades de atividades de lazer, recursos financeiros, ambiente físico e sentimentos negativos influenciaram negativamente a qualidade de vida dos entrevistados e interferiram no desempenho acadê-mico. Esses achados corroboram outros estudos sobre graduandos, revelando que a qualidade de vida desses jovens demanda aprimoramento das estruturas físicas e ambientais, do apoio pedagógico, social e psicológi-co num contexto de inclusão social e multidiversidade cultural cada vez mais presente nas universidades públicas brasileiras. Palavras-chave qualidade de vida; percepção; estudantes; graduação; Nutrição.Abstract This study aimed to evaluate the quality of life of Nutrition students in order to subsidize reflections on the process of training in health. This was a cross-sectional observational study conducted from August 2010 to August 2011 among forty students attending all course semesters. Data was collected using a specific questionnaire -sociodemographic characteristics -and the World Health Organization Quality of Life Instrument-Bref. Descriptive frequency, central tendency, and dispersion statistical analyses were performed, as was the comparison inferential analysis among the domains. The scores were: environment (68.17), social (66.67), physical (66.07) and psychological (63.82) relations. The sleep, energy for daily activities, concentration capacity, opportunities for leisure activities, financial resources, physical environment and negative feeling facets affected the respondents' quality of life adversely and interfered with their academic performance. These findings corroborate other studies involving undergraduates, revealing that the quality of life of these young people require improving physical and environmental structures and pedagogical, social, and psychological support in a context of social inclusion and of cultural multidiversity that is increasingly present in Brazilian public universities.

I SAFS UniCatólica 2015

“…O estudo de Baraldi et al (2015) converge na mesma direção dos resultados encontrados, sobretudo no que se refere a satisfação da maior parte da população estudada com a sua saúde.…”

“…É comum encontrar escores elevados para os domínios meio ambientes, domínio físico e relações sociais (Bampi, Baraldi, Guilhem, Araújo, & Campos, 2013;Baraldi et al, 2015). Já Leite, Grillo, Caleffi, Mariath, e Stuker (2011) encontrou maiores escores para o domínio relações sociais, enquanto o domínio meio ambiente menor pontuação.…”

Qualidade de vida de estudantes de fonoaudiologia

“…In order to identify propositions given by students for improvement of their QoL, an open question was added to the list of questions of the instrument: "How can the Coordination of the Speech and Language Therapy Course contribute to the improvement of your quality of life?" 16 .…”

“…Vulnerability and psychic suffering of a significant portion of these students should be taken into account, since deficits in the stress management repertoire in association with academic demands and possibilities can contribute to the emergence of unhealthy patterns 8 . Therefore, the experiences of undergraduate students of various courses can interfere negatively with their QoL 3,4,7,[9][10][11][12][13][14][15][16][17] . In view of this, both the HEI and its faculty become co-responsible for caring the QoL of their undergraduate students.…”

“…In view of this, both the HEI and its faculty become co-responsible for caring the QoL of their undergraduate students. It is essential to provide pedagogical, social and psychological support to these students on a full basis in a context of social inclusion and cultural multidiversity, which are increasingly present in the Brazilian universities 16 . The study of the students' quality of life is relevant to delineate strategies aimed to identify difficulties experienced and to contribute to solving them 14 , thus favouring the improvement of health and QoL as well as the development of the potential skills of this population 8 .…”