Construção de um subconjunto terminológico da CIPE® para crianças e adolescentes vulneráveis à violência doméstica 

Abstract

A concretização deste trabalho tem a contribuição de muitas pessoas, com as quais tenho compartilhado muito mais do que reflexões teóricas. À Prof.ª Dra. Emiko Yoshikawa Egry, pela oportunidade de percorrer esse caminho, pelos ensinamentos, e pela serenidade e clareza com as quais me guiou. À Prof.ª Dra. Marcia Regina Cubas, pelo exemplo, visão, apoio e amizade. À Prof.ª Dra. Rosa Maria Godoy Serpa da Fonseca, que abriu minha visão sobre a questão de gênero, mas, mais do que isso, me acolheu em sua casa e em sua família. Gratidão eterna. À Prof.ª Dra. Miriam Nóbrega, que me apresentou à CIPE ® e à CIPESC ® e disseme que era possível. Com seu jeito manso, estimula, aponta desafios e convida à construção coletiva. Estendo os agradecimentos às colegas pós-graduandas da UFPB/Centro CIPE: Ana Cláudia, Luciana, Lina e Grace Kelly. Às amigas Maira Apostólico e Rafaela Gessner, pelo carinho, apoio, companheirismo, pela alegria contagiante e pelos momentos compartilhados. Aos colegas mestrandos, doutorandos, pós-doutorandos e pesquisadores com os quais convivi em disciplinas e discussões nos grupos de pesquisa,

Nursing diagnoses and outcomes for children with nutritional anomalies: a descriptive study

“…In the second step, cross-mapping between the terms of ICNP 2017 and the terms of primary care protocol No. 33 (8) , adopted by the Ministry of Health for children's health, was conducted, and the terms of the protocol found to be constant in the seven axes of ICNP 2017 were highlighted, the development of the nursing diagnoses/outcomes (ND/NO) (1,11) related to anomalies in children's nutrition having been conducted from the term-by-term evaluation of their respective definitions/concepts in scientific articles and in a dictionary of medical terms (12) . For signs and symptoms, the focus axis was adopted, and for other situations, the focus and judgment axes were adopted, following ISO 18.104.2014 (13) .…”

“…The ND/NO were developed in Excel spreadsheet and put in alphabetical order, after which standardization was carried out according to ICNP. In this way, cross-mapping (11) was conducted between the ND/NO developed in the study and ICNP's in software Access For Windows 2007, where those contained and not contained in ICNP were identified, then separated according to Leal's criteria (1) , which evaluates similarity and coverage according to comprehensiveness, restrictiveness and lack of agreement with ICNP. All ND/NO identified resulted in a list of those related to children's nutritional anomalies.…”

“…The development of terminological subsets of the International Classification for Nursing Practice (ICNP) can facilitate the classification's use in health services. The terms contained in ICNP's Seven-Axis model (10) , when combined, produce nursing diagnoses in accordance with norm ISO 18.104 for development of nursing terminologies, published in 2003 and updated in 2014 (1,11) .…”

Subconjuntos terminológicos da Classificação Internacional para Prática de Enfermagem: uma revisão integrativa da literatura

“…The main language of these publications was Portuguese (34)(35)(36)(37)(38)(39)(40)(41)(42) (91.4%), followed by English (32)(33)43) (8.6%). From the 35 publications found, the highest number was published in the year 2014 (22)(23)(24)(25)(26)(27)(28)(29)(30) (25.71%), followed by the years 2013 (15)(16)(17)(18)(19)(20)(21) (20%) and 2016 (34)(35)(36)(37)(38)(39) (17.14%). Most of the publications were academic master's dissertations (9)(10)(11)(12)(13)(14)16,23,(25)(26)29,35,38,(40)(41) (42.9%), followed by articles…”

Consideraciones acerca de la importancia del estudio de saberes necesarios para el afrontamiento de la violencia infantil en la atención primaria de salud.

“…Las investigaciones realizadas (Albuquerque, 2014;Granville-Garcia, Silva, Menezes et al, 2008:301-307;Saraiva, Rosas, Valente, 2012:17-27;Guerra, 1986) encontraron que el no reconocimiento de la violencia contra los niños en la APS se debe a varias razones, entre éstas: la visión del mundo, la cultura, la ideología y la incipiente cualificación profesional en la formación y en la aplicación de estrategias para hacer frente a la violencia. Un ejemplo de esto es la comprensión de los procesos sociales como determinantes de los procesos de salud y enfermedad de la población, que en el paradigma de la salud colectiva, incluye, por ejemplo, las perspectivas de género y generación.…”