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P2Y12 Inhibitor Pretreatment in Non-ST-Segment Elevation Acute Coronary Syndromes Undergoing a Late Invasive Strategy—A Portuguese Multicenter Nationwide Registry Analysis
No full text(This article belongs to the Special Issue Saving Lives from Myocardial Infarction: Prevention vs. Therapy)
The authors would like to express their gratitude to all colleagues and investigators of the ProACS who cooperated in providing data for the current analysis. During the preparation of this manuscript, the authors used ChatGPT v4 for the purposes of text editing (grammar, spelling, punctuation, and formatting). The authors have reviewed and edited the output and assume full responsibility for the content of this publication.
Article nr. 2212Background/Objectives: Current guidelines do not specifically address the use of P2Y12 inhibitor (P2Y12i) pretreatment in patients with non-ST-segment elevation acute coronary syndrome (NSTE-ACS) who are expected to undergo a late invasive strategy. Nevertheless, such pretreatment may be considered in patients without a high bleeding risk (Class of Recommendation, IIb; Level of Evidence, C). Despite this ambiguity, P2Y12i pretreatment remains a common clinical practice. The present study aimed to evaluate the in-hospital prognostic impact of P2Y12i treatment prior to coronary angiography (CAG) in NSTE-ACS patients undergoing a late invasive strategy (CAG > 24 h after hospital admission). Methods: A retrospective analysis was conducted on NSTE-ACS patients undergoing a late invasive strategy included in the Portuguese Registry on Acute Coronary Syndromes between 2010 and 2023. The primary endpoint was a composite of in-hospital events, including all-cause mortality, non-fatal re-infarction, non-fatal stroke, and heart failure (HF). Secondary endpoints included the individual components of the primary endpoint and major bleeding (BARC types 3 and 4). Results: A total of 3776 patients were included (mean age, 66 ± 12 yrs; 29% female), of whom 1530 (41%) received P2Y12i pretreatment (group 1). Group 1 had a lower prevalence of prior myocardial infarction (16% vs. 21%) and prior percutaneous coronary intervention (12% vs. 15%) (both p ≤ 0.001). Although obstructive coronary artery disease was more frequent in group 1 (84% vs. 77%, p 0.05). Nevertheless, group 1 exhibited higher rates of major bleeding (0.8 vs. 0.2%, OR 3.48, CI 95% 1.22–9.89, p = 0.013). Conclusions: Pretreatment with a P2Y12i in NSTE-ACS patients undergoing a late invasive strategy was not associated with reduction in the primary endpoint, although it was associated with higher rates of major bleeding
A Scoping Review Protocol: Parenting Experiences and Family Dynamics in Pediatric Burn Care Settings from Hospitalization to the Return Home
No full textThe following supporting information can be downloaded at https://www.mdpi.com/article/10.3390/nursrep15020071/s1. Table S1: Detailed search strategy for PubMed/Medline. Table S2: Draft data extraction tool.Article number - 71Background: Evidence indicates that pediatric burns are a significant form of trauma. They affect not only children but also their parents, who often experience short- and long-term psychopathological symptoms. The body of knowledge on the impact of hospitalization on parents has expanded; however, there is a dearth of evidence on the dynamics of parental relationships, parental experiences, and how these experiences affect their parenting. Objectives: This study aims to map and summarize the available literature on the repercussions of trauma associated with pediatric burns and hospitalization on parental and family dynamics. Methods: A scoping review will be carried out in accordance with the JBI methodology, based on the PCC. Studies involving hospitalized children (up to the age of 18) who have suffered accidental burns and their parents or caregivers will be included. The literature study will examine the effects of pediatric burn-related trauma on family and parental dynamics, emphasizing interventions and adjustment strategies that support children and families affected by this injury. Studies related to hospital settings and returning home will be included and analyzed by two independent reviewers using a standardized form developed for this study. The databases consulted will be Academic Search Complete, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed/Medline, Collection of Psychology and Behavioral Sciences (via EB-SCO), PsycInfo, Cochrane Library, Embase, and Web of Science (Clarivate). Results: The results will be summarized narratively, presented in tables or diagrams, to highlight key findings related to parental experiences with burned children, the trauma associated with this episode, and its impact on parenting. In addition, strategies developed within the framework of the care partnership will be highlighted. Conclusions: Understanding how family dynamics change after a child suffers a burn injury and goes through the hospitalization process is crucial for nurses to improve their practice. We hope that this review will promote partnership-oriented, family-centered nursing practice in the care of child burn victims and their families, as well as assist in the identification of knowledge gaps in the literature and potential areas for future research and development.The APC was funded by Fundação Ciência e Tecnologia, IP national support through CHRC (UIDP/04923/2020). It was also supported by national funds through FCT—Fundação para a Ciência e a Tecnologia, I.P. (UIDB/05704/2020 and UIDP/05704/2020) and under the Scientific Employment Stimulus—Institutional Call (https://doi.org/10.54499/CEECINST/00051/2018/CP1566/CT0012, accessed on 10 January 2025). The funders had no role in the design of the study, in the collection, analyses, or interpretation of data, in the writing of the manuscript, or in the decision to publish the results
Development and Validation of an Educational Tool on Hypodermoclysis for Palliative Care Professionals
No full textArticle number - 301Background/Objectives: Hypodermoclysis has gained increasing recognition as a safe, effective, and minimally invasive method for administering medication and fluids in palliative care. Despite its advantages, its adoption remains limited, primarily due to a lack of structured training resources for healthcare professionals. This study aimed to develop and validate an educational tool for training clinical nurses in hypodermoclysis administration in palliative care. Methods: This is a methodological study with a multi-methods approach. Study development involved a needs assessment with 48 professionals, a literature review, and the creation of a manual enriched with visual aids. Results: The material was validated by expert judges, technical reviewers, and the target audience. Organized into 21 chapters, the manual comprehensively addresses technical, theoretical, and ethical dimensions of the practice. Content validation by 14 experts yielded an outstanding global Content Validity Index (CVI) of 0.95. An independent evaluation of visual design by four communication specialists produced consistently high scores (91–96%), classifying the material as “superior” in quality. Feedback from target users (12 nurses) highlighted the manual’s clarity, applicability, and relevance. All constructive suggestions were incorporated into the final version. Conclusions: The resulting manual demonstrates strong validity as an educational resource, with significant potential to standardize and enhance hypodermoclysis training in palliative nursing, promoting both safety and humanized care.This work was funded by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)—grant number: 001/2023. It was also supported by FCT—Fundação para a Ciência e a Tecnologia, I.P. (UIDB/05704/2020 and UIDP/05704/2020) and by the Scientific Employment Stimulus—Institutional Call—[https://doi.org/10.54499/CEECINST/00051/2018/CP1566/CT0012, accessed on 8 August 2025]
O funcionamento discursivo dos textos de contracapa da "Coleção Vampiro"
No full textThe present article presents a comprehensive study on the discursive functioning of the detective novels back cover texts of the Coleção Vampiro (CV), published every month in Portugal between 1947 and 2008. From a descriptive and linguistic perspective which assumes the discourse types (Bronckart 1997, 2008) as a category of analysis, they are analysed the back cover texts of 104 volumes from the CV (14,6% of the collection), adopting a mixed methodology which integrates both quantitative and qualitative methods. It is concluded that, in the first part of the collection, the book cover texts present a predominantly expositive dimension as well as a strong implication of both the speaker and the receiver, which contributes to the dissemination and popularization of the detective novel genre. In the second part, the texts present a predominantly narrative dimension and they are marked by the erasure of the speaker and the receiver, corresponding almost entirely to the synopsis of the detective novel in questioninfo:eu-repo/semantics/publishedVersio
Práticas Textuais 17/18 - Um exemplo de apropriação de géneros textuais no Ensino Superior
No full textinfo:eu-repo/semantics/publishedVersio
Entre a reflexão e a investigação: problematizando as práticas pedagógicas e pesquisando sobre a resolução de problemas matemáticos por crianças de cinco anos de idade
No full textO presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico e encontra-se dividido em duas partes, a dimensão reflexiva e a dimensão investigativa. Na primeira parte são apresentadas e refletidas as experiências desenvolvidas em contexto de Creche, Jardim de Infância e em duas turmas de 1.º Ciclo do Ensino Básico. Ao longo destas reflexões são abordados diversos temas que surgiram ao longo das vivências nos contextos educativos, relacionando-os com referenciais teóricos e legais que enquadram a ação educativa. São ainda evidenciadas algumas propostas educativas proporcionadas, analisados determinados desafios vividos e algumas situações vivenciadas que contribuíram para o meu crescimento profissional e pessoal. Na segunda parte é apresentada uma investigação sobre a resolução de problemas matemáticos por crianças de cinco anos no contexto de Jardim de Infância. Este estudo, de natureza qualitativa, teve como principal objetivo compreender as estratégias utilizadas pelas crianças, na resolução de problemas matemáticos. A análise dos dados revelou que as crianças recorriam maioritariamente às estratégias de simulação e tentativa e erro para chegar à solução do problema proposto. Os resultados mostraram a importância de promover este tipo de experiências de resolução de problemas, selecionados de modo a estimular a autonomia, a criatividade e o pensamento crítico das crianças, valorizando-se o papel do educador enquanto investigador da sua própria prática.
Este relatório espelha um percurso formativo baseado na articulação entre a observação e reflexão, que são pilares fundamentais para uma prática inclusiva, consciente e promotora de aprendizagens significativas
Learning to assess the fall risk in clinical nursing education: an interpretative study
No full textArticle number - 101241Background
Falls are a complex problem for the health and quality of life of older persons. Risk assessment is important for identifying people at risk and planning preventive measures. Few studies have focused on how health professionals learn to assess this risk.
Objective
The aim of this study was to explore how nursing undergraduate students learn to assess fall risk in older adults/people during their hospital-based clinical practice.
Methods
This qualitative study was conducted within an interpretive paradigm. The focus group was selected as the method to address the research question: How do nursing students learn to assess of fall risk in the older population during clinical practice? The participants were students enrolled in a Bachelor of Nursing program. To support data organization and enhance analytic rigor, qualitative data analysis software (WebQDA®) was employed.
Results
Fifteen students participated in two focus groups. The analysis identified three main categories: (i) risk factors assessed; (ii) risk assessment; and (iii) learning to manage fall risk in clinical practice. Students reported that nursing supervisors primarily emphasized physical factors, mobility, and cognitive status. The findings also highlighted a gap between the assessment and the implementation of individualized interventions, as well as the difficulty in converting records into preventive actions and risk management.
Conclusions
Nursing students learn to assess fall risk primarily through observation of clinical practices and the influence of supervisors, although they do not always understand the instrumental basis or the correlation between risk and intervention. The results indicate the need to strengthen the training of professionals and students.The present study was funded by the Center for Research, Innovation, and Development in Nursing, in Portugal, by means of grants provided to some of the authors (CIDNUR, Less#falls_2021)
VRainSUD: Content validation of a Cognitive Training Program using the Delphi Method
No full textA special thank you to all the experts who dispended some of their time participating in the expert panel for this Delphi content validation study. Their feedback was invaluable. We would also like to express our appreciation to the staff and the patients from VillaRamadas Treatment Centre, who contributed to the initial design of VRainSUD with their professional and personal experiences, respectively.Article number - 105Substance abuse has undeniable effects on several cognitive domains, with these associated deficits contributing to poorer treatment outcomes in substance use disorders (SUD). Cognitive training programs (CTPs) address these cognitive deficits, contributing to improved treatment outcomes. The main goal of this study was to validate the content of VRainSUD, a CTP virtual reality-based platform and a mobile follow-up application that proposes to reduce cognitive deficits in SUD. The Delphi method was used to reach a consensus on each of the program’s characteristics (e.g., structure, cognitive training tasks). A panel of experts was invited to participate in the content validation by answering two rounds of questions (scale and free-text boxes) regarding the program. Changes were made between the rounds according to the results of the first round. The consensus was defined as at least 70% of the experts agreeing on the validity of a characteristic. From 39 invited experts, 11 completed the first round, and 6 completed both rounds. The structure of the program reached a consensus on the first round, along with most tasks (with the exception of two mobile application tasks). Significant changes were made following the feedback received, namely turning the program personalizable, and adding positive feedback to the tasks in order to improve adherence and engagement. The Delphi method was a valuable tool to improve VRainSUD. The experts’ opinions validated main features and informed important additional changes, highlighting the importance of expert feedback in the development of cognitive interventions.Funding: Open access funding provided by FCT|FCCN (b-on)
Uma trajetória de aprendizagens na Prática Pedagógica do 1.º e 2.º Ciclo do Ensino Básico: Práticas de Pensamento Computacional no ensino e aprendizagem da Álgebra
No full textO presente relatório foi realizado no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, na Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria. O principal objetivo é apresentar o meu percurso durante os dois anos do curso, estando o relatório estruturado em duas partes.
A primeira parte corresponde à dimensão reflexiva e apresenta uma reflexão destacando dificuldades sentidas e aprendizagens realizadas que contribuíram para a minha evolução ao longo Prática Pedagógica enquanto mestranda. Início esta dimensão com a apresentação dos contextos e intervenientes onde foram realizadas as práticas pedagógicas. Em seguida, reflito sobre tarefas significativas e materiais didáticos enquanto promotores de aprendizagens, bem como sobre metodologias ativas de ensino e aprendizagem que influenciaram a minha Prática Pedagógica.
A segunda parte, corresponde à dimensão investigativa e apresenta um estudo realizado com o objetivo de perceber como se pode promover o desenvolvimento do pensamento computacional em alunos do 5.º ano de escolaridade, através de uma sequência de tarefas realizada em contexto de ensino exploratório. Para a realização do estudo adotou-se o paradigma interpretativo com uma abordagem qualitativa. Os resultados revelam que a sequência didática promoveu o desenvolvimento das práticas de pensamento computacional, embora nem todas as práticas tenham sido desenvolvidas de forma plena em todas as tarefas. Apesar das limitações, a sequência didática promoveu o desenvolvimento das práticas do pensamento computacional
Metodologias ativas e tecnologias na Prática Pedagógica e o percurso de uma turma do 6.º ano na resolução de problemas.
No full textO presente relatório foi elaborado no âmbito do mestrado em ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico, nos anos letivos de 2022/2023 e 2023/2024, e divide-se em duas dimensões: a reflexiva e a investigativa.
Na primeira dimensão, apresenta-se uma reflexão crítica e fundamentada sobre os aspetos relevantes do meu percurso ao longo das quatro Práticas Pedagógicas, nos diferentes contextos educativos.
Na Dimensão Investigativa, apresenta-se uma investigação numa turma de 6.º ano, com o objetivo de compreender o percurso na resolução de problemas em contexto de ensino exploratório, bem como o papel da professora na monitorização do processo. Para tal, foram implementados seis problemas envolvendo os conteúdos de divisão de frações, volumes, proporcionalidade direta e regularidades em sequências. Para realizar a investigação adotou-se o paradigma interpretativo com uma abordagem essencialmente qualitativa.
Os resultados do estudo evidenciaram que os alunos recorrem a estratégias diversificadas, variando entre estratégias informais e formais conforme o objetivo da tarefa. As dificuldades sentidas relacionam-se com a interpretação do enunciado e, essencialmente, com a justificação e explicitação oral dos seus raciocínios. Paralelamente, constatou-se que a professora adota estratégias diversificadas, garantindo a compreensão dos enunciados, monitorizando ativamente os grupos com intervenções pontuais, selecionando e sequenciando as apresentações e orientando a sistematização significativa das aprendizagens. No entanto, enfrentou desafios na gestão do tempo limitado, na garantia da participação ativa de todos os alunos e na condução das discussões coletivas, com questões pertinentes que levassem à aquisição de aprendizagens significativas