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OBJECTIVES: The aim of this study was to develop and evaluate the effect of a manual dexterity training program on manual dexterity, perception of self-confidence, quality of cavity preparations, and ergonomic work posture of dental students prior to preclinical training. METHODS: Students in the first year of the undergraduate dentistry program (N = 63) participated in this study. The program consisted of eight phases in which students performed different types of activities. The dependent variables were: manual dexterity assessed by the modified Dental Manual Dexterity Assessment; self-confidence to perform a preclinical procedure using the VAS scale; quality of Class I cavity preparation; angular deviation from the neutral position of the neck, trunk, wrist and distance between the student's eyes and the mannequin's tooth. These variables were evaluated at two different times: before and after the application of the program. The independent variable was the preclinical manual dexterity training program. After meeting the assumption of normality, the paired t-Student test was performed, the significance level was 5%. RESULTS: The results showed a statistically significant difference in relation to manual dexterity (p < 0.001), self-confidence (p < 0.001), quality of cavity preparations (p < 0.001), distance from the eyes of the student/mannequin (p < 0.001), deviation angle of the neutral position of the trunk (p = 0.007) and wrists (p < 0.001), with better results in posttraining. CONCLUSION: It was possible to conclude that, in general, the proposed training positively influenced the self-confidence, dexterity, quality of work, and ergonomics of the evaluated students.

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AIM: To evaluate the simulation design characteristics that may influence the stress, anxiety and self-confidence of undergraduate nursing students during learning. DESIGN: Systematic review with meta-analysis. DATA SOURCES: Searchers were conducted in October 2020 and updated in August 2022 in the databases CENTRAL, CINAHL, Embase®, ERIC, LILACS, MEDLINE, PsycINFO®, Scopus and Web of Science, PQDT Open (ProQuest), BDTD, Google Scholar and specific journals on simulation. REVIEW METHODS: This review was conducted according to the recommendations of Cochrane Handbook for Systematic Reviews and reported according to the PRISMA Statement. Experimental and quasi-experimental studies that compared the effect of simulation on stress, anxiety and self-confidence of nursing students were included. The selection of studies and data extraction was performed independently by two reviewers. Simulation information was collected as prebriefing, scenario, debriefing, duration, modality, fidelity and simulator. Data summarization was performed by qualitative synthesis and meta-analytical methods. RESULTS: Eighty studies were included in the review, and most reported in detail the structure of the simulation, contemplating prebriefing, scenario, debriefing and the duration of each step. In subgroup meta-analysis, the presence of prebriefing, duration of more than 60 min and high-fidelity simulations helped reduce anxiety, while the presence of prebriefing and debriefing, duration, immersive clinical simulation modalities and procedure simulation, high-fidelity simulations and use of mannequins, standardised patients and virtual simulators, contributed to greater students' self-confidence. CONCLUSIONS: Different modulations of simulation design components imply reduction of anxiety and increased self-confidence in nursing students, especially highlighting the quality of the methodological report of simulation interventions. RELEVANCE TO CLINICAL PRACTICE: These findings help to support the need of more rigorous methodology in simulation designs and research methods. Consequently, impact on the education of qualified professionals prepared to work in clinical practice. No Patient or Public Contribution.

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INTRODUCTION: Dentists usually refer to difficulties in performing the diagnosis of oral mucosal lesions. This may be attributed to limited access to theoretical lectures and practical training on this subject along the graduation course. The primary aim of this cross-sectional study was to verify if there is an association between the perception of time dedicated to lectures/training and oral diagnosis abilities in oral medicine. The secondary aim was to evaluate the association between self--confidence to perform oral mucosal lesions diagnosis and performance in a diagnostic abilities test. MATERIALS AND METHODS: The sample comprised 36 final-year dental students of a South-Brazilian dental school. The participants answered a questionnaire on their perception of time dedicated to lectures on oral medicine along the course (sufficient or insufficient) and their self-confidence to diagnose oral mucosal lesions or oral cancer (yes or not). The students were also submitted to a diagnostic abilities test based on 30 clinical photos of oral lesions, which should be classified as benign, potentially malignant or malignant. Moreover, the participants had to inform their clinical impression for each case. Finally, the participants informed their decision making for the case (refer the patient to a specialist or not). RESULTS: Students with higher self-confidence showed a higher percentage of correct answers on classification of the nature of lesions (81.1% vs. 68.5%, p = .03, teste t de Student) and on their clinical impression (66.3% vs. 41.7%, p < .01, Student's t-test). The perception of time dedicated to theoretical lectures on oral medicine as sufficient did not influence the students' diagnostic abilities (p > .05, Student's t-test) CONCLUSION: It may be concluded that self-confidence to diagnose oral lesions is associated with dental students' diagnostic abilities.

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ABSTRACT BACKGROUND: To highlight the importance of clinical simulations and simulated laboratories for student training, especially in physical examination teaching. OBJECTIVE: To evaluate the gains obtained by medical students in their cognitive and practical performance of physical examinations (abdominal, cardiological, and pulmonary), as well as satisfaction and self-confidence in what they have learned, after concentrated practice developed in a skills and simulation laboratory. DESIGN AND SETTING: A quantitative and quasi-experimental study in which 48 students were evaluated at the Faculdade de Odontologia de Bauru, São Paulo, Brazil. METHODS: A quantitative and descriptive study was conducted with regularly enrolled 2nd year medical students over 18 years of age who had content prior to data collection regarding anamnesis and physical examination remotely taught in a Moodle virtual learning environment. For data collection, the participants were subjected to a concentrated period of skill training (abdominal, cardiological, and pulmonary). Every day after the skill training session, they were subjected to a practical evaluation and completed a theoretical test before and after the practical activities. At the end of all activities, they answered the instrument to assess the simulated practices (self-confidence and satisfaction). RESULTS: Among the 49 students evaluated, positive and significant theoretical and practical gains were identified in all three components (abdominal, cardiological, and pulmonary) (P = 0.000), as well as in the general evaluation (Theoretical 1 and Theoretical 2) (P = 0.000), satisfaction, and self-confidence (P = 0.000). CONCLUSION: Concentrated laboratory practice resulted in positive improvements in students' physical examination skills.

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BACKGROUND: Anxiety is one of the most complex and the most studied constructs in psychology, and it is extremely frequent in high-level sportsmen and women. The main goal was to study the influence of sex, age, type of sport, sport modality, other professional occupation, and competitive level on the competitive anxiety symptoms and self-confidence of elite athletes. METHODS: A descriptive cross-sectional study was carried out with Colombian elite athletes who were members of the "Support to the Excellence Coldeportes Athlete" program. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The precompetitive anxiety symptoms of the participants were assessed using the Competitive State Anxiety Inventory-2R (CSAI-2R). RESULTS: Men showed higher levels of self-confidence than women. Younger athletes had a higher cognitive and somatic anxiety. The athletes of individual sports had a higher mean somatic anxiety than those of collective sports. The higher-level athletes had lower values of cognitive and somatic anxiety and higher levels of self-confidence. Finally, the values of anxiety symptoms positively correlated with each other, and negatively correlated with self-confidence. CONCLUSION: Individualised psychological intervention programs adapted to elite athletes are needed, considering the divergent results found in various variables of scientific interest.

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Objetivo: Objetivou-se investigar a influência da idade no nível de ansiedade pré-competitiva de atletas de esportes coletivos. Metodologia: Participaram 27 atletas de ambos os sexos, divididos em dois grupos: atletas até 20 anos de idade (14 participantes) e atletas acima de 21 anos de idade (13 participantes). Utilizou-se o CSAI-2r e o questionário de caracterização da amostra. Resultados e discussão: Os resultados demonstraram que os dois grupos apresentaram níveis de ansiedade pré-competitiva similares, mas o grupo de atletas mais velhos apresentou escores superiores para autoconfiança. Conclusão:Pode-se concluir que a idade não influenciou os resultados de ansiedade pré-competitiva, mas os escores de autoconfiança do grupo de atletas mais velhos foram superiores, sugerindo que a idade pode ter influenciado os níveis de autoconfiança.

Objective:The objective was to investigate the influence of age on the pre-competitive anxiety level of team sports athletes.Methodology:27 athletes of both sexes participated, divided into two groups: athletes up to 20 years of age (14 participants) and athletes over 21 years of age (13 participants). The CSAI-2r and the sample characterization questionnaire were used.Results and discussion:The results showed that the two groups had similar levels of pre-competitive anxiety, but the group of older athletes had higher scores for self-confidence.conclusion: It can be concluded that age did not influence the pre-competitive anxiety results, but the self-confidence scores of the older athlete's group were higher, suggesting that age may have influenced the levels of self-confidence.

Objetivo: El objetivo fue investigar la influencia de la edad en el nivel de ansiedad precompetitiva de atletas de deportes colectivos.Metodología: Participaron 27 deportistas de ambos sexos, divididos en dos grupos: deportistas hasta 20 años (14 participantes) y deportistas mayores de 21 años (13 participantes). Se utilizó el CSAI-2r y el cuestionario de caracterización de la muestra.Resultados y discusión: Los resultados mostraron que los dos grupos tenían niveles similares de ansiedad precompetitiva, pero el grupo de atletas mayores tenía puntajes más altos en autoconfianza.Conclusión: Se puede concluir que la edad no influyó en los resultados de ansiedad precompetitiva, pero los puntajes de autoconfianza del grupo de atletas mayores fueron más altos, lo que sugiere que la edad puede haber influido en los niveles de autoconfianza.

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ABSTRACT: The aim of this study is to evaluate the self-confidence of undergraduate students and thus to highlight the strengths and weaknesses of oral surgery education from the students' perspectives. A survey was conducted by preparing a questionnaire to assess the the self-confidence of students in performing oral surgery. Survey questions have been imported to Google Forms®. It was then electronically delivered to the students through the Turkish Dental Association. Regarding the data, besides the frequency and percentage distributions, the relationship between the variables was analyzed using the Chi-Square test. A total of 615 students, including 386 female and 229 male students, participated in this study. Of the students, 62.4% were 5th year and 37.56% were 4th year students. According to the survey, it was observed that male students and 5th year students were in general more confident in themselves. Students had low self-confidence in differentiating between odontogenic and non- odontogenic pain and recognizing malignant lesions or lesions with high malignant potential. In the oral surgery curriculum, subjects in which the students have issues should be identified and more emphasis should be placed on them. Oral pathology as well as head and neck anatomy courses should be emphasized further, priority should be given to case-based courses, and reminder presentations should be made at certain intervals. In addition, considering that practice is important for gaining self- confidence, students must practice more under the supervision of instructors in the areas in which they feel inadequate.

RESUMEN: El objetivo de este estudio es evaluar la autoconfianza de los estudiantes de pregrado y así resaltar las fortalezas y debilidades de la educación en cirugía oral desde la perspectiva de los estudiantes. Se realizó una encuesta mediante la elaboración de un cuestionario para evaluar la autoconfianza de los estudiantes en la realización de cirugía oral. Las preguntas de la encuesta se importaron a Google Forms®. Luego se les entregó electrónicamente a los estudiantes a través de la Asociación Dental Turca. En cuanto los datos, además de las distribuciones de frecuencia y porcentaje, se analizó tambien la relación entre las variables mediante la prueba Chi-Cuadrado. Se participaron 386 estudiantes femininas y 229 estudiantes masculinos en este estudio, un total de 615 personas. El 62,4% de los estudiantes eran del 5º año y el 37,56% eran estudiantes del 4º año. Según la encuesta, se observó que los estudiantes masculinos y los estudiantes del 5º año tenían en general más confianza en sí mismos. Los estudiantes tenían poca confianza en sí mismos para diferenciar entre dolor odontogénico y no odontogénico y reconocer lesiones malignas o lesiones malignas con alto potencial. En el plan de estudios de cirugía oral, se deben identificar las materias en las que los estudiantes tienen problemas y se debe poner más énfasis en ellas. Se debe enfatizar aún más los cursos de patología oral, así como de anatomía de cabeza y cuello. Se debe dar prioridad a los cursos basados en casos, y se deben hacer presentaciones recordatorias a ciertos intervalos. Además, considerando que la práctica es importante para aumentar la autoconfianza, los estudiantes deben practicar más bajo la supervisión de instructores en las áreas en las que se sienten inadecuados.

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Introducción: El comportamiento epidemiológico de las lesiones en el baloncesto, los efectos negativos sobre la salud de los deportistas, su etiología multicausal y la dispersión teórica en la determinación de sus antecedentes psicológicos justifican el presente estudio. Objetivo: Relacionar factores psicológicos con las lesiones sufridas por los deportistas analizados. Material y Métodos: Estudio descriptivo-correlacional y transversal realizado a los 21 deportistas que constituyen la población correspondiente al equipo de baloncesto de alto rendimiento de la provincia Villa Clara, Cuba. Se empleó un cuestionario específico para obtener información sobre las lesiones, el Inventario de Ansiedad Rasgo/Estado y el Inventario de Ansiedad Estado en Competencia para evaluar la ansiedad rasgo y estado respectivamente. Para evaluar las habilidades psicológicas asociadas al rendimiento deportivo fue aplicado el Inventario Psicológico de Ejecución Deportiva. Los datos se analizaron mediante distribución empírica de frecuencias, mínimo, máximo, media, desviación típica, Kolmogórov-Smirnov para una muestra y el coeficiente de correlación lineal de Pearson con nivel de significación de p≤0,05. Resultados: Se obtuvo una elevada presencia de lesiones, la cual posee un comportamiento similar a los antecedentes teóricos del estudio. El control de afrontamiento negativo y de la atención fueron los factores psicológicos que alcanzaron menores puntuaciones. El bajo control de afrontamiento negativo y de la actitud establecen mayores niveles de relación con las lesiones. Conclusiones: Los bajos niveles de autoconfianza, de control emocional, de la atención y de la actitud se relacionan con una mayor cantidad de lesiones, así como un menor control del afrontamiento negativo y de la actitud se asocia a lesiones de mayor gravedad(AU)

Introduction: The epidemiological behavior of injuries in basketball, the negative effects on the health of sportsmen, their multicausal etiology and the theoretical dispersion in determining their psychological background justify the present study. Objective: To associate psychological factors with the injuries suffered by the sportsmen analyzed. Material and Methods: Cross-sectional descriptive correlational study carried out on the 21 sportsmen that make up the high-performance basketball population of Villa Clara province. A specific questionnaire was used to obtain information on the injuries; the State-Trait Anxiety Inventory and the Competency State Anxiety Inventory were used to assess trait and state anxiety, respectively. The Sports Performance Psychological Inventory was used to evaluate the psychological skills associated with sports performance. Data were analyzed using empirical frequency distribution, minimum, maximum, mean, standard deviation, and Kolmogorov-Smirnov test for a sample as well as Pearson's linear correlation coefficient with a significance level of p≤0.05. Results: The high presence of injuries, which has a behavior similar to the theoretical background of the study, is evident. The negative coping control and the attention control were the psychological factors that achieved lower scores. The low negative coping control and the low control of the attitude establish higher levels of relationship with injuries. Conclusions: Low levels of self-confidence, emotional control, attention and attitude are associated with a greater number of injuries, so less negative coping control and attitude is associated with more serious injuries(AU)

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BACKGROUND: Fundus examination is an easy, quick and effective way to diagnose sight- and life-threatening diseases. However, medical students and physicians report lack of proficiency and self-confidence in perform fundoscopy. The aim of this study was to compare students' self-confidence in fundus examination, using two different direct ophthalmoscopes, 1 month and 1 year after practical training. METHODS: In this prospective cohort, medical students (MS) of the same class were divided in small groups for PanOptic (PO) or conventional (CO) direct ophthalmoscope training. The intervention group encompassed MS of the 4th -year (class of 2019), and the control group encompassed MS of year behind (class of 2020). A questionnaire to measure self-confidence in fundoscopy technique assessing optic nerve, cup-to-disc ratio and macula was translated and validated to Portuguese, and applied 1-month and 1-year after practical training. RESULTS: One-hundred and sixty-seven MS were enrolled (35 PO group, 38 CO group, and 94 control group). PO group had a significantly higher overall self-confidence comparing either control or CO groups, respectively (3.57 ± 0.65 vs. 2.97 ± 1.03 vs. 2.46 ± 0.87, p < 0.01) as well as in evaluate cup-to-disc ratio (3.09 ± 0.75 vs. 2.32 ± 0.87 vs. 1.46 ± 0.81, p < 0.01), optic disc margins (3.26 ± 0.85 vs. 2.71 ± 0.96 vs. 2.01 ± 0.97, p < 0.01) and macula (3.43 ± 1.12 vs. 2.89 ± 1.08 vs. 2.02 ± 0.89, p < 0.01) 1-month after practical training. One-year after intervention, CO group showed a significantly higher score compared to PO group in overall self-confidence (3.31 ± 0.69 vs. 3.18 ± 0.73, p = 0.03) and in optic disc margins assessing (3.16 ± 0.85 vs. 2.95 ± 0.78, p = 0.03), but not significant in the evaluation of cup-to-disc ratio (2.78 ± 0.97 vs. 2.68 ± 0.94, p = 0.08), and macula (3.34 ± 0.79 vs. 3.27 ± 0.98, p = 0.07). CONCLUSIONS: Students were more confident in use PO as an instrument to perform direct ophthalmoscopy immediately after practical training, but confidence level of CO was higher compared to PO one year after practical training. These findings would help medical schools decide which ophthalmoscope to choose to teach fundus examination.

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ABSTRACT Objectives The primary objective was to measure the effect of psychiatry rotation in students self-confidence (SC) for managing mental health (MH) issues. Methods An eighteen questions version of "Preparation for Hospital Practice Questionnaire" (PHPQ) adapted for MH was applied before, after and six months later the psychiatry rotation. Sociodemographic and experience with mental illness was measured as confounding factors. Results Hundred and ten students were recruited and four factors were identified: "Diagnosis elaboration and basic care" (F1), "Crisis management and prevention" (F2), "External sickness determinants" (F3) and "Personal distress with clinics" (F4). Cronbach Alpha ranged from 0.71 to 0.90. Previous MH training were not frequent (9.09%), and associated with better SC in F2 (after p < 0.05, 6m p = 0.03). Previous mental disorder was frequent (42.16%), and associated with more SC on F2 (p < 0.01) and F3 (p = 0.03) before course, but only on F3 after (p < 0.01) and not 6 months later. Male gender had more SC in F4 (p < 0.01) before course, but after course and 6m later female gender became more SC in F1 (after p = 0.02, 6m p = 0.01) and equivalent in F4. All factors had higher scores after and 6 months later (p < 0.001). The class considered that an interview script is very important for their SC, and improves assistance (mean > 9.0/10.0). Conclusion Obligatory rotation in MH improved SC in students. Previous training and gender were related with long lasting effects in SC.

RESUMO Objetivos Avaliar os efeitos de empoderamento do internato em saúde mental (SM) na autoconfiança (AC) dos alunos de Medicina. Métodos Uma versão adaptada para a saúde mental do "Questionário de Preparação para Prática Hospitalar" foi aplicada antes, depois e seis meses após o internato. Resultados Cento e dez alunos participaram e quatro fatores foram extraídos: "Elaboração diagnóstica e cuidados básicos" (F1), "Gestão e prevenção de crise" (F2), "Determinantes externos de adoecimento" (F3) e "Sofrimento pessoal com a clínica" (F4). Treinamento prévio em SM é incomum (9,09%), mas foi associado com pontuações mais altas em F2 (p = 0,05 e 6m p = 0,03). Tratamento prévio em SM (42,16% dos alunos) foi associado a valores mais altos em F2 (p < 0,01) e F3 (p = 0,03) antes, mas apenas em F3 (p < 0,01) após o curso. O gênero masculino apresentou valores mais positivos que o feminino em F4 (p < 0,01) antes, mas não após o curso, quando apresentaram valores mais baixos em F1 (após p = 0,02, 6m p = 0,01). Todos os fatores apresentaram valores mais altos após o curso (p < 0,001). Os alunos consideraram o uso de uma entrevista estruturada muito importante para sua autoconfiança e qualidade da assistência (média > 9,0/10,0). Conclusão O internato em SM aumentou a AC nos alunos. Treinamento prévio e gênero estiveram associados com efeitos duradouros na AC.

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BACKGROUND AND AIM: Blood collection from dogs is the most commonly performed procedure in the medical clinic. However, different factors can interfere with the quality of the material collected, potentially causing complications for patients. Simulated skill training is a teaching strategy designed to provide early training to students, develop their skills and self-confidence, and increase the procedure's success while reducing complications. Therefore, the aim of this study was to evaluate skill training using a low-fidelity simulator in the peripheral venipuncture procedure and examine the training's influence on the in vivo procedure. MATERIALS AND METHODS: To assess skill training, this study used a low-fidelity simulator in the peripheral venipuncture procedure and examines the training's effect on the in vivo procedure. In total, 100 dogs, 65 undergraduate students, 3 veterinarians, and 4 previously trained evaluators participated. The canine in vivo venipuncture procedure was evaluated both before and after the simulated skill training and the low-fidelity simulator training. Data were collected on participants' self-confidence levels. RESULTS: Local complications occurred during in vivo practice; however, after training, they decreased. Gloves were more frequently used during the procedure, resulting in a reduction of both harvest attempts and complications, as well as increased levels of self-confidence in post-training participants. The simulator developed had low fidelity, low cost, and was easy to create. CONCLUSION: Skill training in peripheral venipuncture using a low-fidelity simulator positively influences student learning, increases their self-confidence during in vivo harvesting, and reduces the complications of the procedure, improving patient well-being.

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Resumen Objetivo. Establecer el efecto de un programa de intervención en práctica imaginada, entendida como el uso de los sentidos para la creación o recreación de imágenes o experiencias y atribuirles significado, sobre la autoconfianza de los futbolistas. Método. Participaron 17 futbolistas hombres, 9 en el grupo intervención y 8 en el grupo control, entre los 18 y los 25 años (M = 21, DE = 2.2). La intervención se desarrolló durante 8 sesiones y se basó en el modelo PETTLEP. Se midió la habilidad de imaginería a través del SIAQ y la autoconfianza con la prueba TSCI. Resultados. Los participantes mostraron un efecto de interacción en la habilidad de imaginería (F (1, 15) = 4.57, p< 0.05, ηp2 = 0.23), mientras que para la autoconfianza solo se estableció un efecto principal en los grupos intervención y control (F (1, 15) = 6.13, p < 0.05, ηp2 =.29). Adicionalmente, se observó una correlación positiva alta entre imaginería y autoconfianza (r(8) = 0.79, p < 0.05). Conclusión. Se obtuvo un efecto positivo tras la intervención en práctica imaginada en la habilidad de imaginería, lo cual es un avance significativo para la aplicación de la práctica imaginada en deportes de conjunto, como el fútbol.

Abstract Objective. To examine the effect of imagery intervention on the self-confidence of university football players after participating in an 8-session imagery intervention. Method. 17 male football players between 18 and 25 years old (M = 21, SD = 2.2) participated, 9 in the intervention group and 8 in the control group. The intervention lasted 8 sessions and was based on the PETTLEP model. The imagery was measured through the SIAQ and self-confidence with TSCI. Results. The results showed an interaction effect on imagery (F (1, 15) = 4.57, p < 0.05, ηp2 = 0.23), while the main effect on self-confidence was established in the intervention and control groups (F (1, 15) = 6.13, p < 0.05, ηp2 = 0.29). Additionally, a high positive correlation was found between imagery and self-confidence (r (8) = 0.79, p < 0.05). Conclusion. A positive effect was obtained after an imagery intervention on the imagery ability, which is a significant advance for the application of imagery practice in team sports, such as football.

Resumo Escopo. Estabelecer o efeito de um programa de intervenção em prática imaginada, entendida como o uso dos sentidos para a criação ou recreação de imagens ou experiencias e lhes atribuir significado, sobre a autoconfiança dos futebolistas. Metodologia. Participaram 17 futebolistas homens, 9 no grupo de intervenção e 8 no grupo de controle, entre os 18 e os 25 anos (M = 21, DE = 2.2). A intervenção foi desenvolvida durante 8 sessões e foi baseada no modelo PETTLEP. Foi medida a habilidade de criar imaginários através do SIAQ e a autoconfiança com a prova TSCI. Resultados. Os participantes mostraram um efeito de interação na habilidade de criar imaginários (F (1, 15) = 4.57, p < 0.05, ηp2 = 0.23), enquanto que para a autoconfiança só foi estabelecido um efeito principal nos grupos de intervenção e controle (F (1, 15) = 6.13, p < 0.05, ηp2 =.29). Além do mais, foi observada uma correlação positiva alta entre imaginário e autoconfiança (r(8) = 0.79, p < 0.05). Conclusão. Foi obtido um efeito positivo depois da intervenção em prática imaginada na habilidade de criar imaginários, o que é um avanço significativo para aplicação da prática imaginada em esportes como o futebol.

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Objetivo: verificar se a estratégia de simulação empregada para capacitação em suporte básico de vida e situações de obstrução de vias aéreas interfere na autoconfiança interprofissional no âmbito da atenção primária à saúde. Método: estudo quaseexperimental desenvolvido com 68 profissionais da atenção primária do Distrito Federal, entre junho e dezembro de 2018. Utilizaram-se questionários para caracterização do conhecimento e avaliação da autoconfiança. Realizou-se aula expositiva e simulação realística sobre parada cardiopulmonar e obstrução de vias aéreas como intervenção, sendo significativos os resultados com diferença estatisticamente significativa antes e após (p<0,05). Resultados: amostra majoritariamente feminina (69,1%), com idade entre 21 e 70 anos, com predomínio de agentes comunitários de saúde (32,4%). Houve melhora na autoconfiança para o manejo correto da parada cardiopulmonar e da desobstrução de vias aéreas (p<0,001) após a intervenção. Conclusão: a simulação favorece aprendizagem experiencial, desenvolvendo autoconfiança interprofissional para lidar com emergências na atenção primária à saúde.

Objective: to verify if the simulation strategy employed for basic life support training and situations of airway obstruction interferes with interprofessional self-confidence in primary health care. Method: quasi-experimental study conducted with 68 primary care professionals in the Federal District, Brazil, between June and December 2018. Questionnaire to characterize knowledge and self-confidence were used. A lecture and realistic simulation on cardiopulmonary arrest and airway obstruction were performed as intervention, being statistically significant different results before and after intervention (p<0,05). Results: mostly female sample (69.1%), aged between 21 and 70 years. Community health agents predominated (32.4%). Self-confidence improved for the correct management of cardiopulmonary arrest and airway clearance (p <0.001) after intervention. Conclusion: Simulation supports experiential learning, developing interprofessional self-confidence in dealing with emergencies in primary health care.

Objetivo: verificar si la estrategia de simulación empleada para el entrenamiento de soporte vital básico y las situaciones de obstrucción de las vías respiratorias interfieren con la autoconfianza interprofesional en la atención primaria de salud. Método: estudio cuasi experimental realizado con 68 profesionales de atención primaria en el Distrito Federal, Brasil, entre junio y diciembre de 2018. Se utilizó un cuestionario para caracterizar el conocimiento y la autoconfianza. Una intervención y una simulación realista sobre el paro cardiopulmonar y la obstrucción de las vías aéreas se realizaron como intervención, siendo resultados estadísticamente significativos diferentes antes y después de la intervención (p <0,05). Resultados: muestra mayoritariamente femenina (69,1%), con edades comprendidas entre 21 y 70 años. Predominaron los agentes comunitarios de salud (32,4%). La autoconfianza mejoró para el manejo correcto del paro cardiopulmonar y el despeje de la vía aérea (p <0.001) después de la intervención. Conclusión: La simulación apoya el aprendizaje experimental, desarrollando la autoconfianza interprofesional para enfrentar emergencias en la atención primaria de salud.

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Clinical simulation allows discussions about improving the quality on the patient's care. This method have effectiveness on what concerns to satisfaction, self-confidence and student motivation. However, during the assessment, the students have emotional reactions that have tended to be overlooked. In view of this, this article seeks to identify and describe the relationship of the emotions observed by facial expressions and assess their degree of satisfaction and self-confidence by carrying out simulated practices among the nursing students. The analysis based on the scales showed high satisfaction and self-confidence levels, and it was found that the predominant basic emotion was anger, which is caused by other correlated emotions like tension and stress. This divergence between the identified emotions opens up space for further investigations about the level of motivation and the stimulus tolearning that these emotions can provide, and the extent to which they can lead to satisfaction and self-confidence.

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Este artículo presenta una experiencia de trabajo con deportistas en el camino hacia el alto rendimiento desde el enfoque de Promoción de la Salud. Contemplando a la planificación estratégica como eje del proceso, y al taller lúdico-participativo como herramienta de intervención, se trabajó específicamente sobre la autoconfianza y su relación con el rendimiento deportivo, a través de la enseñanza de dos técnicas psicológicas: bloqueo del pensamiento y mejora de la postura corporal. Participaron 17 deportistas que pertenecen al Proyecto de Desarrollo Deportivo en la Escuela Media (65% de género masculino) con edades comprendidas entre los 14 y 17 años. Los resultados de la valoración del taller indican una buena satisfacción con respecto a las actividades y estrategias de intervención utilizadas. Se destaca la importancia de identificar las necesidades y recursos del grupo de destinatarios a la hora de diseñar una estrategia de intervención exitosa. Asimismo, la utilización de estrategias lúdicas representa un recurso novedoso que permite a los deportistas poner en práctica las habilidades psicológicas a desarrollar. A través de esta modalidad de intervención en la que los destinatarios participan activamente del proceso evaluativo, informando acerca de las formas y contenidos de la evaluación, se pretende conocer al grupo de deportistas adolescentes y al contexto en el que se encuentran inmersos

This article presents a work experience with athletes in the way to high performance from Health's Promotion approach. Contemplating strategic planning as the axis of the process, and ludic-participative workshops as intervention tool, we worked specifically on self-confidence and its relationship with sports performance, through teaching of two psychological techniques: blocking of thoughts and improvement of body posture. Seventeen athletes from the Sports Development in Middle School Project participated (65% of masculine gender) with ages between 14 and 17 years. The workshop evaluation indicates a good satisfaction with respect to the activities and intervention strategies used. The importance of identifying the needs and resources of the target group when designing a successful intervention strategy is highlighted. Likewise, the use of ludic strategies represents a novel resource that allows athletes to put into practice the psychological skills to be developed. Through this modality of intervention in which the recipients participate actively in the evaluation process, informing about the forms and contents of the assessment, it is intended to know the group of adolescent athletes and the context in which they are immersed

Este artigo apresenta uma experiência de trabalho com atletas no caminho para o alto rendimento da abordagem da Promoção da Saúde. Contemplando o planejamento estratégico como eixo do processo e a oficina lúdico-participativa como ferramenta de intervenção, trabalhamos especificamente a autoconfiança e sua relação com o desempenho esportivo, através do ensino de duas técnicas psicológicas: bloqueio de pensamento e melhoria de postura corporal. Dezessete atletas pertenecientes ao Projeto de Desenvolvimento Esportivo na Mídia da Escola participaram (65% do gênero masculino) com idades entre 14 e 17 anos. Os resultados da avaliação do workshop indicam uma boa satisfação em relação às atividades e estratégias de intervenção utilizadas. A importância de identificar as necessidades e recursos do grupo-alvo ao projetar uma estratégia de intervenção bem-sucedida é destacada. Da mesma forma, o uso de estratégias de jogo representa um novo recurso que permite aos atletas colocar em prática as habilidades psicológicas a serem desenvolvidas. Por meio dessa modalidade de intervenção emque os receptores participam ativamente do processo de avaliação, informando sobre as formas e conteúdos da avaliação, pretende-se conhecer o grupo de atletas adolescentes e o contexto em que estão imersos

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The clinical simulation is a university educational proposal that exposes the student to contexts similar to real situations, using technological innovation. The objective of this project is to translate and validate the Spanish version of the Satisfaction and Self-confidence in Learning Scale of the National League for Nursing (NLN). The method proposed is rigorous and academic translation, validation by expert judges in nursing and statistical validation of this scale. It is expected to obtain a validated instrument that will effectively and systematically measure satisfaction and self-confidence in the learning of nursing students, by using simulation technologies.

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OBJECTIVES: Yoga is promoted as an anti-stress activity, however, little is known about the mechanisms through which it acts. The present study investigated the acute effects of a hatha yoga session, displayed on a video, on the response to and recovery from an acute psychological stressor. METHODS: Twenty-four healthy young adults took part in a counterbalanced, randomized-crossover trial, with a yoga and a control condition (watching TV). Participants attended the laboratory in the afternoon on two days and each session comprised a baseline, control or yoga task, stress task and recovery. Blood pressure (BP), heart rate (HR) and salivary cortisol responses were measured. State cognitive- and somatic-anxiety along with self-confidence were assessed before and after the stressor. RESULTS: Although no difference in the BP or HR responses to stress were found between conditions, systolic BP (p=0.047) and diastolic BP (p=0.018) recovery from stress were significantly accelerated and salivary cortisol reactivity was significantly lower (p=0.01) in the yoga condition. A yoga session also increased self-confidence (p=0.006) in preparation for the task and after completion. Moreover, self-confidence reported after the stress task was considered debilitative towards performance in the control condition, but remained facilitative in the yoga condition. CONCLUSION: Our results show that a single video-instructed session of hatha yoga was able to improve stress reactivity and recovery from an acute stress task in healthy individuals. These positive preliminary findings encourage further investigation in at-risk populations in which the magnitude of effects may be greater, and support the use of yoga for stress reactivity and recovery.

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This study aimed to adapt the Sport-Confidence Inventory to Brazilian athletes and to investigate validity and reliability of adapted instrument. Elite athletes from 12 to 22 years of age that practice artistic gymnastics, rhythm gymnastics or football have participated in the study. The research procedures were: a) to realize the transcultural adaptation of SCI; b) to investigate evidences of content validity by pilot study; c) to investigate the construct validity, by principal component analysis; and d) to investigate reliability evidences by analysis of Cronbach's alpha values of the adapted instrument. Results showed reliability evidences of the instrument to the application in gymnasts and football players. Construct validity indicated different composition to the subscales in each group. Future research may improve the semantic quality of Questionário de Autoconfiança no Esporte, considering the particularities of each sport.

Este estudo teve como objetivos adaptar o instrumento de medida da autoconfiança Sport-Confidence Inventory para atletas brasileiros e investigar evidências de validade e precisão do instrumento adaptado. Participaram atletas de alto rendimento, com idades entre 12 e 22 anos, das modalidades esportivas ginástica artística, ginástica rítmica e futebol. Os procedimentos consistiram em: a) realizar a adaptação transcultural do SCI; b) investigar evidências de validade de conteúdo por meio de estudo piloto; c) validade de construto, por meio de análise de componentes principais; e d) evidências de precisão, pela verificação dos valores alfa de Cronbach, do instrumento adaptado. Os resultados demonstraram evidências de precisão para as aplicações em atletas de ginástica e de futebol. A validade de construto indicou composições diferentes para as subescalas em cada grupo. Estudos futuros poderiam aprimorar a qualidade semântica do Questionário de Autoconfiança no Esporte, considerando as particularidades de cada modalidade esportiva.

Este estudio tuvo como objetivos adaptar el instrumento de medida de autoconfianza Sport-Confidence Inventory para deportistas brasileños e investigar evidencias de validez y precisión del instrumento adaptado. Participaron deportistas de alto rendimiento, con edades entre 12 y 22 años, de las siguientes modalidades deportivas: gimnasia artística, gimnasia rítmica y fútbol. Los procedimientos consisten en: a) realizar la adaptación transcultural del SCI; b) investigar evidencias de validez de contenido por medio de estudio piloto; c) validez del constructo, por medio de análisis de componentes principales; y d) evidencias de precisión, por la verificación de los valores Alfa de Cronbach del instrumento adaptado. Los resultados demostraron evidencias de precisión para las aplicaciones en deportistas de gimnasia y fútbol. La validez del constructo indicó composiciones diferentes para las sub-escalas en cada grupo. Estudios futuros podrían mejorar la calidad semántica del Cuestionario de Autoconfianza en el Deporte, considerando las particularidades de cada modalidad deportiva.

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This study aimed to adapt the Sport-Confidence Inventory to Brazilian athletes and to investigate validity and reliability of adapted instrument. Elite athletes from 12 to 22 years of age that practice artistic gymnastics, rhythm gymnastics or football have participated in the study. The research procedures were: a) to realize the transcultural adaptation of SCI; b) to investigate evidences of content validity by pilot study; c) to investigate the construct validity, by principal component analysis; and d) to investigate reliability evidences by analysis of Cronbach's alpha values of the adapted instrument. Results showed reliability evidences of the instrument to the application in gymnasts and football players. Construct validity indicated different composition to the subscales in each group. Future research may improve the semantic quality of Questionário de Autoconfiança no Esporte, considering the particularities of each sport.

Este estudo teve como objetivos adaptar o instrumento de medida da autoconfiança Sport-Confidence Inventory para atletas brasileiros e investigar evidências de validade e precisão do instrumento adaptado. Participaram atletas de alto rendimento, com idades entre 12 e 22 anos, das modalidades esportivas ginástica artística, ginástica rítmica e futebol. Os procedimentos consistiram em: a) realizar a adaptação transcultural do SCI; b) investigar evidências de validade de conteúdo por meio de estudo piloto; c) validade de construto, por meio de análise de componentes principais; e d) evidências de precisão, pela verificação dos valores alfa de Cronbach, do instrumento adaptado. Os resultados demonstraram evidências de precisão para as aplicações em atletas de ginástica e de futebol. A validade de construto indicou composições diferentes para as subescalas em cada grupo. Estudos futuros poderiam aprimorar a qualidade semântica do Questionário de Autoconfiança no Esporte, considerando as particularidades de cada modalidade esportiva.

Este estudio tuvo como objetivos adaptar el instrumento de medida de autoconfianza Sport-Confidence Inventory para deportistas brasileños e investigar evidencias de validez y precisión del instrumento adaptado. Participaron deportistas de alto rendimiento, con edades entre 12 y 22 años, de las siguientes modalidades deportivas: gimnasia artística, gimnasia rítmica y fútbol. Los procedimientos consisten en: a) realizar la adaptación transcultural del SCI; b) investigar evidencias de validez de contenido por medio de estudio piloto; c) validez del constructo, por medio de análisis de componentes principales; y d) evidencias de precisión, por la verificación de los valores Alfa de Cronbach del instrumento adaptado. Los resultados demostraron evidencias de precisión para las aplicaciones en deportistas de gimnasia y fútbol. La validez del constructo indicó composiciones diferentes para las sub-escalas en cada grupo. Estudios futuros podrían mejorar la calidad semántica del Cuestionario de Autoconfianza en el Deporte, considerando las particularidades de cada modalidad deportiva.

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Objective: translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Material and Methods: methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. Results: 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. Conclusion: in Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use.

Objetivo: traduzir e validar para língua portuguesa a escala Student Satisfaction and Self-Confidence in Learning. Material e Métodos: estudo metodológico de tradução e validação de instrumento. Cumpridas todas as etapas do processo de tradução, para o processo de validação criou-se o evento III Workshop Brasil - Portugal: Atendimento ao Paciente Crítico, promovido por uma instituição de ensino do Brasil e outra de Portugal. Resultados: participaram 103 enfermeiros. Quanto à validade e fidelidade da escala, o padrão de correlação entre as variáveis, o teste de adequação amostral (Kaiser-Meyer-Olkin) e o teste de esfericidade (Bartlett) apresentaram bons resultados. Na análise fatorial exploratória (Varimax) o item 9 se comportou melhor no fator 1 (Satisfação) do que no fator 2 (Autoconfiança com a aprendizagem). A consistência interna (alfa de Cronbach) apresentou valores de 0,86 fator 1 com 06 itens e 0,77 para fator 2 de 07 itens. Conclusão: o presente instrumento ficou denominado em português: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. Os resultados constatam boas propriedades psicométricas e um bom potencial de utilização. É limitação deste trabalho o tamanho amostral e sua especificidade, porém futuros trabalhos contribuirão para consolidar a validade da escala e reforçar o seu potencial de utilização.

Objetivo: traducir y validar para la lengua portuguesa la escala Student Satisfaction and Self-Confidence in Learning. Material y Métodos: estudio metodológico de traducción y validación de instrumento. Tras cumplir todas las etapas del proceso de traducción, para el proceso de validación, se creó el evento III Workshop Brasil - Portugal: Atención al Paciente Crítico, promovido por una institución de enseñanza de Brasil y otra de Portugal. Resultados: participaron 103 enfermeros. Respecto a la validez y fidelidad de la escala, el patrón de correlación entre las variables, la prueba de adecuación de la muestra (Kaiser-Meyer-Olkin) y la prueba de esfericidad (Bartlett) mostraron buenos resultados. En el análisis factorial exploratoria (Varimax), el ítem 9 se comportó mejor en el factor 1 (Satisfacción) que en el factor 2 (Autoconfianza con el aprendizaje). La consistencia interna (alfa de Cronbach) mostró valores de 0,86 para factor 1 con 06 ítems y 0,77 para factor 2 de 07 ítems. Conclusión: este instrumento fue llamado en portugués: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. Los resultados constatan buenas propiedades psicométricas y un buen potencial de utilización. Las limitaciones de este estudio son el tamaño de la muestra y su especificidad. Sin embargo, estudios futuros contribuirán para consolidar la validez de la escala y reforzar su potencial de utilización.

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