Estresse e ansiedade: um comparativo entre metodologias ativas e tradicional

• Autor(a) principal: Sales, Paula Monteiro de
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/14326
• topic: Fisioterapia; Ansiedade; Estresse; Metodologia; Physiotherapy; Anxiety; Stress

Introduction: Stress and anxiety to thisO increasingly presentsthe lives of individuals, accelerated growth in several areas where the student is faced with new responsibilities and the need for adjustments. Stress is a response to a physical or psychological stimulus, since anxiety is a warning to something non-existent, both lead in damage to the skills and the learning process. In this context students who attend both active methodologies as traditional face barriers related to the course, but also the future and personal factors, leaving -the more susceptible to psychological disorders. Goal:Identify the levels of stress and anxiety in physical therapy students who attend active and traditional methodology. Enrolled in public education. This is a descriptive and analytical observational study. The sample wasWomposta by sixty-nine students from two different universities, data were collected through questionnaires that assess the stress levels as IDATE and LIPP - ISSL where the data of the two groups They were compared by Shapiro-Wilk test, and not considering these parametricidade was used Student's t test for independent samples. Results: Upon analyzing the trace STAI and STAI state between the pupils there was no significant difference resulting in P> 0.05. As to Lipp (ASSI), there was no significant difference between groups with the P value> 0.05,only in LIPP2 (Q2) in Lagarto - GMA (active group methodology)Statistically significant, p = 0.036, greater than SC - GMT (traditional methodology group). Conclusion: Based nthe data found there is no evidence that distinguish stress levels and anxiety in students under different methodologies.