Qualidade de vida e estresse em graduandos de enfermagem : influência do método de ensino-aprendizagem

• Autor(a) principal: Cardoso, Bruna Santos
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11954
• topic: Estudantes de enfermagem; Qualidade de vida; Stress; Psicologia; Aprendizagem baseada em problemas; Estresse psicológico; Quality of life; Psychological stress; Problem-based learning; Nursing students; CIENCIAS DA SAUDE::ENFERMAGEM

Objective: to evaluate if the method of teaching learning influences the perception of quality of life and stress of the nursing academics of a federal university. Method: cross-sectional observational study with a descriptive and quantitative approach; sample composed of 243 nursing students from two campuses of the Federal University of Sergipe, data collected between October 2017 and February 2018, through a questionnaire containing items for socioeconomic characterization, academic and life habits, and the World Health Organization Quality of Life (WHOQOL-bref) and the Perceived Strees Scale (PSS-10), respectively, to assess the quality of life and perceived stress. The statistical difference between the variables was tested using the Pearson chi-square test and Fisher's exact test; the association between the variables was determined by the T and ANOVA tests, with the significance levels established in values lower than 0.05; the Pearson correlation was used to determine the correlation between the WHOQOL-bref domains and the PSS. Results: graduates of the active method presented higher quality of life in the psychological, social, environmental and global QOL domains. There was no difference in the perception of the stress among students of the campus with active and traditional method. There was a negative correlation between the WHOQOL-bref domains and the PSS. Conclusion: characteristics of teaching-learning methods are associated with a better perception of QoL among students of the active method.