REPOSITÓRIO P.PORTO
Repositório Científico do Politécnico do Porto
Entradas recentes
Digital workplace competencies and their outcomes: A systematic literature review
Publication . Pinheiro, Sofia; Pinto, Ana; Simões, Ana Correia; Ferraz, Mariana; Domingues, Ana Raquel; Santos, Joana; Ferraz, Mariana
The rapid digital transformation of work environments has heightened the need to understand not only which competencies are essential but also how they influence workplace outcomes. This study presents a systematic literature review (SLR) of 46 peer-reviewed articles published between 2018 and 2023, following the PRISMA methodology across Scopus, Web of Science, and ERIC databases. This review has two objectives: (1) to synthesize how digital competencies are conceptualized and developed in workplace contexts, and (2) to analyze the measurable outcomes associated with their acquisition. Competencies were categorized using the DigComp 2.2 and the European Key Competence Framework for Lifelong Learning, capturing both digital competencies (e.g., communication, collaboration, problem-solving, data literacy) and transversal skills (e.g., STEM, personal, social, and learning). The findings highlight strong associations between competencies and outcomes such as innovation, performance, engagement, and well-being, while also noting risks like job loss, digital fatigue, and peer-to-peer friction. The review underscores the multidimensional and evolving nature of digital workplace competencies, identifies underexplored areas such as AI literacy, ethical awareness, and virtual teamwork, and provides insights for organizational training, policy design, and curriculum development. Future research should establish hierarchical models of competence influence on work performance and broaden the evidence base through interdisciplinary and cross-sectoral perspectives.
Promoting personal and social skills in youth with disruptive behaviors: A systematic review of tertiary programs
Publication . Soares, Mónica; Sousa, Jacinta; Cardoso, Leonor G.; Cunha, Olga; Caridade, Sónia
Disruptive behavior in youth (i.e., persistent oppositional, aggressive, or delinquent conduct) predicts harm to self and others, as well as long-term social exclusion. Tertiary, skill-oriented programs aim to prevent the escalation of these behaviors and strengthen personal and social skills. However, an up-to-date, comprehensive synthesis of their effectiveness is still lacking. In accordance with PRISMA 2020, we searched Web of Science, Scopus, PubMed, ProQuest, and B-on. Studies included justice-involved, school-referred, community, and/or mixed-setting. Overall, 43 peer-reviewed studies (January 2013–May 2025) evaluating tertiary, skill-focused interventions for youth aged 10–24 met the eligibility criteria. Outcomes primarily indexed reductions in disruptive behavior (e.g., aggression, violent behavior) and/or improvements in skills (e.g., emotion regulation, self-control, empathy, problem solving). Theme-focused, multimodal, and sufficiently intensive programs were most consistently associated with reduced aggression and improved skills. However, findings and methodological quality were heterogeneous, and follow-up data was limited. Digital delivery components were rare. We discuss these findings and propose a modular program architecture that combines a structured, evidence-based core (e.g., manualized content, fidelity monitoring) with planned flexibility (e.g., thematic breadth, dosage) to match youths’ risk-need profiles and the constraints of justice, school, and community settings. Key limitations (e.g., limited follow-up, cultural sensitivity) and future directions (e.g., finer-grained analyses linking youngsters’ needs to specific modules) are also discussed.
Effects of caffeine on P300: A systematic review and meta-analysis
Publication . Pinho, Beatriz B.; Mazer, Prune; Barroso, Beatriz; Pinto, Joana O.; Mazer, Prune
Caffeine is a widely consumed psychoactive substance that stimulates the central nervous system, enhancing alertness and concentration. Its effects on brain activity can be examined using neurophysiological techniques such as event-related potentials, with emphasis on the P300 component. Caffeine appears to modulate P300 amplitude and latency, suggesting changes in processing speed and attention, although findings remain inconsistent. The objective of this work was to systematise the literature about the effects of caffeine on the amplitude and latency of the P300. A systematic review and meta-analysis of empirical studies measuring the effect of caffeine on P300 amplitude and latency was conducted, following the Preferred Reporting Items for Systematic Reviews and Meta- Analyses. Statistical analyses were performed using the meta-analysis package for R. Caffeine intake between 201 and 399 mg was associated with a significant increase in P300 amplitude across anterior, central, and posterior regions, whereas higher doses were associated with smaller effect sizes. No significant differences in P300 latency were observed between pre- and post-caffeine intake. Overall, our findings align with previous reviews showing that caffeine, as a stimulant, can modulate brain activity. The main limitation of this work is the high heterogeneity across studies. Future research directions are discussed.
Promoção da literacia e capacitação de pessoas diabéticas tipo 2 idosas em cuidados de saúde primários
Publication . Oliveira, Suzete; Morais, Carminda
A Diabetes Mellitus (DM) constitui um grave problema de saúde pública, o qual tem resultado, em avultados custos socioeconómicos. Níveis adequados de literacia em saúde e capacidade de controlo da doença são aspetos exigidos às pessoas diabéticas, os quais são suscetíveis de amplo desenvolvimento. Analisar os conhecimentos, a capacidade de autocontrolo e a Qualidade de Vida (QV), das pessoas diabéticas tipo 2, com 65 ou mais anos numa unidade de cuidados de saúde primários. O estudo transversal, de natureza exploratório e descritivo correlacional foi realizado numa amostra de 137 indivíduos, aos quais foi aplicado um questionário de caraterização sociodemográfica e clínica e a versão portuguesa do DES-SF, DKT e EQ-5D. A amostra revela um pobre conhecimento acerca da doença, uma elevada perceção de capacidade de autocontrolo da DM e da QV, sendo as pontuações médias ± dp do DES-SF, EQ-5D e DKT, 54.34 ± 17.72; 3.52 ± 0.69; e 0.63 ± 0.30, respetivamente. Detetou-se uma correlação positiva e significativa entre a capacidade de controlo da DM, os conhecimentos e a QV. Além disso também se encontrou diferenças estatisticamente significativas no DES-SF, no DKT e no EQ-5D perante as habilitações literárias e as complicações da DM. Os resultados evidenciam a necessidade de programas de educação para a saúde eficazes, assim como aspetos relevantes a ter em conta na sua construção.
Adenda ao relatório de estágio prática de ensino supervisionado
Publication . Costa, João Pedro Lima Brandão; Aguiar, António Augusto Martins da Rocha Oliveira; Coelho, Liliana
A presente adenda ao Relatório de Estágio do Mestrado em Ensino da Música da ESMAE documenta uma prática pedagógica desenvolvida no Conservatório de Música do Porto, no ano letivo 2025/2026, no âmbito da disciplina de Classes de Conjunto — Orquestra de Pianos, do 2.º ciclo do ensino básico. O estagiário, professor de saxofone e combo jazz no mesmo conservatório, colaborou ao longo do ano com a equipa de docentes responsáveis pela disciplina, dirigindo a maioria das aulas e co-construindo um projeto artístico integrado que articulou música, teatro e movimento. O projeto resultou num espetáculo público intitulado «Um Guia para a Esperança - Concerto Dramatizado em 9 Andamentos, em Memória de Jane Goodall», apresentado no Grande Auditório do Conservatório de Música do Porto a 8 de junho de 2026. A proposta pedagógica privilegiou o desenvolvimento da escuta, da criatividade e da autonomia dos alunos, através da introdução de xilofones no ensemble, da utilização de soundpainting como linguagem de criação coletiva em tempo real, da aprendizagem do repertório pelo canto, e da abertura de espaços de improvisação e de manipulação autónoma das estruturas musicais. Este relatório reflete sobre os desafios e aprendizagens desta experiência, num contexto institucional em que o ensino se encontra ainda fortemente ancorado na tradição da leitura e da música escrita.