Browsing by Author "Dores, Artemisa R"
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- Activities of Daily Living Inventory (ADLI): Proposal of a new instrument and preliminary dataPublication . Pinto, Joana O.; Pontes, Diogo; Dores, Artemisa R; Peixoto, Bruno; Barbosa, FernandoThe evaluation of Activities of Daily Living (ADL) has become a critical issue in neuropsychology, but existing instruments for evaluating ADL have some limitations. This work aims to propose a new instrument to evaluate ADL, the ADL Inventory (ADLI), for which we present preliminary data. The ADLI was developed based on a comprehensive model of the stages of test development and following a combined framework of the World Health Organization’s International Classification of Functioning, Disability, and Health and the American Occupational Therapy Association models. Besides sociodemographic information, ADLI includes 144 items, organized into four sections: (a) basic ADL; (b) IADL; (c) advanced ADL; and (d) factors influencing functionality. The main characteristics of ADLI are: having self- and informant-report forms; including items focused on different sensory and neurocognitive functions; individualizing the progression along items considering the person’s functionality; considering the impact of several factors on functionality; and using a large response scale. Preliminary data of predictive and convergent validity for ADLI are presented. The preliminary study comprised 15 older adults. The Addenbrooke’s Cognitive Examination – III, the Barthel Index, and the Instrumental Activities of Daily Living (IADL) Scale were applied to determine the predictive and convergent validity of ADLI.
- At-distance neurocognitive rehabilitation during COVID-19 pandemic: A first glance of patients’ perspectives about the process and an online platformPublication . Geraldo, Andreia ; Dores, Artemisa R; Carvalho, Irene P.; Guerreiro, Sandra; Castro-Caldas, Alexandre; Barbosa, FernandoDespite the use of digital communication technologies in neurocognitive rehabilitation has been widely used in face-to-face interventions, the difficulties of using ICT-based tools to provide rehabilitation services and the unfamiliarity of the neuropsychologists with internet interventions limited the use of these kinds of interventions in their clinical practices. The lockdown and mitigating measures associated with the COVID-19 pandemic, on the other hand, forced the use of at-distance and online interventions as a means to mitigate the impact of those measures on the mental health and rehabilitation processes of people with neurological disorders. Overall, little is known about the perspectives of patients with acquired neurological conditions about rehabilitation services delivered at distance. Therefore, the main goal of this study was to explore the perceptions that patients with neurological disorders have on at-distance online neurocognitive rehabilitation, namely during the COVID-19 pandemic. Sixteen patients with acquired neurological conditions attending an online neurocognitive rehabilitation program in a Portuguese rehabilitation center filled in an online questionnaire during the mandatory lockdown. The results of this study highlight the potential of delivering rehabilitation services at distance, presenting its advantages and limitations from patients’ perspectives, as well as suggestions for improving both neurorehabilitation processes and the online rehabilitation platform used.
- Fisioterapia na Comunidade: um projeto interdisciplinar - Reflexão crítica de docentes e estudantesPublication . Santos, Paula Clara; Baylina, Pilar; Oliveira, Carla; Barbosa, Pedro Maciel; Mesquita, Cristina; Dores, Artemisa R; Félix, José; Troia, Sara; Moreira, Ana MariaA intervenção comunitária tem crescido de forma relevante, implicando que os curricula académicos se adaptem a esta nova realidade. A unidade curricular (UC) de Fisioterapia na Comunidade, do 3.º ano da licenciatura de Fisioterapia da Escola Superior de Saúde do Politécnico do Porto, visa o desenvolvimento de competências de promoção da saúde. Esta UC envolve uma forte articulação com a comunidade, o que promove a aprendizagem em contexto real e potencia a transferência das competências adquiridas. De entre os objetivos desta UC destaca-se o desenvolvimento de um projeto de intervenção comunitária inovador e de aplicação real, suportado na identificação de necessidades emergentes e considerando o ciclo de vida dos indivíduos e de grupos específicos da população. Por outro lado, o modelo pedagógico Problem-Based Learning (PBL), adotado pela licenciatura em Fisioterapia desde 2009, favorece a forte articulação das diferentes áreas técnico-científicas intervenientes (Fisioterapia; Ciências Sociais e Humanas; Biomatemática, Bioestatística e Bioinformática; Gestão e Administração em Saúde e Terapia da Fala), essenciais para a construção da personalidade individual enquanto futuros terapeutas, e confere ao estudante um papel central na aprendizagem. A análise reflexiva de docentes e estudantes desta UC permite concluir que esta metodologia de ensino tem permitido uma excelente articulação do conhecimento das várias áreas técnico-científicas e a aquisição de competências mais completas por parte dos estudantes. Na perspetiva dos estudantes torna-se evidente também o desenvolvimento de diversas competências transversais, nomeadamente a criatividade, liderança, comunicação, gestão do tempo, trabalho de equipa, relações interpessoais, autonomia e capacidade de decisão.
- Infusão do programa “Riscos & Desafios” na unidade curricular “Psicologia da comunicação e das relações interpessoais”Publication . Sousa, Zita; Dores, Artemisa R; Costa, Sónia; Rocha, CarlaUnidade Curricular (UC) “Psicologia da Comunicação e Relações Interpessoais” (PCRI) é dinamizada por docentes da área Ciências Sociais e Humanas, na Escola Superior de Saúde (ESS) do P.PORTO. O seu objetivo geral é promover nos estudantes competências transversais de desenvolvimento pessoal, comunicação e relação interpessoal. Neste trabalho apresentamos a experiência pedagógica de infusão curricular do programa “Riscos & Desafios” (R&D) na UC. Este programa de 8 sessões, desenvolvido pela Divisão de Intervenção nos Comportamentos Aditivos e Dependências, tem por objetivo geral a promoção de comportamentos de proteção e a prevenção de comportamentos de risco para a saúde através do desenvolvimento de competências de vida. É dirigido a estudantes a frequentar o 1º ano do ensino superior, cenário de vivências desafiantes intra e interpessoais para os estudantes, facilitando a transição/adaptação a este nível de ensino. Motivou esta iniciativa o facto de considerarmos que possibilita o acesso dos estudantes a um programa validado com objetivos em parte coincidentes com os da UC, designadamente a capacitação dos estudantes em termos intra e interpessoais, a sua metodologia ativa e participativa, aliada a uma dimensão psicoeducativa/informativa. Adicionalmente, com a infusão deste programa, promovemos a saúde dos estudantes e prevenimos o risco, removendo barreiras à aprendizagem e, como tal, fomentando o sucesso académico. Os resultados foram muito positivos e convidam à replicação da experiência.
- Proposal of a common terminology for the neuropsychological rehabilitationPublication . Pinto, Joana O.; Peixoto, Bruno; Dores, Artemisa R; Barbosa, FernandoThe literature on neuropsychological intervention (NI) uses a variety of terms to refer to equivalent constructs, making it difficult to compare intervention programmes and their outcomes. The purpose of this work is to propose a unified terminological framework for describing NI programmes. The terminological framework was developed based on a previous proposal for common terminology by Johnstone and Stonnington (Rehabilitation of neuropsychological disorders: A practical guide for rehabilitation professionals. Psychology Press, 2011) and driven by Cognitive Psychology concepts. The terminological framework was organized into two sections: (a) NI, which includes types of NI, methods and approaches, instructional methods, and strategies; and (b) neurocognitive functions, which include temporal and spatial orientation, sensation, perception, visuo-constructional abilities, attention, memory, language, reasoning of several sorts (e.g., abstract reasoning, and numerical reasoning), and executive functions. Most NI tasks target a main neurocognitive function, but there are underlying neurocognitive functions that may impair performance in the former. Since it is difficult to create a task that is solely focused on one neurocognitive function, the proposed terminology should not be viewed as a taxonomy, but rather as dimensional, with the same task allowing to work different functions, in varying grades. Adopting this terminological framework will allow to define the targeted neurocognitive functions more accurately and simplify the comparison between NI programmes and their outcomes. Future research should focus on describing the main techniques/strategies for each neurocognitive function and non-cognitive interventions.
- The role of anxiety about appearance on the practice of physical exercise and use of image- and performance-enhancing drugs (IPEDs) during the COVID-19 lockdown: A multicultural studyPublication . Dores, Artemisa R; Carvalho, Irene P.; Burkauskas, Julius; Barbosa, Fernando ; Corazza, OrnellaThe literature has been showing evidence about the impact of restrictive mea sures during the COVID-19 pandemic on different psychological variables and behaviours. This study aims to assess the contribution of anxiety about appearance on the practice of physical exercise and use of image- and performance-enhancing drugs (IPEDs) during the COVID-19 lockdown.