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Advisor(s)
Abstract(s)
As tecnologias digitais estão presentes em quase todos os setores da sociedade, permitindo inúmeras possibilidades, especialmente na área da saúde. A inteligência artificial pode contribuir para melhorar a qualidade de vida das pessoas. Segundo Varsori e Pereira (2020), a ascensão das tecnologias é um fenómeno global, presente em diversas esferas da vida, tornando a existência online uma realidade. Os adolescentes são nativos digitais e estão profundamente envolvidos com a tecnologia, transcendendo os binários real/virtual e online/offline, conforme Livingstone (2024). Os profissionais de saúde devem considerar o elemento digital como um canal de comunicação com os adolescentes. Esta dissertação procura conhecer a recetividade dos profissionais de saúde à criação de um curso ou programa em b-learning com conteúdos de Educação para a Saúde na área da adolescência, integrando o microlearning e o digital storytelling, com o objetivo de facilitar as práticas clínicas recorrendo ao elemento digital que pode funcionar também como um mediador na relação terapêutica. A pesquisa avaliou a recetividade, através de inquérito por questionário, de 100 profissionais de saúde em Portugal, predominantemente enfermeiros. Na investigação utilizou-se uma metodologia mista qualitativa e quantitativa. Os resultados mostraram grande recetividade à criação de um programa digital, destacando vantagens como a interatividade, a facilidade de acesso e a proximidade dos adolescentes às tecnologias. Os profissionais têm uma perceção positiva do papel das tecnologias reconhecendo o seu potencial de transformação das intervenções e de modernização dos serviços. A transformação digital na saúde, embora promissora, não se pode afastar da humanização dos cuidados. As temáticas sensíveis, nomeadamente a saúde sexual e reprodutiva e a saúde mental, foram identificadas como áreas onde o digital se poderá tornar particularmente útil. No entanto, a maioria dos profissionais considerou a componente “presencial física” fundamental, sugerindo que o digital deve complementar, mas não substituir as interações face a face. O estudo aponta para a necessidade de se desenvolver um programa que combine elementos interativos e experienciais adequados ao perfil dos adolescentes, e que simultaneamente motive os profissionais a utilizarem ferramentas tecnológicas nas suas práticas.
Digital technologies are present in almost all sectors of society, enabling countless possibilities, especially in the area of health. Artificial intelligence can contribute to improving people's quality of life. According to Varsori and Pereira (2020), the rise of technologies is a global phenomenon, present in various spheres of life, making online existence a reality. Adolescents are digital natives and are deeply involved with technology, transcending the real/virtual and online/offline binaries, according to Livingstone (2024). Healthcare professionals should consider the digital element as a channel of communication with adolescents. This dissertation seeks to understand the receptivity of health professionals to the creation of a b-learning course or programme with Health Education content in the area of adolescence, integrating microlearning and digital storytelling, with the aim of facilitating clinical practices using the digital element, which can also function as a mediator in the therapeutic relationship. The research assessed receptivity through a questionnaire survey of 100 healthcare professionals in Portugal, predominantly nurses. A mixed qualitative and quantitative methodology was used in the research. The results showed great receptivity to the creation of a digital programme, highlighting advantages such as interactivity, ease of access and the proximity of adolescents to technologies. Professionals have a positive perception of the role of technologies, recognising their potential to transform interventions and modernise services. Digital transformation in healthcare, although promising, cannot be separated from the humanisation of care. Sensitive topics, such as sexual and reproductive health and mental health, were identified as areas where digital technology could be particularly useful. However, most professionals considered the ‘physical presence’ component to be fundamental, suggesting that digital technology should complement, but not replace, face-to-face interactions. The study points to the need to develop a programme that combines interactive and experiential elements appropriate to the profile of adolescents, while simultaneously motivating professionals to use technological tools in their practices.
Digital technologies are present in almost all sectors of society, enabling countless possibilities, especially in the area of health. Artificial intelligence can contribute to improving people's quality of life. According to Varsori and Pereira (2020), the rise of technologies is a global phenomenon, present in various spheres of life, making online existence a reality. Adolescents are digital natives and are deeply involved with technology, transcending the real/virtual and online/offline binaries, according to Livingstone (2024). Healthcare professionals should consider the digital element as a channel of communication with adolescents. This dissertation seeks to understand the receptivity of health professionals to the creation of a b-learning course or programme with Health Education content in the area of adolescence, integrating microlearning and digital storytelling, with the aim of facilitating clinical practices using the digital element, which can also function as a mediator in the therapeutic relationship. The research assessed receptivity through a questionnaire survey of 100 healthcare professionals in Portugal, predominantly nurses. A mixed qualitative and quantitative methodology was used in the research. The results showed great receptivity to the creation of a digital programme, highlighting advantages such as interactivity, ease of access and the proximity of adolescents to technologies. Professionals have a positive perception of the role of technologies, recognising their potential to transform interventions and modernise services. Digital transformation in healthcare, although promising, cannot be separated from the humanisation of care. Sensitive topics, such as sexual and reproductive health and mental health, were identified as areas where digital technology could be particularly useful. However, most professionals considered the ‘physical presence’ component to be fundamental, suggesting that digital technology should complement, but not replace, face-to-face interactions. The study points to the need to develop a programme that combines interactive and experiential elements appropriate to the profile of adolescents, while simultaneously motivating professionals to use technological tools in their practices.
Description
Tese de Mestrado em Pedagogia do Elearning, apresentada à Universidade Aberta
Keywords
Profissionais de saúde Adolescentes Microlearning Digital storytelling Formação Health professionals Adolescents Training program