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Pensar Enfermagem / v.28 n.sup / October 2024
DOI: 10.71861/pensarenf.v28iSup.374
Abstract
Introduction
Children and adolescents with special health needs have chronic, physical and
developmental conditions that impact functionality, dependence on health systems
intervention and quality of life as students. These young people need an adequate response
to their special health needs in a school context, a place they attend for a third of their day.1
Nurses work in various contexts throughout the life cycle, including school, and promote
clinical decision oriented towards the community as a unit of care, integrating community
empowerment as a process and result of the nursing care they implement.2
Objective
Map the available evidence on the training of educational agents in caring for children and
adolescents with special health needs, in a school context.
Methods
Methodology based on the Prisma principles recommended by the Joanna Briggs Institute,
with a scoping review protocol having been defined considering the defined criteria, the
PCC mnemonic and the necessary adaptation to the databases/repositories proposed for
identifying the studies. Two independent reviewers will perform the relevance analysis of
the articles, data extraction and synthesis.3
Results
The results will be presented in a narrative/descriptive format and using charts and tables,
considering the objective and focus of the scoping review.
Conclusion
One of the expected nursing interventions that promote the empowerment of educational
agents in the face of the special health needs of children and adolescents in school context
are health education sessions, thus allowing the interpretation and dissemination of
available evidence.
Keywords
Students; School Health Promotion; Nursing; Professional Training.
References
1. Direção Geral de Saúde (DGS). Plano Nacional de Saúde Escolar 2015 [Internet]. 2015
[cited 2024 june 26]. Available from: https://www.arsnorte.min-saude.pt/wp-
content/uploads/sites/3/2018/01/Programa_NSE_2015.pdf
2. Melo P. Enfermagem de Saúde Comunitária e de Saúde Pública. Liboa: Lidel; 2020.
3. Peters M, Godfrey C, McInerney P, Munn Z, Tricco A, & Khalil H. Scoping Reviews. In:
Aromataris E, Lockwood C, Porritt K, Pilla B, Jordan Z, editors. JBI Manual for Evidence
Synthesis. JBI; 2024 [cited 2024 may 6]. Available
from: https://synthesismanual.jbi.global. https://doi.org/10.46658/JBIMES-24-09
Empowerment of Educational Agents in a School
Context: Scoping Review Protocol
Mariana Marques1
orcid.org/0009-0004-3416-2398
Débora Guerreiro2
orcid.org/0009-0002-8861-4535
Ana Bicho3
orcid.org/0009-0003-6826-386X
Sandra Xavier4
orcid.org/0000-0001-6676-268X
1 Master Student, Escola Superior de Enfermagem de
Lisboa, Lisbon. Unidade Local de Saúde Lisboa
Ocidental, Lisbon, Portugal.
2 Master Student, Escola Superior de Enfermagem de
Lisboa, Lisbon. Unidade Local de Saúde Lisboa
Amadora-Sintra, Lisbon, Portugal.
3 PhD student, Unidade de Saúde Pública António Luz,
Lisbon. Universidade Católica Portuguesa, Lisbon,
Portugal.
4 PhD, Centro de Investigação, Inovação e
Desenvolvimento em Enfermagem de Lisboa, Lisbon.
Escola Superior de Enfermagem de Lisboa, Lisbon,
Portugal.
Corresponding author:
Mariana Marques
E-mail: mmarques2@campus.esel.pt
