Utilização de gás natural comprimido em veículos pesados de passageiros

Dissertação de mestrado em Engenharia Mecânica

Potenciar a competência comunicativa e sociocultural através de documentos audiovisuais na aula de espanhol língua estrangeira

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário

Validation of the Portuguese version of the Evidence-Based Practice Questionnaire

OBJECTIVES: To describe the process of translation and linguistic and cultural validation of the Evidence Based Practice Questionnaire for the Portuguese context: Questionário de Eficácia Clínica e Prática Baseada em Evidências (QECPBE). METHOD: A methodological and cross-sectional study was developed. The translation and back translation was performed according to traditional standards. Principal Components Analysis with orthogonal rotation according to the Varimax method was used to verify the QECPBE's psychometric characteristics, followed by confirmatory factor analysis. Internal consistency was determined by Cronbach's alpha. Data were collected between December 2013 and February 2014. RESULTS: 358 nurses delivering care in a hospital facility in North of Portugal participated in the study. QECPBE contains 20 items and three subscales: Practice (α=0.74); Attitudes (α=0.75); Knowledge/Skills and Competencies (α=0.95), presenting an overall internal consistency of α=0.74. The tested model explained 55.86% of the variance and presented good fit: χ2(167)=520.009; p = 0.0001; χ2df=3.114; CFI=0.908; GFI=0.865; PCFI=0.798; PGFI=0.678; RMSEA=0.077 (CI90%=0.07-0.08). CONCLUSION: confirmatory factor analysis revealed the questionnaire is valid and appropriate to be used in the studied context.

Sustainability education in PBL education: the case study of IEM-UMINHO

Sustainability-related skills are becoming more and more relevant for a proficient and professional engineering practice. Industrial engineers in particular, given their broad field of intervention and being at the heart of industrial activity, hold a great deal of potential and responsibility in providing and delivering best industrial practices, that support enhanced industrial systems and products. Therefore making a real contribution in generating wealth and income for all the companies’ stakeholders, including local communities, as well as adding up to more sustainable ecosystems. Previous work by the authors focused on studying the inclusion of this subject on the education of industrial engineers, especially through active-learning methodologies, as well as presenting results on the use of one such approach. The study conducted tried to identify the impacts on sustainability learning using a given specific activity, i.e. a workshop on industrial ecology, held in the 2014/2015 academic year on the Integrated MSc degree on Industrial Engineering and Management at the University of Minho, Portugal. The study uses content analysis of student teams’ reports for two consecutive academic years. The former did not include one such workshop, while the latter did. The Fink taxonomy was used in the discussion of results and reflection. The study outcomes aimed at supporting decision making on worthiness of investment on similar education instruments for sustainability competency development. Some results of the study highlight that: (1) the workshop seem to globally have a positive contribution on the sustainability learning; (2) a number of dimensions of the Life cycle design strategy wheel was developed, but the approach was not broadly used, (3) There was a mismatch on the workshop schedule; (4) students enjoy the workshop; (5) a clearer endorsement on relevance of this aspect is required. Suggestions for future work are also issued.