Resumen: La universidad merece contemplar el desarrollo de competencias necesarias para la transformación. El objetivo del trabajo es describir el desarrollo de competencias de liderazgo en la formación académica en el Instituto Universitario River Plate (2021-22). El análisis se configura desde la fenomenología hermenéutica de las ciencias sociales, por medio de la interpretación de las tramas de significados en la universidad. Trata de un estudio con carácter crítico y único, a través de un muestreo intencional de 12 personas, donde se analizan entrevistas, grupos focales y documentos institucionales. El modelo de competencias de liderazgo educativo en este trabajo contempla: pensamiento estratégico, gestión del aprendizaje, relación con las personas y creación y animación de estructuras organizativas. Como resultado, el desarrollo de competencias de liderazgo institucional se caracteriza por presentar rasgos de mayor permeabilidad por encontrarse cercana a su génesis. Esto le otorga bases más flexibles ante la alta burocracia y menor resistencia en cambios e innovaciones que emerjan para la mejora educativa. Se concluye que la perspectiva de la comunidad académica presenta un reconocimiento sobre los esfuerzos y el trabajo que se realiza por medio de objetivos estratégicos en la búsqueda por la mejora de la calidad educativa, crecimiento, desarrollo de sus áreas y expansión institucional.

Resumo: A universidade merece contemplar o desenvolvimento de competências necessárias à transformação. O objetivo do trabalho é descrever o desenvolvimento de competências de liderança na formação acadêmica no Instituto Universitário River Plate (2021-22). A análise configura-se a partir da fenomenologia hermenêutica das Ciências Sociais, através da interpretação das teias de significados na universidade. É um estudo de carácter crítico e único, através de uma amostragem intencional de 12 pessoas onde são analisadas entrevistas, grupos focais e documentos institucionais. O modelo de competências de liderança educativa neste trabalho inclui: Pensamento estratégico, Gestão da aprendizagem, Relacionamento com pessoas e Criação e animação de estruturas organizacionais. Como resultado, o desenvolvimento de competências de liderança institucional caracteriza-se por apresentar traços de maior permeabilidade por estar próximo da sua génese. O que lhe confere bases mais flexíveis diante da alta burocracia e menor resistência às mudanças e inovações que surgem para a melhoria educativa. Conclui- se que a perspectiva da comunidade acadêmica apresenta um reconhecimento dos esforços e trabalhos realizados através de objetivos estratégicos na busca pela melhoria da qualidade educativa, crescimento, desenvolvimento de suas áreas e expansão institucional.

Abstract: The university deserves to consider the development of competencies necessary for transformation. The objective of this paper is to describe the development of leadership competencies in academic training at the River Plate University Institute (2021-22). The analysis is configured from the hermeneutic phenomenology of the social sciences, through the interpretation of the webs of meaning in the university. It is a study with a critical and unique character, through a purposive sampling of 12 people, where interviews, focus groups and institutional documents are analyzed. The model of educational leadership competencies in this work considers: Strategic thinking, learning management, relationship with people and creating and animating organizational structures. As a result, the development of institutional leadership competencies is characterized by presenting characteristics of greater permeability due to its proximity to its genesis. This gives it a more flexible basis in the face of high bureaucracy and less resistance to changes and innovations that emerge for the improvement of education. It is concluded that the perspective of the academic community represents a recognition of the efforts and work carried out through strategic objectives in the search for the improvement of educational quality, growth, development of its areas and institutional expansion.

Abstract The general objective of this research was to identify and analyze the most relevant and recent studies that address educational management and soft skills in a technological higher institute (TGI). Methodologically it was approached from the principles of the PRISMA declaration. The following inclusion criteria were applied for the selection of documents: a) original and review scientific articles, b) published in the period 2013 to 2023, c) disseminated in Spanish or English, d) with open access; and those of exclusion: a) opinion articles, blogs, editorials and theses, b) outside the established range, c) in a language other than English or Spanish and d) studies with restricted access. The results of the search and application of the inclusion and exclusion criteria allowed to recognize 30 works that were analyzed from a quantitative perspective. It is concluded that educational management and soft skills play a fundamental role in the integral development of students of a TGI, evidencing the relevance of promoting the formation of socio-emotional competencies and transversal skills together with technical knowledge, since this contributes to prepare students to face the challenges of the working world and promote their professional success.

Resumen La presente investigación tuvo como objetivo general identificar los estudios más relevantes y recientes que aborden la gestión educativa y habilidades blandas en un instituto superior tecnológico (IST). Metodológicamente se abordó desde los principios de la declaración PRISMA. Para la selección de documentos se aplicaron los siguientes criterios de inclusión: a) artículos científicos originales y de revisión, b) publicados en el período 2013 al 2023, c) divulgados en idioma español o inglés, d) con acceso abierto; y los de exclusión: a) artículos de opinión, blogs, editoriales y tesis, b) fuera del rango establecido, c) en idioma diferente al inglés o español y d) estudios con acceso restringido. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. Se concluyó que la gestión educativa y las habilidades blandas desempeñan un papel fundamental en el desarrollo integral de los estudiantes de un IST, evidenciando la relevancia de promover la formación de competencias socioemocionales y habilidades transversales en conjunto con los conocimientos técnicos, ya que esto contribuye a preparar a los estudiantes para enfrentar los retos del mundo laboral y fomentar su éxito profesional.

Abstract The present study focused on the organization of a nuclear curriculum and its relationship with the development of investigative skills. Its main objective was to analyze existing experiences on the implementation of nuclear curricula with the purpose of proposing a strategy to enhance research competencies in teachers and researchers in Ecuador. To this end, a systematic review of the literature was carried out following the principles of the PRISMA declaration. The search was carried out in Google Scholar, selecting 34 articles that address the conception of the nuclear curriculum, its relationship with medical training and science teaching, as well as approaches for the development and evaluation of research competencies. The results highlighted the importance of implementing a core curriculum with research competencies as a crucial tool to guarantee essential skills and promote research in the educational field. Key practices such as interdisciplinary collaboration, early orientation toward research projects, and the use of technologies to enhance research teaching were identified. Finally, it is concluded that the effective implementation of a nuclear curriculum with investigative competencies requires appropriate pedagogical strategies that promote research as an integral part of the training process.

Resumen El presente estudio se centró en la organización de un currículum nuclear y su relación con el desarrollo de competencias investigativas. Su objetivo principal fue analizar las experiencias existentes sobre la implementación de currículos nucleares con el propósito de proponer una estrategia para potenciar las competencias investigativas en docentes e investigadores en Ecuador. Para ello, se realizó una revisión sistemática de la literatura siguiendo los principios de la declaración PRISMA. La búsqueda se llevó a cabo en Google Académico, seleccionando 34 artículos que abordan la concepción del currículum nuclear, su relación con la formación médica y la enseñanza de las ciencias, así como enfoques para el desarrollo y evaluación de competencias investigativas. Los resultados destacaron la importancia de implementar un currículum nuclear con competencias investigativas como una herramienta crucial para garantizar habilidades esenciales y fomentar la investigación en el ámbito educativo. Se identificaron prácticas clave como la colaboración interdisciplinaria, la orientación temprana hacia proyectos de investigación y el uso de tecnologías para mejorar la enseñanza en investigación. Finalmente, se concluye que la implementación efectiva de un currículum nuclear con competencias investigativas requiere estrategias pedagógicas adecuadas que promuevan la investigación como parte integral del proceso formativo.

Abstract The evolution evidenced worldwide has generated a new way of acting on the part of human beings, to the point that all strategic sectors of society need to assimilate and implement new methodologies and strategies that allow them to optimally leverage resources and human talent. Education is a fundamental pillar that has benefited from these updates; a clear example is the application of didactic strategies to foster critical thinking and the development of communication skills. The implementation of innovative strategies allows students to improve their reasoning, analysis, synthesis, and other skills that contribute to their academic, personal, and professional growth. Different social contexts require individuals to adequately articulate the various concepts and ideas that arise from the assimilation of information. In this sense, the present study conducts a systematic literature review on didactic strategies to promote critical thinking in the development of communication competencies; the SALSA method is used to develop the proposed work, which consists of four important stages to identify the current situation of the topic.

Resumen La evolución que se evidencia a nivel mundial ha generado una nueva forma de actuar por parte del ser humano, a tal punto que todos los sectores estratégicos de la sociedad necesitan asimilar e insertar nuevas metodologías y estrategias que les permitan aprovechar de manera óptima los recursos y el talento humano. La educación es un pilar fundamental que se ha beneficiado con estas actualizaciones, muestra de ello es la aplicación de estrategias didácticas para fomentar el pensamiento crítico y el desarrollo de las competencias comunicacionales. La implementación de novedosas estrategias permite a los estudiantes mejorar su razonamiento, análisis, síntesis y otras habilidades que les ayudan a su crecimiento académico, personal y profesional. Los distintos contextos sociales exigen que las personas necesiten exteriorizar de manera adecuada los distintos conceptos e ideas que surgen a partir de la asimilación de la información. En tal sentido, el presente estudio realizó una revisión sistemática de literatura sobre las estrategias didácticas para fomentar el pensamiento crítico en el desarrollo de competencias comunicacionales; se utilizó el método SALSA para desarrollar el trabajo propuesto, el mismo que constó de cuatro etapas importantes para identificar la situación actual del tema.

Abstract The literature review on which this article is based attests to the need for a renewed Education system, adapted to the demands of a globalized knowledge society imposed by continuous and constant social evolution. It starts with an understanding of the implications of technological advancement to reflect the contradictions currently experienced in classrooms, confirming the importance of educational systems and, consequently, the fundamental role of schools in developing key 21st-century skills. The relevant function of transferable knowledge is highlighted as a driving force behind the cognitive, intrapersonal, and interpersonal domains, and four pedagogical models are listed that, according to the state of the art, are suitable for developing the referenced domains and skills: i. project-based research work; ii. problem-solving learning; iii. cooperative learning; and iv. experientialism, methodologies that presuppose the use of technology. The role of the teacher as a facilitator of knowledge and mentor is addressed, and the implications of changes in the teaching and learning process and classroom dynamics are analysed. It is concluded that there is a need to adopt classroom working methodologies that are more aligned with the objectives pursued by educational systems, particularly regarding the development of autonomy and independence in adulthood, reflected in a critical and participatory citizenship. Finally, there is a discussion on the need to adapt both initial and ongoing teacher training to the new educational goals.

Resumo A revisão de literatura na qual se baseia este artigo atesta a necessidade de uma Educação renovada, adaptada às exigências da sociedade globalizada do conhecimento impostas pelo devir social contínuo e constante. Parte-se da compreensão das implicações da evolução tecnológica para espelhar as contradições que se vivem atualmente nas salas de aula, corroborando a importância dos sistemas educativos e, consequentemente, do papel fundamental da Escola no desenvolvimento dos principais skills do século XXI. Destaca-se a função relevante do conhecimento transferível enquanto motor dos domínios cognitivo, intrapessoal e interpessoal, e elencam-se quatro modelos pedagógicos que, segundo o estado da arte, se adequam ao desenvolvimento dos domínios e dos skills referenciados: i. o trabalho de projeto baseado na pesquisa; ii. a aprendizagem através da resolução de problemas; iii. a aprendizagem cooperativa; e iv. o experimentalismo, metodologias que pressupõem o recurso às tecnologias. Aborda-se o papel do professor enquanto facilitador do conhecimento e mentor para, seguidamente, analisar as implicações da mudança no processo de ensino e aprendizagem e nas dinâmicas de trabalho em sala de aula. Conclui-se pela necessidade da adoção de metodologias de trabalho em sala de aula mais consoantes com os objetivos a prosseguir pelos sistemas educativos, concretamente no que respeita ao desenvolvimento da autonomia e independência na vida adulta que se reflita numa cidadania crítica e participativa. Finalmente, discorre-se sobre a necessidade de adequação da formação inicial e contínua de professores aos novos desígnios educativos.

Resumen La revisión de la literatura en la que se basa este artículo atestigua la necesidad de una Educación renovada, adaptada a las exigencias de la sociedad globalizada del conocimiento impuestas por el devenir social continuo y constante. Se parte de la comprensión de las implicaciones de la evolución tecnológica para reflejar las contradicciones que se viven actualmente en las aulas, corroborando la importancia de los sistemas educativos y, consecuentemente, del papel fundamental de la Escuela en el desarrollo de las principales habilidades del siglo XXI. Se destaca la función relevante del conocimiento transferible como motor de los dominios cognitivo, intrapersonal e interpersonal y se enumeran cuatro modelos pedagógicos que, según el estado del arte, se adecuan al desarrollo de los dominios y habilidades mencionados: i. el trabajo por proyectos basado en la investigación; ii. el aprendizaje a través de la resolución de problemas; iii. el aprendizaje cooperativo; y iv. el experimentalismo, metodologías que suponen el uso de tecnologías. Se aborda el papel del profesor como facilitador del conocimiento y mentor para, finalmente, analizar las implicaciones del cambio en el proceso de Enseñanza y aprendizaje y en las dinámicas de trabajo en el aula. Se concluye sobre la necesidad de adoptar metodologías de trabajo en el aula más coherentes con los objetivos a perseguir por los sistemas educativos, concretamente en lo que respecta al desarrollo de la autonomía e independencia en la vida adulta, que se refleje en una ciudadanía crítica y participativa. Finalmente, se discute la necesidad de adecuar la formación inicial y continua de los profesores a los nuevos designios educativos.

RESUMEN La investigación se centró en la implementación de una estrategia didáctica innovadora basada en metodologías activas, destinada a mejorar el desarrollo del pensamiento crítico en estudiantes de la Carrera de Educación de la Facultad de Ciencias Sociales, Humanísticas y de la Educación de la Universidad Estatal del Sur de Manabí. A través de una intervención con una muestra de 42 estudiantes, se buscó fomentar la participación activa y el aprendizaje colaborativo mediante el uso de enfoques que estimulan la reflexión y la toma de decisiones informadas. Se utilizaron herramientas estadísticas para evaluar la efectividad de la estrategia, incluyendo un análisis del coeficiente Alfa de Cronbach y el test t de muestras emparejadas. Los resultados mostraron mejoras significativas en las habilidades de pensamiento crítico de los estudiantes tras la implementación de la estrategia, lo que sugiere un impacto positivo en su aprendizaje. Además, la estrategia fue validada por un panel de expertos, quienes respaldaron su pertinencia y efectividad en relación con los objetivos educativos actuales. Los hallazgos indican que la incorporación de metodologías activas no solo potencia el desarrollo de competencias críticas, sino que también mejora el clima educativo. La investigación resalta la importancia de capacitar a los docentes y establecer planes de sostenibilidad para garantizar la continuidad de estas prácticas en el tiempo.

ABSTRACT The research focused on the implementation of an innovative teaching strategy based on active methodologies, aimed at improving the development of critical thinking in students of the Education Degree of the Faculty of Social, Humanistic and Educational Sciences of the State University of the South of Manabí. Through an intervention with a sample of 42 students, the aim was to promote active participation and collaborative learning by using approaches that stimulate reflection and informed decision-making. Statistical tools were used to evaluate the effectiveness of the strategy, including an analysis of Cronbach's Alpha coefficient and the paired samples t-test. The results showed significant improvements in students' critical thinking skills after the implementation of the strategy, suggesting a positive impact on their learning. In addition, the strategy was validated by a panel of experts, who supported its relevance and effectiveness in relation to current educational objectives. The findings indicate that the incorporation of active methodologies not only enhances the development of critical competencies, but also improves the educational climate. The research highlights the importance of training teachers and establishing sustainability plans to ensure the continuity of these practices over time.

RESUMEN Alinear los objetivos de aprendizaje con las necesidades del mercado laboral representa un desafío considerable para las universidades en la actualidad. A pesar de que las organizaciones demandan profesionales con competencias variadas y flexibles, a menudo las universidades subestiman la relevancia de las competencias transversales. Por tanto, este artículo tiene como objetivo identificar la percepción de los recién graduados sobre la importancia de las competencias transversales adquiridas y desarrolladas en su formación universitaria, así como la manera en que estas se aplican en el entorno laboral. En el marco de este estudio exploratorio, se distribuyó un cuestionario a los recién graduados que actualmente están empleados en 14 instituciones educativas de la Zona Sur de Manabí y en 3 instituciones de educación básica pública de Jipijapa. Esta metodología permitió analizar el desarrollo y la aplicabilidad de las competencias transversales en las organizaciones del sector educativo y su impacto en la práctica pedagógica. Los resultados se discuten en el contexto más amplio de cómo las universidades se están adaptando a los intensos desafíos socioeconómicos que caracterizan el presente, así como la integración de los recién graduados en el mercado laboral. Se concluye que la flexibilidad curricular y el desarrollo de competencias transversales son esenciales para mejorar la empleabilidad de los egresados y su capacidad para enfrentar las exigencias del mundo laboral contemporáneo.

ABSTRACT Aligning learning objectives with the needs of the labour market represents a considerable challenge for universities today. Although organisations demand professionals with varied and flexible skills, universities often underestimate the relevance of transversal skills. Therefore, this article aims to identify the perception of recent graduates on the importance of transversal skills acquired and developed in their university education, as well as the way in which these are applied in the work environment. Within the framework of this exploratory study, a questionnaire was distributed to recent graduates who are currently employed in 14 educational institutions in the Southern Zone of Manabí and in 3 public basic education institutions in Jipijapa. This methodology allowed us to analyse the development and applicability of transversal skills in organisations in the educational sector and their impact on pedagogical practice. The results are discussed in the broader context of how universities are adapting to the intense socio-economic challenges that characterise the present, as well as the integration of recent graduates into the labour market. It is concluded that curricular flexibility and the development of transversal competences are essential to improve the employability of graduates and their ability to face the demands of the contemporary labor market.

BACKGROUND: To improve the quality of care provided to women in their reproductive years, midwives need to be competent, confident and safe practitioners. Investment in education and training is necessary to ensure midwives are prepared for practice after entering the profession OBJECTIVE: To investigate final-year university nursing students' self-perception of preparedness for midwifery practice in the Western Cape, South Africa (SA METHOD: A quantitative descriptive study was conducted with final-year undergraduate nursing students at a university in the Western Cape, SA, after completing the midwifery component of their four-year integrated programme. The self-administered Casey-Fink Readiness for Practice Survey assessed respondents' perceived ability to perform independently, manage multiple women during childbirth and demonstrate confidence in vital practice skills RESULTS: The survey achieved a 53% response rate. Most respondents indicated difficulty performing fundamental midwifery skills independently. Low confidence levels were reported in independently managing the care of multiple women, delegating tasks to nursing support staff, dealing with ethical issues related to patient care responsibilities and assuming the midwife role CONCLUSION: Nursing students lacked confidence and perceived themselves as unprepared to practise as registered midwives upon completion of the midwifery component of the undergraduate nursing programme. In integrated nursing programmes, limited time for midwifery clinical experience may hinder the development of students' competence and confidence. Mentorship training and dedicated facility preceptors are recommended to support students and newly qualified midwives. Structured support and continuous professional development should be integral to new graduate induction programmes to promote learning and competence

Abstract: The main purpose of this research study is to promote the development of three 21st-century skills (HsXXI) by creating a course for the initial training of mathematics teachers at a Chilean university. The course is designed by using two theoretical perspectives, the socio-epistemological theory of educational mathematics and the appropriation of meaning theory, highlighting the role of both the modifications in the students' school mathematical discourse and the dimensions of the appropriation of meaning. The results show, in the works of the participants, the presence of that role and the dimensions of critical thinking reported in the literature. The course promotes the development of the 21st-century skills, particularly critical thinking, through the structure and activities proposed. It is concluded that the theoretical perspectives adopted contribute to this development.

Resumen: El principal propósito de esta investigación es fomentar el desarrollo de tres habilidades para el siglo XXI (HsXXI) mediante la creación de un curso para la formación inicial de profesores de matemática en una universidad chilena. Se diseña la asignatura utilizando dos perspectivas teóricas, la teoría socioepistemológica de la matemática educativa y la teoría de apropiación de sentido, poniendo de relieve el rol tanto de modificaciones en el discurso matemático escolar de los estudiantes como de las dimensiones de la apropiación de sentido. Los resultados muestran, en los trabajos de los participantes, la presencia de aquel rol y de las dimensiones del pensamiento crítico que señala la literatura. El curso fomenta el desarrollo de las habilidades del siglo XXI, en particular el pensamiento crítico, mediante la estructura y actividades que se proponen. Se concluye que las perspectivas teóricas adoptadas contribuyen a ese desarrollo.

Faith formation is a multifaceted process involving various role players. Parents, pastors, mentors, catechists, youth leaders, and church board members all play a significant role in a congregation's faith formation. This article examines the need to equip individuals engaged in this process. The specific roles they undertake will determine the type of training required. Using didache as a foundation, the focus will be on mentoring and serving as role models. Encouraging adults to participate in training presents its own challenges, which can be addressed through a variety of approaches. The research identified key training needs, including the faith development of catechists, an understanding of the lifeworld of children and adolescents (their developmental stages), and the skills required to convey content effectively. Another crucial area of training is koinonia - the building of relationships. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: Transformative leadership is essential to inspire those involved in faith formation to commit to becoming equipped to achieve excellence in their roles.

This article analyses Nicholas Bhengu's vision for decolonising the gospel in South Africa and throughout Africa when Europe colonised Africa in the 17th-century. The article addresses spiritual renewal that is fundamental to Bhengu's decolonisation endeavour in South Africa and the rest of Africa. Bhengu also addresses the threats of communism, nationalism and Islam. To achieve his goal, Bhengu launched the Back to God Crusade in October 1950 in East London, South Africa. His ultimate goal with this spiritual renewal vehicle was the continent of Africa and Africans. He called Africa to go back to God, using slogans such as 'Jesus for Africa', 'Africa for Jesus' and 'Cape to Cairo'. Although the bedrock of his decolonisation was spiritual renewal, he also focused on education for the youth, socio-economic development and entrepreneurial skills for women. The National Church thesis presented at the General Conference Plenary Session of the Assemblies of God on 10 October 1955 forms the basis of his vision. At this conference, Bhengu called for African leadership to take charge of the evangelisation of Africa instead of missionaries. The thesis points to Bhengu's foresight into the socio-political and geo-economic future of the continent, which is unfolding in sub-Saharan African countries such as Ghana, Kenya and Tanzania. The study method includes Bible texts, literature review, analysis of Bhengu's thesis on the National Church and his Farewell Message to the Church. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: The purpose of the study is to challenge South Africa's political leaders and government to re-examine the effects of colonisation on various disciplines, which include, the socio-economic, political strategies and policies for true liberation by recognising the spiritual renewal project advocated by Bhengu in their approach to governance and development of the country and its people.

RESUMO Objetivo: Examinar a força preditiva da aptidão cardiorrespiratória (ACR), competência motora (CM), nível educacional materno e percepção dos pais sobre as atividades de lazer preferidas dos filhos, para atender as diretrizes de atividade física (AF) de cada gênero, dos 3 aos 6 anos. Métodos: Este é um estudo transversal com 367 pré-escolares (53% meninas), testando ACR (teste PREFIT vaivém 20 m), CM (bateria de habilidades motoras), AF (acelerometria), nível educacional materno e percepção dos pais sobre o lazer preferido dos filhos (questionários). Foram realizados os testes de análise de covariância fatorial, regressão logística múltipla e qui-quadrado. Resultados: Em ambos os gêneros, ACR esteve associada ao cumprimento das diretrizes de AF (meninas: razão de probabilidade [OR] 1,10; intervalo de confiança [IC95%] 1,03–1,18; menino: OR 1,12; IC95% 1,05–1,19), independentemente da escolaridade materna ou da percepção dos pais sobre o lazer dos filhos. Para as meninas, o lazer ativo com bola (OR 28,91; IC95% 6,88–121,50) e sem bola (OR 4,32; IC95% 1,95–9,57) aumentou as chances de atendimento das diretrizes de AF, sem efeito da escolaridade materna. Para os meninos, a escolaridade materna foi inversamente associada ao cumprimento das diretrizes de AF. Os meninos de mães com menor escolaridade eram mais propensos a ter atividades com bolas como lazer favorito, o que foi um preditor mais forte e aumentou as chances de atender às diretrizes (OR 4,09; IC95% 1,71–9,79), independentemente da situação educacional materna. Os meninos apresentaram maior prevalência de lazer ativo com bola do que as meninas (42,8% vs. 7,7%). Conclusões: Independentemente da ACR ou da CM, circunstâncias familiares e socioculturais influenciaram a AF conforme o gênero. As políticas de saúde devem encorajar a participação igualitária de gênero em atividades/esportes culturalmente significativos em determinada região/país, especificamente no contexto familiar.

Abstract Objective: To examine the predictive strength of cardiorespiratory fitness (CRF), motor competence (MC), maternal educational status, and parental perception of their children’s favorite leisure activities for meeting physical activity (PA) guidelines of each gender among children aged 3–6 years. Methods: This is a cross-sectional study with 367 preschoolers (53% girls), assessing CRF (PREFIT 20m shuttle run), MC (battery of motor skills), PA (accelerometry), maternal education and parental perception of children’s preferred leisure (questionnaires). Factorial analysis of covariance, multiple logistic regression, and chi-square tests were conducted. Results: In both genders, CRF was associated with meeting PA guidelines (girls: odds ratio [OR] 1.10; 95% confidence interval [CI] 1.03–1.18; boys: OR 1.12; 95%CI 1.05–1.19), independently of maternal education or parental perception of children’s leisure activities. For girls, active leisure with balls (OR 28.91; 95%CI 6.88–121.50) and without balls (OR 4.32; 95%CI 1.95–9.57) enhanced the odds of compliance with PA guidelines, without effect of maternal education. For boys, maternal education was inversely associated with meeting the PA guidelines. Boys of lower-educated mothers were more likely to have activities with balls as favorite leisure, which was a stronger predictor and enhanced the odds of meeting the guidelines (OR 4.09; 95%CI 1.71–9.79) regardless of maternal education. Boys had a higher prevalence of active leisure with balls than girls (42.8 vs. 7.7%). Conclusions: Regardless of CRF or MC, family and sociocultural circumstances influenced PA according to gender. Health policies should encourage equal gender participation in culturally significant sports or activities of a particular region/country, specifically within the family context.

Abstract: The Brazilian Judiciary, in its strategic planning, stands out as a pioneer in incorporating the Sustainable Development Goals of the United Nations 2030 Agenda. The aim of this study was to analyze sustainability management from the perspective of librarians working in the Federal Regional Courts. As for the methodological procedures employed, the technical procedures are bibliographical and documental, and the objectives of the study are exploratory and descriptive. A qualitative approach was adopted to process the data, using the content analysis technique, based on the results from the semi-structured questionnaire. It was found that of the 27 Federal Regional Courts analyzed, they follow the methodological standard of the National Council of Justice, prioritizing the environmental and economic dimensions of Sustainable Development. It can be inferred that, although the sustainability management of the respective courts is not properly aligned with the Sustainable Development Goals, they show an interest in developing responsible governance by putting the issue on the agenda. It was also found that the participation of librarians in sustainability actions is limited, even though they recognize the importance of alignment with the 2030 Agenda. In this context, it is important for the courts to expand their sustainability actions, including librarians in the planning and execution. Finally, it should be pointed out that the skills held by librarians should effectively raise awareness and mobilize and promote Informational Sustainability in the Judiciary. It should also be noted that librarians play an important role in the sustainability management initiatives of the Federal Regional Courts, with a view to inclusive, equitable, sustainable and informational management.

Resumo: O Poder Judiciário brasileiro, em seu planejamento estratégico, desponta como pioneiro na incorporação dos Objetivos de Desenvolvimento Sustentável da Agenda 2030 da Organização das Nações Unidas. Tal evidência permeia o objetivo deste estudo no intuito de analisar a gestão de sustentabilidade na perspectiva dos bibliotecários servidores dos Tribunais Regionais Federais. Quanto aos procedimentos metodológicos empregados, em relação aos procedimentos técnicos configura-se como bibliográfica e documental, em relação aos objetivos do estudo caracteriza-se como exploratória e descritiva. Para o tratamento dos dados adotou-se abordagem qualitativa, pontualmente a técnica de análise de conteúdo, a partir dos resultados provenientes da aplicação de questionário semiestruturado. Verificou-se que do total de 27 Tribunais Regionais Federais analisados, seguem o padrão metodológico do Conselho Nacional de Justiça, priorizando as dimensões ambiental e econômica do Desenvolvimento Sustentável. Pode se inferir que, embora a gestão de sustentabilidade dos respectivos Tribunais não esteja devidamente alinhada com os Objetivos de Desenvolvimento Sustentável, manifesta interesse no desenvolvimento de governança responsável, colocando a questão em pauta. Constatou-se que a participação dos bibliotecários nas ações de sustentabilidade é limitada, mesmo com o reconhecimento da importância do alinhamento com a Agenda 2030. Nesse contexto, evidencia-se a relevância de os tribunais ampliarem suas ações de sustentabilidade, incluindo os bibliotecários servidores no planejamento, gestão e execução dessas ações, visando uma gestão inclusiva, equitativa, sustentável e informacional. Por fim, destaca-se que as competências que detêm os bibliotecários, efetivamente, deveriam conscientizar e mobilizar e promover a Sustentabilidade Informacional no Poder Judiciário.

Abstract Considering the unique role of medicinal chemistry in the pharmacists’ formation, in this work we assessed the impact of medicinal chemistry teaching on the interpretation of a clinical situation using statistical and learning gain analysis. Lectures were conducted with or without medicinal chemistry information about the drugs involved, and pre and post-tests were applied. Pharmacy students (n = 35) were divided into two experimental groups (control and test) and presented with a case report selected from literature involving statin-related myopathy when a pre-test was applied. A lecture containing pharmacological information on statins was delivered to the students from the control group. In contrast, the test group received the same information, but medicinal chemistry elements of statins were inserted, and afterward post-test was applied. The scores from the pre-test and post-test were statistically evaluated and used to calculate Cohen’s d, Hake’s, and Dellwo’s G learning gains to compare the performance of the students from both groups. The results showed that students from the test group obtained significantly higher performance in the post-test and higher learning gain values. In summary, medicinal chemistry elements provided important knowledge to unveil the reported clinical situation and to provide skills for adequate drug selection to avoid statin-related myopathy.

Resumo Objetivo Comparar o efeito da fidelidade do manequim na simulação sobre os níveis de satisfação e autoconfiança com a aprendizagem de estudantes de graduação em enfermagem em relação a administração de medicamento intravenoso ao paciente crítico. Métodos Ensaio clínico randomizado, paralelo, duplo cego. Os participantes do estudo foram alocados em Grupo Experimental (manequim de alta fidelidade) e Grupo Controle (manequim de baixa fidelidade) e expostos a sessão de simulação. Nos momentos pré, imediatamente após e 30 dias após a simulação os estudantes preencheram a Escala de Satisfação do Estudante e Autoconfiança na Aprendizagem. Foram utilizados os testes estatísticos Mann Whitney, Qui-quadrado, teste de Wilcoxon e Exato de Fisher. Adotou-se nível de significância de 5%, considerados significativos resultados com valor p ≤ 0,05. Resultados Foram avaliados 60 estudantes (31 no Grupo Experimental e 29 no Grupo Controle). Foi significante a redução da satisfação (p = 0,02) e da autoconfiança (p < 0,001) ao longo do período de 30 dias no grupo controle. No grupo experimental verificou-se sustentação dos níveis de satisfação e autoconfiança nas diferentes etapas do estudo. Conclusão A alta fidelidade do manequim não se mostrou efetiva para o desenvolvimento de habilidades não técnicas como a satisfação e a autoconfiança quando comparado a baixa fidelidade na administração de medicamentos intravenosos no paciente crítico por estudantes de enfermagem.

Abstract Objective To compare the effect of the manikin in the simulation on levels of satisfaction and self-confidence with the learning of undergraduate nursing students in relation to the administration of intravenous medication to critically ill patients. Methods Randomized, parallel, double-blind clinical trial. Study participants were allocated to the Experimental Group (high-fidelity manikin) and Control Group (low-fidelity manikin) and exposed to the simulation session. Before, immediately after and 30 days after the simulation, students filled out the Student Satisfaction and Self-Confidence in Learning Scale. The Mann Whitney, Chi-square, Wilcoxon test and Fisher’s exact statistical tests were used. A significance level of 5% was adopted, with results considered significant with a p-value ≤ 0.05. Results 60 students were evaluated (31 in the Experimental Group and 29 in the Control Group). There was a significant reduction in satisfaction (p = 0.02) and self-confidence (p < 0.001) over the 30-day period in the control group. In the experimental group, levels of satisfaction and self-confidence were maintained in the different stages of the study. Conclusion The high fidelity of the manikin was not effective for the development of non-technical skills such as satisfaction and self-confidence when compared to low fidelity in the administration of intravenous medications to critically ill patients by nursing students. ClinicalTrials.gov register: NCT03828526

Resumen Objetivo Comparar el efecto de la fidelidad del maniquí en simulación sobre los niveles de satisfacción y autoconfianza en el aprendizaje de estudiantes universitarios de enfermería con relación a la administración de medicamentos intravenosos a pacientes críticos. Métodos Ensayo clínico aleatorizado, paralelo, doble ciego. Los participantes del estudio fueron asignados a un grupo experimental (maniquí de alta fidelidad) y a un grupo de control (maniquí de baja fidelidad) y tuvieron una sesión de simulación. Los estudiantes completaron la Escala de Satisfacción y Autoconfianza en el Aprendizaje en tres momentos: antes, inmediatamente después y 30 días después de la simulación. Se utilizaron las pruebas estadísticas Mann Whitney, Ji cuadrado, prueba de Wilcoxon y Exacto de Fisher. Se adoptó un nivel de significación del 5 %, donde los resultados con valor p ≤ 0,05 se consideraron significativos. Resultados Sesenta estudiantes fueron evaluados (31 en el grupo experimental y 29 en el grupo de control). La reducción de la satisfacción (p=0,02) y de la autoconfianza (p<0,001) fue significativa a lo largo del período de 30 días en el grupo de control. En el grupo experimental, se verificó que se mantuvieron los niveles de satisfacción y autoconfianza en las diferentes etapas del estudio. Conclusión La alta fidelidad del maniquí no demostró ser efectiva para desarrollar habilidades no técnicas, como la satisfacción y la autoconfianza, en comparación con el de baja fidelidad, en la administración de medicamentos intravenosos en pacientes críticos por parte de estudiantes de enfermería. ClinicalTrials.gov register: NCT03828526