RESUMEN La superación profesional es el proceso continuo de incorporación de saberes con un fin determinado. En cuanto a ello, el profesional de la salud, en específico el enfermero comunitario integral, debe ser instruido en lo relativo a la atención a la discapacidad intelectual. El presente texto tiene como objetivo exponer elementos de una estrategia para la superación profesional del enfermero comunitario integral en la atención a la discapacidad intelectual. Se estructuró en cuatro etapas que incluyen el diagnóstico, sensibilización y caracterización de las necesidades y potencialidades de los profesionales implicados; la planeación y organización de las acciones; su implementación y por último la evaluación de los resultados. Con lo anterior gana el carácter de sistema que la distingue. Se ejecutó durante el período de enero a diciembre de 2023.

ABSTRACT Professional improvement is the continuous process of incorporating knowledge for a specific purpose. In this regard, the health professional, specifically the comprehensive community nurse, must be instructed regarding the care of intellectual disability. The objective of this text is to present significant elements of a strategy for the improvement of comprehensive community nursing in the care of intellectual disabilities. It was structured in four stages that include diagnosis, awareness and characterization of the needs and potential of the professionals involved; the planning and organization of actions; its implementation and finally the evaluation of the results. With the above, it gains the system character that distinguishes it. It was carried out during the period from January to December 2023.

ABSTRACT Intersectoral collaboration for health educational practices in the school environment is strengthened by the School Health Program. The objective of this study is to understand the development of educational practices on STI/HIV/AIDS carried out in schools from the perspective of the multidis-ciplinary health team, in light of complex thinking. This is a qualitative study that used constructivist grounded theory as an analysis method. Intensive interviews were carried out with 35 health professionals in two sample groups, audio-recorded, transcribed and analyzed, in three stages of coding: initial, focused and theoretical. The central category ‘Revealing the development of educational practices in STI/HIV/AIDS within the school’ emerges from nine subcategories that develop a dialogue with the work ‘The seven necessary knowledge for future education’. The STI/HIV/AIDS theme is considered a priority and pertinent knowledge for educational practices, which requires considering the complexity of the human being to understand profound issues inherent to the human condition, and which breaks the paradigm of fragmentation of knowledge. Educational practices need to go beyond lecture models, be diverse and face challenges and uncertainties, avoiding blindness in knowledge, teaching, understanding and human ethics, and bringing together young people, teachers and professionals.

RESUMO A colaboração intersetorial para as práticas educativas em saúde no ambiente escolar é fortalecida pelo Programa Saúde na Escola. O objetivo deste estudo é compreender o desenvolvimento das práticas educativas sobre IST/HIV/aids realizadas nas escolas na perspectiva da equipe multiprofissional de saúde, à luz do pensamento complexo. Trata-se de um estudo qualitativo que utilizou a teoria fundamentada nos dados construtivista como método de análise. Foram realizadas entrevistas intensivas com 35 profissionais de saúde em dois grupos amostrais, audiogravadas, transcritas e analisadas, em três etapas de codificação: inicial, focalizada e teórica. A categoria central ‘Revelando o desenvolvimento das práticas educativas em IST/HIV/aids no âmbito da escola’ emerge de nove subcategorias que desenvolvem um diálogo com a obra ‘Os sete saberes necessários à educação do futuro’. O tema IST/HIV/aids é considerado prioritário e um conhecimento pertinente para as práticas educativas, que requer considerar a complexidade do ser humano para compreender questões profundas, inerentes à condição humana, e que rompa com o paradigma da fragmentação dos saberes. As práticas educativas precisam superar os modelos de palestras, ser diversificadas e enfrentar os desafios e incertezas, evitando as cegueiras do conhecimento, ensinando compreensão e ética humanas, e aproximando jovens, professores e profissionais.

ABSTRACT: This study aimed to develop and validate a standard operating procedure (SOP) for oral hygiene (OH) targeting professionals working in intensive care units (ICU). This methodological study comprised four stages: 1) an integrative literature review that included and analyzed the main studies related to the topic, 2) the review results informed the development of an SOP for OH to ICU professionals, 3) final SOP version was created via a series of meetings until consensus was reached, and 4) SOP was assessed and validated using a Likert scale questionnaire. Twenty-eight articles informed the development of the SOP by clarifying the definition of procedures, materials, and OH approaches in ICU patients. Next, the SOP was presented to 35 professionals, of which 16 responded to the validation survey. Participants were dentists, nurses, nursing technicians, physical therapists, physicians, pharmacists, and speech therapists. The survey showed 100% of agreement among the evaluators. This study developed and validated an SOP for OH in the ICU. The SOP might facilitate the ICU routine, optimize the engagement of the patient care team, and prevent systemic diseases associated with poor OH.

RESUMEN: Este estudio tuvo como objetivo desarrollar y validar un procedimiento operativo estándar (POE) para la higiene oral (HO) dirigido a profesionales que trabajan en unidades de cuidados intensivos (UCI). Este estudio metodológico comprendió cuatro etapas: 1) una revisión integradora de la literatura que incluyó y analizó los principales estudios relacionados con el tema, 2) los resultados de la revisión informaron el desarrollo de un POE para la HO para profesionales de la UCI, 3) la versión final del POE se creó mediante una serie de reuniones hasta llegar a un consenso, y 4) el POE se evaluó y validó mediante un cuestionario de escala Likert. Veintiocho artículos informaron el desarrollo del POE al aclarar la definición de procedimientos, materiales y enfoques de HB en pacientes de la UCI. A continuación, el POE se presentó a 35 profesionales, de los cuales 16 respondieron a la encuesta de validación. Los participantes fueron dentistas, enfermeras, técnicos de enfermería, fisioterapeutas, médicos, farmacéuticos y terapeutas del habla. La encuesta mostró un 100 % de acuerdo entre los evaluadores. Este estudio desarrolló y validó un POE para la HO en la UCI. El procedimiento operativo estándar podría facilitar la rutina de la UCI, optimizar la participación del equipo de atención al paciente y prevenir enfermedades sistémicas asociadas con una mala higiene oral.

BACKGROUND: Smartphone use for educational purposes has become a common practice among students, including those in nursing. While it offers numerous benefits in education, concerns about addiction to its use have also been noted OBJECTIVES: To investigate smartphone use addiction among nursing students in Nigeria METHODS: A descriptive cross-sectional survey was conducted among undergraduate nursing students in Nigeria. A sample of 462 students was drawn from a population of 1 338 across five nursing education institutions. Data were collected using a self-administered questionnaire, which included the validated and reliable Smartphone Addiction Scale-Short version (α=0.844). A descriptive analysis of addiction-related statements was performed, and the likelihood of addiction was calculated. Associations with sex were analysed using Mann-Whitney U and χ² RESULTS: Most respondents (n=319, 86.0%) used smartphones daily for educational purposes, and 326 (85.6%) met the criteria for likely smartphone use addiction. No significant association was found between the likelihood of smartphone addiction and sex CONCLUSION: Smartphone use for educational purposes is high, with a concomitant high likelihood of smartphone use addiction

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

BACKGROUND: Clinical reasoning is a critical skill that nursing practitioners must develop. Positive patient outcomes have been linked to nurses with clinical reasoning skills. While experienced nurse practitioners often demonstrate clinical reasoning skills, evidence shows that these skills can be taught and mastered, even by less experienced nurses OBJECTIVE: To determine whether a cooperative clinical reasoning activity can aid nursing students in developing their clinical reasoning skills METHODS: A quasi-experimental, non-equivalent, pre-test-post-test control group method was used, employing an Outcome-present-state (OPT) worksheet and a marking rubric to assess the results. The study population consisted of 208 final-year nursing students who were purposively assigned to either the experimental group (n=84) or the control group (n=124 RESULTS: Participants in the experimental group showed higher clinical reasoning scores after engaging in cooperative clinical reasoning activities, compared with participants in the control group who did not participate (p=007 CONCLUSION: Clinical reasoning is a skill that can be developed through the deliberate inclusion of targeted activities in a nursing programme

BACKGROUND: Lectures are a fundamental aspect of teaching and learning in higher education, significantly impacting students' academic achievements OBJECTIVE: To investigate students' reasons for attending in-person lectures and identify the factors and traits they associate with positive learning experiences METHODS: The data were collected through interviews with 36 third-year undergraduate students from pharmacy, occupational therapy and nursing & midwifery enrolled at Monash University. Focus groups were reviewed, analysed and coded using a conventional content analysis approach RESULTS: Four major themes that influenced students' decisions to attend lectures were identified: (i) consolidation of learning; (ii) use of visual and auditory techniques; (iii) opportunities for student input and (iv) the lecture's relevance to their future practice CONCLUSION: The present study found that students perceive live lectures as useful when they offer a thorough understanding of a subject, effectively incorporate audio-visual materials, provide opportunities for engagement and interaction with lecturers and prepare students for exams and future careers. Utilising interactive quizzes and visual aids, facilitating access to educators for students to ask questions and lecturers' use of varied tones and humour when covering difficult concepts were viewed as beneficial by students. These findings may assist faculty in improving attendance rates at live lectures

RESUMO A colaboração intersetorial para as práticas educativas em saúde no ambiente escolar é fortalecida pelo Programa Saúde na Escola. O objetivo deste estudo é compreender o desenvolvimento das práticas educativas sobre IST/HIV/aids realizadas nas escolas na perspectiva da equipe multiprofissional de saúde, à luz do pensamento complexo. Trata-se de um estudo qualitativo que utilizou a teoria fundamentada nos dados construtivista como método de análise. Foram realizadas entrevistas intensivas com 35 profissionais de saúde em dois grupos amostrais, audiogravadas, transcritas e analisadas, em três etapas de codificação: inicial, focalizada e teórica. A categoria central ‘Revelando o desenvolvimento das práticas educativas em IST/HIV/aids no âmbito da escola’ emerge de nove subcategorias que desenvolvem um diálogo com a obra ‘Os sete saberes necessários à educação do futuro’. O tema IST/HIV/aids é considerado prioritário e um conhecimento pertinente para as práticas educativas, que requer considerar a complexidade do ser humano para compreender questões profundas, inerentes à condição humana, e que rompa com o paradigma da fragmentação dos saberes. As práticas educativas precisam superar os modelos de palestras, ser diversificadas e enfrentar os desafios e incertezas, evitando as cegueiras do conhecimento, ensinando compreensão e ética humanas, e aproximando jovens, professores e profissionais.

ABSTRACT Intersectoral collaboration for health educational practices in the school environment is strengthened by the School Health Program. The objective of this study is to understand the development of educational practices on STI/HIV/AIDS carried out in schools from the perspective of the multidis-ciplinary health team, in light of complex thinking. This is a qualitative study that used constructivist grounded theory as an analysis method. Intensive interviews were carried out with 35 health professionals in two sample groups, audio-recorded, transcribed and analyzed, in three stages of coding: initial, focused and theoretical. The central category ‘Revealing the development of educational practices in STI/HIV/AIDS within the school’ emerges from nine subcategories that develop a dialogue with the work ‘The seven necessary knowledge for future education’. The STI/HIV/AIDS theme is considered a priority and pertinent knowledge for educational practices, which requires considering the complexity of the human being to understand profound issues inherent to the human condition, and which breaks the paradigm of fragmentation of knowledge. Educational practices need to go beyond lecture models, be diverse and face challenges and uncertainties, avoiding blindness in knowledge, teaching, understanding and human ethics, and bringing together young people, teachers and professionals.

Antecedentes: La educación en bioética es esencial para desarrollar competencias éticas en profesionales de la salud. Sin embargo, existe evidencia limitada sobre su implementación en programas de ciencias de la salud, particularmente en países en desarrollo. Objetivo: Evaluar la integración de la educación en bioética en programas de ciencias de la salud mediante el examen de los niveles de formación docente y la implementación curricular en una universidad privada de Paraguay. Métodos: Este estudio transversal analizó registros académicos de 105 docentes (tasa de respuesta del 34.7 %) y planes de estudio de siete programas de pregrado en ciencias de la salud durante 2020–2021. La recolección de datos incluyó demografía docente, formación en bioética, contenido curricular, metodologías de enseñanza y estrategias de evaluación. El análisis cuantitativo empleó estadística descriptiva y pruebas de chi-cuadrado, mientras que el análisis cualitativo examinó documentos curriculares. Resultados: Solo el 2 % de los docentes tenía calificaciones formales en bioética, mientras que el 24 % reportó formación no formal. El programa de Enfermería mostró tasas significativamente más altas de docentes con formación en bioética (71 %) en comparación con otros programas (0–22 %, P=0.03). Todos los programas, excepto Psicología, incluyeron principios éticos en sus declaraciones de misión, pero la implementación se limitó a cursos únicos obligatorios (34–85 horas) con métodos de enseñanza tradicionales basados en clases magistrales. Se encontraron variaciones significativas en el momento de la educación en bioética entre programas, desde el segundo hasta el décimo semestre. Conclusiones: Los hallazgos revelan brechas sustanciales entre las aspiraciones institucionales y la implementación real de la educación en bioética, caracterizada por una limitada formación docente y una integración curricular fragmentada. Los resultados sugieren la necesidad de mejorar el desarrollo docente, revisar el plan de estudios e implementar estrategias de enseñanza innovadoras para fortalecer la educación en bioética en los programas de ciencias de la salud.

Background: Bioethics education is essential for developing ethical competencies in healthcare professionals. However, limited evidence exists regarding its implementation in health sciences programs, particularly in developing countries. Objective: To assess the integration of bioethics education in health sciences programs by examining faculty training levels and curricular implementation at a private university in Paraguay. Methods: This cross-sectional study analyzed academic records from 105 faculty members (34.7% response rate) and curricula from seven undergraduate health sciences programs during 2020-2021. Data collection included faculty demographics, bioethics training, curricular content, teaching methodologies, and assessment strategies. Quantitative analysis employed descriptive statistics and chi-square tests, while qualitative analysis examined curricular documents. Results: Only 2% of faculty held formal bioethics qualifications, while 24% reported non-formal training. The Nursing program showed significantly higher rates of faculty with bioethics training (71%) compared to other programs (0-22%, P=0.03). All programs, except Psychology, included ethical principles in their mission statements, but implementation was limited to single mandatory courses (34–85 hours) with traditional lecture-based teaching methods. Significant variations were found in the timing of bioethics education across programs, ranging from second to tenth semester. Conclusions: Findings reveal substantial gaps between institutional aspirations and actual implementation of bioethics education, characterized by limited faculty training and fragmented curricular integration. Results suggest the need for enhanced faculty development, curriculum revision, and innovative teaching strategies to strengthen bioethics education in health sciences programs.

BACKGROUND. South Africa (SA), like the rest of the global village, is faced with the need to address health worker shortages, improve the performance of health workers and ensure an equitable distribution of health workers in all settings. This requires leadership, governance and stewardship acumen to put in place policies, practices and resources that are essential to recruit and retain human resources for health. OBJECTIVE. To determine whether SA possesses a strong and competent policy and strategic framework that would guide the development of a sufficient, fairly distributed and well-performing health workforce. METHODS. A cross-sectional descriptive quantitative study was undertaken using pretested anonymous questionnaires to solicit responses about the ability, strategies and policies needed to address health workforce challenges. The study was undertaken in SA with decision-makers and/or those who contribute to health sector reforms in SA in the realisation of the National Health Insurance (NHI). They were individuals and stakeholders who interact with and/or are in the employment of statutory health councils, regulatory bodies, medical aid administrators, medical schemes, voluntary bodies/organisations and healthcare workers who are registered with the SA Pharmacy Council, Health Professions Council of SA and SA Nursing Council. RESULTS. The findings indicate that the current policies and frameworks to address health worker shortage, their performance improvement and the rural-urban disparities in the distribution of health workers are not sufficient to address the current challenges. The study found that specific efforts to address policy shortcomings need to be embarked upon. CONCLUSION. The current policies and strategies are not sufficient to address health workforce challenges to improve performance, maintain appropriate skills, improve working conditions and ensure an equitable distribution of health workers to address the healthcare needs of SA. Commitment to the NHI should be matched with the capacity to deliver health services, which is highly dependent on the availability of a qualified and motivated workforce. The capacity to deliver services aligned to the objectives of the NHI will require that policy-makers consider interventions aimed at addressing challenges related to recruitment and limitation of career opportunities. Performance and productivity challenges may best be addressed by meaningful engagements and collaboration with the private for-profit, voluntary and independent sectors.

BACKGROUND: Coronavirus disease 2019 (COVID-19) infection caused unparalleled hastening of the transmission of infection worldwide, commonly affecting healthcare workers' well-being. Nursing staff spend most hours caring for patients and are the first contact that patients utilise when reporting symptoms or receiving treatment. AIM: This study aims to evaluate the knowledge of COVID-19 among psychiatric nurses at a tertiary psychiatric hospital. SETTING: Weskoppies Hospital, Gauteng, South Africa. METHODS: We conducted a qualitative study comprising 14 semi-structured interviews with nurses working at Weskoppies Hospital in South Africa. We used open-ended questions to facilitate the discussion and provide some structure for the interview while still allowing the participants to elaborate freely. The recordings were later transcribed into text. RESULTS: Twenty nurses working full time at the hospital, were recruited for the study. The nurses' knowledge about COVID-19 was summarised into five major themes, each with subthemes: signs and symptoms of COVID-19, risk of contracting the virus, the spread of COVID-19, prevention, and complications. In this study, the majority of participants had relatively good knowledge regarding COVID-19. CONCLUSION: The majority of nurses at the hospital had adequate knowledge about COVID-19 but limited knowledge about the mode of transmission of the infection. Consistently improving healthcare workers' knowledge about infection control measures through training, supplying information and identifying areas for improvement can ultimately enhance patient care and outcomes. CONTRIBUTION: This study sheds light on the value of nurses' understanding of COVID-19, particularly in a psychiatric setting.

Resumo Objetivo Avaliar o estresse laboral, a satisfação e a motivação para o trabalho de profissionais de enfermagem de bloco operatório no Brasil. Métodos Estudo do tipo open survey nacional, realizado entre os meses de agosto e dezembro de 2023. Utilizou-se Escala de Satisfação no Trabalho - EST, o questionário de Motivação para o trabalho e a Escala de Estresse no Trabalho – EET em um formulário online. Resultados Houve um total de 385 respostas, sendo 160 profissionais (41,6%) técnicos ou auxiliares de enfermagem e 225(58,4%) enfermeiros. Houve elevada parcela de profissionais com níveis de estresse entre moderado e elevado (72,98%), tendo sido significativo o resultado de maior estresse moderado a elevado nos profissionais do turno diurno (p=0,01) e sem diferença por gênero nem faixa etária. Não houve diferença estatisticamente significativa entre as variáveis para técnicos e enfermeiros, nem em função do tipo de vínculo. Ter dois ou mais empregos e trabalhar em horários diurnos está associado a maior percepção de estresse relacionado ao trabalho. Conclusão A elevada proporção de profissionais técnicos de enfermagem e enfermeiros com estresse moderado e elevado merece destaque entre os achados da pesquisa.

Abstract Objective Evaluating job stress, job satisfaction and job motivation among operating room nurses in Brazil. Methods This was a national open-ended survey carried out between August and December 2023. The Work Satisfaction Scale (WSS), the Motivation for Work questionnaire and the Work Stress Scale (WSS) were used in an online form. Results There were a total of 385 responses, of which 160 professionals (41.6%) were nursing technicians or assistants and 225 (58.4%) were nurses. There was a high proportion of professionals with moderate to high levels of stress (72.98%), with a significant result of greater moderate to high stress in day shift professionals (p=0.01) and no difference by gender or age group. There was no statistically significant difference between the variables for technicians and nurses, nor according to the type of employment. Having two or more jobs and working daytime hours is associated with a higher perception of work-related stress. Conclusion The high proportion of nursing technicians and nurses with moderate and high stress deserves to be highlighted among the research findings.

Resumen Objetivo Evaluar el estrés laboral, la satisfacción y la motivación para trabajar de profesionales de enfermería del bloque operatorio en Brasil. Métodos Estudio tipo open survey nacional, realizado entre los meses de agosto y diciembre de 2023. Se utilizó la Escala de Satisfacción Laboral (ESL), el Cuestionario de Motivación para el Trabajo y la Escala de Estrés Laboral (EEL) en un formulario digital. Resultados Hubo un total de 385 respuestas, de las cuales 160 fueron de profesionales (41,6 %) técnicos o auxiliares de enfermería y 225 (58,4 %) enfermeros. Hubo una elevada porción de profesionales con niveles de estrés entre moderado y alto (72,98 %), donde fue significativo el resultado de más estrés de moderado a alto entre los profesionales del turno diurno (p=0,01) y sin diferencia por género ni grupo de edad. No se observó diferencia estadísticamente significativa entre las variables de técnicos y enfermeros, ni en función del tipo de vínculo. El hecho de tener dos o más empleos y trabajar en horarios diurnos se asoció a una mayor percepción de estrés relacionado con el trabajo. Conclusión La elevada proporción de profesionales técnicos de enfermería y enfermeros con estrés de moderado a alto se destaca entre los resultados del estudio.

RESUMO Objetivo: Analisar as novas atribuições dos agentes comunitários de saúde preconizadas pela Política Nacional de Atenção Básica (PNAB) de 2017 sob a ótica dos enfermeiros e dos agentes comunitários de saúde. Métodos: Estudo qualitativo com enfermeiros e agentes comunitários de saúde de equipes de Saúde da Família, por meio de entrevistas semiestruturadas entre agosto de 2021 e abril de 2022. Os dados foram submetidos à análise de conteúdo temática. Resultados: Identificamos profissionais que defenderam que as atribuições dos agentes comunitários visam o aumento da autonomia e valorização profissional desses trabalhadores. Outros apontaram para a perda da originalidade do trabalho, para o exercício ilegal da profissão de enfermeiro ou de técnico de enfermagem. Considerações Finais: A PNAB-2017 atribui a esses trabalhadores uma ênfase na execução de tarefas, contribuindo para a mecanização das ações, reforçando o modelo biomédico e descaracterizando o papel do agente comunitário na promoção da saúde na Atenção Primária.

ABSTRACT Objective: To analyze the new roles of community health workers as outlined in the 2017 National Primary Care Policy (PNAB) from the perspectives of both nurses and community health workers. Methods: This qualitative study involved nurses and community health workers from Family Health teams, conducted through semi-structured interviews via videoconference between August 2021 and April 2022. The data were analyzed using thematic content analysis. Results: We identified professionals who argued that the new roles for community health workers aim to increase their autonomy and professional recognition. Others highlighted concerns about the loss of originality in their work and the potential for the illegal practice of nursing or nursing technician duties. Final Considerations: The 2017 PNAB emphasizes task execution for these workers, contributing to the mechanization of activities, reinforcing the biomedical model, and undermining the role of community health workers in promoting health within Primary Care.

RESUMEN Objetivo: Analizar las nuevas atribuciones de los agentes comunitarios de salud preconizadas por la Política Nacional de Atención Básica (PNAB) de 2017 desde la perspectiva de los enfermeros y los agentes comunitarios de salud. Métodos: Se trata de un estudio cualitativo con enfermeros y agentes comunitarios de salud de equipos de Salud de la Familia, mediante entrevistas semiestructuradas realizadas por videoconferencia entre agosto de 2021 y abril de 2022. Los datos fueron analizados a través del análisis de contenido temático. Resultados: Identificamos profesionales que defendieron que las atribuciones de los agentes comunitarios de salud buscan aumentar la autonomía y el reconocimiento profesional de estos trabajadores. Otros señalaron la pérdida de la originalidad del trabajo y el ejercicio ilegal de la profesión de enfermero o técnico de enfermería. Consideraciones Finales: La PNAB-2017 asigna a estos trabajadores un énfasis en la ejecución de tareas, contribuyendo a la mecanización de las acciones, reforzando el modelo biomédico y desfigurando el papel del agente comunitario en la promoción de la salud en la Atención Primaria.

RESUMO Objetivo: Analisar o alcance e o engajamento sobre a história da enfermagem nas mídias sociais do Centro de Memória da Escola de Enfermagem, da Universidade Federal de Minas Gerais (CEMENF/UFMG), à luz de Pierre Lévy. Métodos: Estudo documental realizado no Instagram do CEMENF e no YouTube da Escola de Enfermagem da UFMG, de setembro a dezembro de 2021. Os achados foram analisados segundo os conceitos de Pierre Lévy. Resultados: As publicações nas redes sociais, nos anos de 2020 e 2021, resultaram em uma média de 6,79 postagens de feed e 1,42 Reels no Instagram, com média de 25,54 comentários nas postagens de feed e 512,17 visualizações nos Reels. Quanto ao Youtube, observa-se uma média de 1,58 postagens, com 2164,08 visualizações e 101,58 curtidas. Conclusões: O Ciberespaço pode ser um potente instrumento de aproximação de museus universitários com a sociedade e de difusão de projetos de extensão e de pesquisa.

ABSTRACT Objective: To analyze the reach and engagement on the history of nursing on social media of the Memory Center of the School of Nursing, Federal University of Minas Gerais (CEMENF/UFMG), in light of Pierre Lévy. Methods: Documentary study carried out on CEMENF’s Instagram and on the YouTube of the School of Nursing of UFMG, from September to December 2021. The findings were analyzed according to Pierre Lévy’s concepts. Results: Publications on social media, in the years 2020 and 2021, resulted in an average of 6.79 feed posts and 1.42 Reels on Instagram, with an average of 25.54 comments on feed posts and 512.17 views on Reels. As for YouTube, an average of 1.58 posts was observed, with 2164.08 views and 101.58 likes. Conclusions: Cyberspace can be a powerful instrument for bringing university museums closer to society and for disseminating extension and research projects.

RESUMEN Objetivo: Analizar el alcance y el compromiso con la historia de la enfermería en las redes sociales del Centro de Memoria de la Escuela de Enfermería de la Universidad Federal de Minas Gerais (CEMENF/UFMG) a la luz de Pierre Lévy. Métodos: Se trata de un estudio documental del CEMENF realizado por Instagram y YouTube de la Escuela de Enfermería de la UFMG, entre septiembre y diciembre de 2021. Las deducciones se analizaron según los conceptos de Pierre Lévy. Resultados: Las publicaciones en redes sociales en 2020 y 2021 dieron lugar a una media de 6,79 feed posts y 1,42 Reels en Instagram, con una media de 25,54 comentarios en los feed posts y 512,17 visualizaciones en los Reels. Con relación a YouTube, hubo una media de 1,58 publicaciones con 2164,08 visualizaciones y 101,58 me gusta. Conclusiones: El ciberespacio puede ser una poderosa herramienta para acercar los museos universitarios a la sociedad y difundir proyectos de extensión e investigación.

RESUMO Objetivo: Analisar o alcance e o engajamento sobre a história da enfermagem nas mídias sociais do Centro de Memória da Escola de Enfermagem, da Universidade Federal de Minas Gerais (CEMENF/UFMG), à luz de Pierre Lévy. Métodos: Estudo documental realizado no Instagram do CEMENF e no YouTube da Escola de Enfermagem da UFMG, de setembro a dezembro de 2021. Os achados foram analisados segundo os conceitos de Pierre Lévy. Resultados: As publicações nas redes sociais, nos anos de 2020 e 2021, resultaram em uma média de 6,79 postagens de feed e 1,42 Reels no Instagram, com média de 25,54 comentários nas postagens de feed e 512,17 visualizações nos Reels. Quanto ao Youtube, observa-se uma média de 1,58 postagens, com 2164,08 visualizações e 101,58 curtidas. Conclusões: O Ciberespaço pode ser um potente instrumento de aproximação de museus universitários com a sociedade e de difusão de projetos de extensão e de pesquisa.

ABSTRACT Objective: To analyze the reach and engagement on the history of nursing on social media of the Memory Center of the School of Nursing, Federal University of Minas Gerais (CEMENF/UFMG), in light of Pierre Lévy. Methods: Documentary study carried out on CEMENF’s Instagram and on the YouTube of the School of Nursing of UFMG, from September to December 2021. The findings were analyzed according to Pierre Lévy’s concepts. Results: Publications on social media, in the years 2020 and 2021, resulted in an average of 6.79 feed posts and 1.42 Reels on Instagram, with an average of 25.54 comments on feed posts and 512.17 views on Reels. As for YouTube, an average of 1.58 posts was observed, with 2164.08 views and 101.58 likes. Conclusions: Cyberspace can be a powerful instrument for bringing university museums closer to society and for disseminating extension and research projects.

RESUMEN Objetivo: Analizar el alcance y el compromiso con la historia de la enfermería en las redes sociales del Centro de Memoria de la Escuela de Enfermería de la Universidad Federal de Minas Gerais (CEMENF/UFMG) a la luz de Pierre Lévy. Métodos: Se trata de un estudio documental del CEMENF realizado por Instagram y YouTube de la Escuela de Enfermería de la UFMG, entre septiembre y diciembre de 2021. Las deducciones se analizaron según los conceptos de Pierre Lévy. Resultados: Las publicaciones en redes sociales en 2020 y 2021 dieron lugar a una media de 6,79 feed posts y 1,42 Reels en Instagram, con una media de 25,54 comentarios en los feed posts y 512,17 visualizaciones en los Reels. Con relación a YouTube, hubo una media de 1,58 publicaciones con 2164,08 visualizaciones y 101,58 me gusta. Conclusiones: El ciberespacio puede ser una poderosa herramienta para acercar los museos universitarios a la sociedad y difundir proyectos de extensión e investigación.