Resumen Los efectos del estrés laboral están asociados con las horas de trabajo y las actividades mentales, como pensar y tomar decisiones, necesarias para la preparación y cualificación de tareas. El objetivo del estudio fue analizar la carga mental percibida en dos instituciones educativas con similitudes socioeconómicas, geográfica y planes educativos similares de la ciudad de Ibagué en el departamento del Tolima, Colombia. Se optó por una metodología cuantitativa no experimental de tipo transversal descriptivo, utilizando el NASA TLX para medir la carga mental, sometiendo los datos a un análisis estadístico no paramétrico de varianzas ANOVA de Kruskal-Wallis y la prueba DSCF para comparaciones post hoc. Los resultados revelaron que las diferencias en la carga de trabajo percibida están más relacionadas con el contexto institucional que con factores individuales como la edad, el género o la asignación académica que imparten los docentes. Esto sugiere que las características internas de las instituciones educativas y las habilidades de afrontamiento utilizadas por los docentes son cruciales para comprender y gestionar adecuadamente la carga mental percibida. Estos hallazgos enmarcan la importancia de adaptar las estrategias de gestión de la carga mental a las particularidades de cada institución educativa para mejorar la calidad de vida laboral de los profesionales y, en última instancia, la calidad de la educación que ofrecen.

Abstract The effects of work stress are associated with work hours and mental activities, such as thinking and decision making, necessary for the preparation and qualification of tasks. The objective of the study was to analyze the perceived mental load in two educational institutions with socioeconomic and geographic similarities and similar educational plans in the city of Ibagué in the department of Tolima, Colombia. A descriptive cross-sectional non-experimental quantitative methodology was chosen, using the NASA TLX to measure mental load, subjecting the data to a non-parametric statistical analysis of variances ANOVA by Kruskal-Wallis and the DSCF test for post hoc comparisons. The results revealed that differences in perceived workload are more related to the institutional context than to individual factors such as age, gender, or the academic assignment taught by teachers. This suggests that the internal characteristics of educational institutions and the coping skills used by teachers are crucial to adequately understand and manage perceived mental load. These findings frame the importance of adapting mental load management strategies to the particularities of each educational institution to improve the quality of work life of professionals and, ultimately, the quality of the education they offer.

It has been noted that without learning, there can be no success. Furthermore, at the most basic level, essential success implies successful learning in the classroom. This was the sentiment of Tinto and Pusser (2006, 8) two decades ago when the global turn to Emergency Remote Teaching and Learning was inconceivable. However, the Novel Coronavirus appeared in Wuhan, China at the end of 2019, and in 2020 the World Health Organisation announced COVID-19 as a global pandemic (Discovery 2020; WHO 2020) that caused major disruptions in all sectors of society and led to the unprecedented transition from the face-to-face mode of teaching and learning to online platforms in Higher Education Institutions (HEIs) worldwide (Turnbull, Chugh, and Luck 2021). It soon became clear to researchers that the support offered to students to assist them in attaining academic success had proven inadequate (Al-Maskari, Al-Riyami, and Kunjumuhammed 2022) and that the support systems used by HEIs needed to be revisited. This article examines student best practices during the COVID-19 pandemic and beyond to ensure that students enjoy optimal benefits as they strive for academic success. The article further suggests a student support theory that can be employed by HEIs to better assist students in the quest for attaining a postgraduate qualification.

BACKGROUND. There is a shortage of qualified healthcare workers in South Africa (SA), as well as a maldistribution between urban and rural areas. Research has shown that health professionals of rural origin are more likely to live and work in rural areas than their urban colleagues. It has been recommended that student selection policies of higher education institutions should prioritise applicants from rural and remote areas to address the urban-rural maldistribution of graduates and to redress historical equity issues. However, university students in SA have high attrition and low graduation rates. The Umthombo Youth Development Foundation (UYDF) recruits and supports rural-origin health science students, who completed Grade 12 at a rural school, to address staff shortages in rural areas. OBJECTIVES. To report on the throughput rates (percentage of cohort who graduate) and time to completion (number of years taken to graduate) of eight cohorts of UYDF-supported rural-origin health science students. METHODS. A total of 388 student records from the 2008 - 2015 cohorts, covering 17 different health science disciplines, were analysed, and throughput rates and time to completion for the different cohorts and health science disciplines were calculated. Throughput rates and time to completion were also calculated for 3-year, 4-year and 6-year qualifications. RESULTS. Throughput for the 2008 - 2015 cohorts ranged between 82% (2010 cohort) and 100% (2009 cohort). For 3-year qualifications, five cohorts had 100% throughput and one cohort 50% throughput. For 4-year qualifications, throughput ranged from 75% (2010 cohort) to 100% (2009 cohort). For medical students (6-year qualification), throughput ranged from a low of 81% (2014 cohort) to 100% in two cohorts (2008 and 2009). More female students (n=29) were excluded than male students (n=14). With regard to time to completion, over the eight cohorts 68% of students completed in the minimum time, 23% needed 1 additional year, 6% an additional 2 years, 2% an additional 3 years, and 1% an additional 4 years. For 4-year qualifications, 58% of students completed in the minimum time, 28% needed 1 additional year, 9% needed 2 additional years, 4% needed 3 additional years, and 1% needed an additional 4 years. Of medical students, 76% completed in the minimum time, 19% needed 1 additional year, and 98% had completed after 2 additional years. DISCUSSION. The UYDF students studying for 3-year and 4-year qualifications exceeded the national throughput rates in seven of eight cohorts. UYDF medical students exceeded the national statistics in four cohorts, had similar throughputs in two cohorts, and had lower throughputs than the national statistics in two cohorts. Overall, 91% of UYDF students across the eight cohorts completed in the minimum time plus 1 additional year, exceeding the national statistics. CONCLUSION. The relatively high throughput rates compared with the national statistics highlight the academic ability of rural-origin health science students and provide hope that national shortages of healthcare workers may be addressed if there is an investment in such students.

Abstract Objective: This study aims to unveil the competence in the production of argumentative written texts among first-year students at the Universidad Nacional Autónoma de Honduras-UNAH during the first academic term of 2018. Originality/Contribution: The relevance of this article lies in the need to develop a strategic program that promotes academic literacy from the early stages of Higher Education, enabling students to autonomously continue their qualification process. Additionally this research seeks to contribute to improving the quality of Higher Education, initially focusing on the learning spaces within the Department of Letters and, in the long run, extending to other academic areas. Method: This study adopts an interpretive paradigm with a qualitative approach and employs intentional sampling. To achieve the objectives, the analysis and interpretation of the microstructure, superstructure, and macrostructure of the participants’ textual production were conducted. Data Collection Strategies: Applied Design: action research, through which a corpus of 150 argumentative essays written by fifty students was compiled. From this corpus, 30 relevant essays were selected. Discourse analysis served as the technique for analyzing and interpreting the written texts. Conclusion: Students do not demonstrate competence in producing academic argumentative texts. Their writings exhibit limitations, although they also demonstrate significant potential.

Resumo Objetivo: Revelar a competência na produção de texto escrito argumentativo dos estudantes do primeiro ano da Universidade Nacional Autónoma das Honduras (UNAH) no primeiro período académico de 2018. Originalidade/suporte: A sua importância reside na necessidade de desenvolver um programa estratégico que permita a literacia académica desde o início do ensino superior, para que os estudantes possam posteriormente continuar o seu processo de qualificação de forma autónoma. Pretende-se ainda que esta investigação contribua para a melhoria da qualidade do ensino superior, em princípio, especificamente nos espaços de aprendizagem do Departamento de Letras e por extensão, a longo prazo, a outras áreas académicas. Método: Situa-se no paradigma interpretativo, de abordagem qualitativa. Amostra intencional. Para atingir os objectivos, procedeu-se à análise e interpretação da microestrutura, superestrutura e macroestrutura da produção textual dos participantes. Estratégias/ coleta de datos: Conceção aplicada: investigação-ação, através da qual se formou um corpus de cento e cinquenta ensaios argumentativos escritos por cinquenta alunos. Deste corpus foram seleccionados trinta textos relevantes. A técnica de análise e interpretação dos textos foi a análise do discurso. Conclusão: Os alunos não são utilizadores competentes na produção de textos académicos argumentativos. Os seus textos apresentam limitações, mas também muitas potencialidades.

Resumen Objetivo: Develar la competencia en la producción del texto escrito argumentativo de los estudiantes de primer ingreso de la Universidad Nacional Autónoma de Honduras (UNAH) en el primer periodo académico de 2018. Originalidad/aporte: Su importancia radica en la necesidad de desarrollar un programa estratégico que permita la alfabetización académica desde los inicios de la educación superior, con el fin de que posteriormente los estudiantes puedan de manera autónoma continuar su proceso de cualificación. Asimismo, se busca que esta investigación constituya un aporte para mejorar la calidad de la educación superior, en principio, de manera específica en los espacios de aprendizaje del Departamento de Letras y por extensión en el largo plazo a las demás áreas académicas. Método: Se ubica en el paradigma interpretativo, enfoque cualitativo. Muestra intencional. Para alcanzar los objetivos se llevó a cabo el análisis e interpretación de la microestructura, la superestructura y la macroestructura de la producción textual de los participantes. Estrategias/recolección de información: Diseño aplicado: investigación acción, a través del cual se conformó un corpus de ciento cincuenta ensayos argumentativos escritos por cincuenta estudiantes. De este se seleccionaron treinta escritos relevantes. La técnica para el análisis e interpretación de los escritos fue el análisis del discurso. Conclusión: Los estudiantes no son usuarios competentes en la producción del texto académico argumentativo. Sus escritos presentan limitaciones, aunque también muchas potencialidades.

School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.

Globally the PhD is recognized as the apex of all academic qualifications. For a large part of the qualification's history, the only way to obtain it was by taking on the arduous journey of completing a dissertation. However, some changes in postgraduate education and the job market have led to a greater emphasis on published outputs and skills that can serve a lifetime of article writing. The PhD deserves all the prestige and rigour with which it is regarded, but these changes have left some asking whether the dissertation is the best way to drive the discipline and raise up researchers. Obtaining a PhD via the Thesis by Publication (TBP) mode is a well-established practice in the STEM fields and Medicine. In these fields, research progresses fast and needs to be disseminated speedily. Therefore, it makes sense to write articles to disseminate research and then put them together to form a thesis. With the above-mentioned changes in postgraduate education and the job market, the TBP is gaining ground in the humanities as well. What we propose in this article does not threaten the standards of the PhD. It might even better aid students in meeting them. If the desired outcomes are published outputs and research skills, then following a format that produces these outcomes during, rather than after, the completion of the PhD is advisable. In what follows we suggest that perhaps the time to tame the tome has now come. The article starts with a brief survey of the history of doctoral education and a look at the current status of the TBP. After that, approaching the issue from various angles, we discuss why the TBP is a good idea. Lastly, we also warn that the TBP should be approached with caution.

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson's Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online postgraduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

Abstract Introduction The historical process of Occupational Therapy courses in Brazil and the academic profile of their teachers are factors that influence the training of professionals and the scientific development of the profession. Objective To characterize the academic titles of professors who work in Occupational Therapy courses at public Universities in the Northeast region of Brazil and reflect about institutional and professional trajectories. Method Descriptive, quantitative study, using public data from the Lattes Platform and official Universities websites. Descriptive statistics and spatial analysis were used to analyze the data using graphic resource and image production software, such as Excel®, PowerPoint® and QGIS2.18.3®. Results 86 resumes of professors of Occupational Therapy courses at public institutions in the Northeast were analyzed. Only 20% entered with a doctorate or concluded it in the year of admission. The courses in Paraiba and Sergipe received the largest number of professors from other states, especially from the Southeast of the country. There was a greater number of professors who obtained a master's degree in Alagoas, Pernambuco, and São Paulo. Most doctoral degrees took place in Pernambuco and São Paulo. More than 90% of the professors held postgraduate courses in Health Sciences (68%) and Humanities (25%), in Public Health, Education and Health Sciences programs. Conclusion The institutions have a diverse team of teachers. The academic education was related to physical dislocation in the country. We pointed to the importance of the policies that encourage science in the Northeast because it can strengthen the profession and alleviate regional inequalities. trajectories study websites software Excel Excel® PowerPoint QGIS2183 QGIS QGIS2 18 3 QGIS2.18.3® 8 analyzed 20 admission states country masters master s Alagoas Paulo 90 68% 68 (68% 25%, 25 25% , (25%) programs inequalities QGIS218 1 QGIS2.18.3 2 9 6 (68 (25% QGIS21 QGIS2.18. (6 (25 QGIS2.18 ( (2 QGIS2.1 QGIS2.

Resumo Introdução O processo histórico dos cursos de terapia ocupacional no Brasil e o perfil acadêmico de seus professores são fatores que influenciam a formação dos profissionais e o desenvolvimento científico da profissão. Objetivo Caracterizar as titulações acadêmicas de docentes que atuam em cursos de terapia ocupacional em Instituições de Ensino Superior públicas da região nordeste do Brasil e realizar reflexões sobre as suas trajetórias acadêmicas, considerando formação e inserção nas instituições analisadas. Método Estudo descritivo, quantitativo. Utilizou-se dados públicos da Plataforma Lattes e sites das Universidades. Para analisá-los, foi utilizada estatística descritiva, análise espacial e softwares de produção de recursos gráficos (figuras), como Excel®, Powerpoint® e QGIS2.18.3®. Resultados Foram analisados 86 currículos de docentes de terapia ocupacional em instituições públicas nordestinas. Apenas 20% ingressaram com doutorado ou concluíram no ano do ingresso. Os cursos da Paraíba e de Sergipe receberam maior número de docentes de outros estados, sobretudo do Sudeste. Observou-se maior quantidade de docentes que obtiveram mestrado em Alagoas, Pernambuco e São Paulo. A maioria dos doutorados ocorreu em Pernambuco e São Paulo. Mais de 90% dos docentes realizaram pós-graduações nas Ciências da Saúde (68%) e Humanas (25%), em programas de Saúde Coletiva, Educação e Ciências da Saúde. Conclusão As instituições possuem corpo docente diversificado em áreas/localidades das formações. Em termos de graduação/pós-graduação, foi constatada forte tendência de deslocamento dos docentes entre as regiões do Brasil. O investimento em políticas de incentivo à ciência no Nordeste pode fortalecer a profissão e amenizar desigualdades regionais. analisadas descritivo quantitativo Utilizouse Utilizou se Universidades analisálos, analisálos analisá los, los analisá-los descritiva figuras, figuras , (figuras) Excel Excel® Powerpoint QGIS2183 QGIS QGIS2 18 3 QGIS2.18.3® 8 nordestinas 20 ingresso estados Sudeste Observouse Observou Alagoas Paulo 90 pósgraduações pós graduações 68% 68 (68% 25%, 25 25% (25%) Coletiva áreaslocalidades áreas localidades formações graduação/pósgraduação, graduaçãopósgraduação graduação/pós graduação, graduação graduação/pós-graduação regionais (figuras QGIS218 1 QGIS2.18.3 2 9 6 (68 (25% pósgraduação graduação/pósgraduação graduaçãopós QGIS21 QGIS2.18. (6 (25 QGIS2.18 ( (2 QGIS2.1 QGIS2.

ABSTRACT Introduction: The optional course of Pharmacoeconomics, taught in the fourth year of the Bachelor’s Degree in Nursing as part of the students’ professional qualification, puts international indicators of pharmaoeconomics into consideration of students. Objective: To assess the satisfaction of the students of Bachelor’s Degree in Nursing who received Pharmacoeconomics as an optional course. Methods: Descriptive, cross-sectional research in the Faculty of Nursing-Health Technology during the 2021-2022 academic year, with all fourth-year students of the Bachelor’s Degree in Nursing. The variables that were measured were: sex, age, source of admission, school situation, attendance to the subject, previous knowledge and student satisfaction. The indicators were divided in two sections: specific and general of the subject. The survey was subjected to reliability and validity tests. Validation of the results was carried out through Bayes factor analysis and logarithmic diversity analysis. Results: In the general assessment of the subject 78.88% of the students reported being very satisfied, 20% reported being quite satisfied and 1.12% reported being few satisfied. Conclusions: Pharmacoeconomics as an optional course of the fourth year of the Bachelor’s Degree in Nursing of the Faculty of Nursing-Heath Technology of Santiago de Cuba is rated as very satisfactory by seven out of ten students.

RESUMEN Introducción: El curso optativo de Farmacoeconomía, impartido en el cuarto año de la carrera Licenciatura en Enfermería como parte de su habilitación profesional, pone a consideración de los estudiantes indicadores internacionales de evolución farmacoeconómica. Objetivo: Valorar la satisfacción de los estudiantes de la carrera de Licenciatura en Enfermería que recibieron Farmacoeconomía como curso optativo. Métodos: Investigación descriptiva de corte transversal en la Facultad de Enfermería-Tecnología de la Salud durante el curso 2021-2022, con el total de estudiantes de cuarto año de Licenciatura en Enfermería. Las variables que se midieron fueron sexo, edad, fuente de ingreso, situación escolar, asistencia a la asignatura, conocimiento previo y satisfacción del estudiante. Los indicadores fueron divididos en dos secciones: específicos y generales de la asignatura. La encuesta fue sometida a pruebas de confiabilidad y validez; la validación de los resultados se realizó mediante el análisis del factor Bayes y el análisis de la diversidad logarítmica. Resultados: En la valoración general de la asignatura, el 78,88 % de los estudiantes refirió estar muy satisfecho, el 20 % refirió estar bastante satisfecho, y el 1,12 % poco satisfecho. Conclusiones: La Farmacoeconomía como curso optativo del cuarto año de la carrera de Licenciatura en Enfermería de la Facultad de Enfermería-Tecnología, de Santiago de Cuba, es valorada por siete de cada 10 estudiantes de muy satisfactoria.

Abstract The health sector can contribute to the combat of violence against women, if its services offer qualified care, but there are challenges such as the lack of health professional qualification, even though it is provided in the National Policy to Combat Violence Against Women. This study aims to analyze how health workers have been qualified to act in the prevention and confrontation of violence against women in Brazil. An integrative literature review was made and sixteen articles were analyzed, addressing training trajectories and experience reports, both in the academic and the health service context. The training on this theme proved to be insufficient, which could lead to missed opportunities for detection, care and referral of these cases to the health sector or others related to the care network. Reports on educational experiences were identified in degree courses and in Primary Health Care services, which could boost future educational processes, a need reaffirmed in all the articles. The university, in collaboration with the Unified Health System (SUS), can contribute with reflective, participatory educational processes that consider the social complexity of violence against women.

Resumo O setor saúde compõe a rede de enfrentamento das violências contra as mulheres, sendo necessário que os seus serviços ofertem atenção qualificada, o que se depara com o desafio de uma exígua formação de seus profissionais sobre a temática, mesmo que esteja prevista na Política Nacional de Enfrentamento à Violência Contra as Mulheres. Este estudo busca analisar como profissionais da saúde têm se qualificado para atuar no enfrentamento da violência contra as mulheres no Brasil. A partir de uma revisão integrativa da literatura, 16 artigos foram analisados, abordando tanto trajetórias formativas quanto experiências de formação no contexto acadêmico e em serviço. A formação sobre violências contra as mulheres se mostrou insuficiente, o que pode ocasionar oportunidades perdidas de detecção, atendimento e encaminhamento dos casos no setor de saúde ou para outros serviços da rede de atendimento. Foram identificados processos formativos ocorridos em graduações e em serviço, todos no âmbito da atenção primária à saúde, que podem impulsionar futuras formações, necessidade reafirmada em todos os artigos. Sugerem-se parcerias entre universidades e Sistema Único de Saúde, bem como processos formativos reflexivos e participativos que considerem a complexidade social das violências contra as mulheres.

As an NPO, the church has always required managers to run its affairs. In the books of Genesis, Acts and Timothy, there are inferences of management that human beings and churches had to adhere to. Thus, even though management has grown in other fields, such as business, it is also an indispensable commodity in NPOs in general and churches in particular. Qualitative research methods in the form of interviews and document analysis were employed. A total of 26 church managers from five Gauteng regions were interviewed. Data was analysed through the use of Atlas ti. Software. The findings indicate that while most participants had theology qualifications, many felt the need to acquire managerial qualifications. These findings suggest that church managers require both Biblical and academic qualifications in management. While most participants had theology qualifications, many felt the need to acquire a managerial qualification. This article contributes to the areas of management and agency theories. Thus, this strengthens the argument that all modern organisations, including NPOs, ought to be strategically managed.

Abstract The health sector can contribute to the combat of violence against women, if its services offer qualified care, but there are challenges such as the lack of health professional qualification, even though it is provided in the National Policy to Combat Violence Against Women. This study aims to analyze how health workers have been qualified to act in the prevention and confrontation of violence against women in Brazil. An integrative literature review was made and sixteen articles were analyzed, addressing training trajectories and experience reports, both in the academic and the health service context. The training on this theme proved to be insufficient, which could lead to missed opportunities for detection, care and referral of these cases to the health sector or others related to the care network. Reports on educational experiences were identified in degree courses and in Primary Health Care services, which could boost future educational processes, a need reaffirmed in all the articles. The university, in collaboration with the Unified Health System (SUS), can contribute with reflective, participatory educational processes that consider the social complexity of violence against women. qualification Women Brazil analyzed reports context insufficient detection network university SUS, SUS , (SUS) reflective (SUS

Resumo O setor saúde compõe a rede de enfrentamento das violências contra as mulheres, sendo necessário que os seus serviços ofertem atenção qualificada, o que se depara com o desafio de uma exígua formação de seus profissionais sobre a temática, mesmo que esteja prevista na Política Nacional de Enfrentamento à Violência Contra as Mulheres. Este estudo busca analisar como profissionais da saúde têm se qualificado para atuar no enfrentamento da violência contra as mulheres no Brasil. A partir de uma revisão integrativa da literatura, 16 artigos foram analisados, abordando tanto trajetórias formativas quanto experiências de formação no contexto acadêmico e em serviço. A formação sobre violências contra as mulheres se mostrou insuficiente, o que pode ocasionar oportunidades perdidas de detecção, atendimento e encaminhamento dos casos no setor de saúde ou para outros serviços da rede de atendimento. Foram identificados processos formativos ocorridos em graduações e em serviço, todos no âmbito da atenção primária à saúde, que podem impulsionar futuras formações, necessidade reafirmada em todos os artigos. Sugerem-se parcerias entre universidades e Sistema Único de Saúde, bem como processos formativos reflexivos e participativos que considerem a complexidade social das violências contra as mulheres. qualificada temática Mulheres Brasil literatura 1 analisados serviço insuficiente detecção formações Sugeremse Sugerem Saúde

BACKGROUND: Knowledge of fasting or Nil Per Os (NPO) guidelines is an essential component of nursing care in the preoperative period AIM: To describe registered nurses' (RNs) knowledge and management of the preoperative NPO period SETTING: Selected surgical wards in a tertiary hospital in the Western Cape, South Africa METHODS: Quantitative descriptive, cross-sectional study utilising a structured questionnaire. The population consisted of RNs working in selected surgical wards. Convenience sampling was used and adequate knowledge was determined as ≥ 90% RESULTS: The response rate was 100%. Of the 68 participants, 48 (70.6%) held a diploma and 20 (29.4%) held a degree as the highest academic qualification achieved. Sixty-one (89.7%) participants knew the correct reason for keeping patients NPO. Sixty-five (95.6%) knew the correct answer for the NPO time for solids while only 27 (39.7%) knew the correct answer for clear fluids. Only 30 (44.1%), 26 (38.2%) and 33 (48.5%) participants, respectively, answered the questions about oral analgesia, oral antibiotics and chronic medication administration during the NPO period correctly. Significantly more degree participants knew the correct answer for the fasting time for non-human milk (p = 0.005) and more diploma participants would administer chronic medication during the NPO period (p = 0.037 CONCLUSION: Inadequate knowledge of NPO times for various fluids and unsatisfactory practice of medication administration for oral and chronic medication require attention CONTRIBUTION: This study highlights the importance that ongoing education is needed to ensure that patients receive the most up-to-date evidence-based care during the NPO period

Resumo Objetivo: a) Analisar a percepção que estudantes, graduados e professores têm sobre as competências pedagógicas que são adquiridas durante a formação inicial do bacharel no ensino de Educação Física, Esportes e Recreação e b) identificar a relação na percepção de acordo com anos de experiência ou ano de estudo concluído. Metodologia. É um estudo de caráter descritivo-interpretativo e ex post facto. Participantes: A amostra foi composta por 58 estudantes (37% mulheres, 63% homens), 57 graduados (39% mulheres, 61% homens) e 24 professores universitários (38% mulheres, 62% homens). Instrumentos: foi utilizado o Questionário de Percepção de Competências do Professor de Educação Física. Procedimentos: cada participante preencheu o Termo de Consentimento Livre e Esclarecido e em seguida o questionário referente às competências pedagógicas presentes na formação inicial no bacharelado em Educação Física, Esporte e Recreação. Análise estatística: foi realizada a análise ANOVA 2x3 para grupos independentes e uma análise de correlação. Resultados. A análise fatorial não encontrou diferenças entre os três grupos em nenhuma das quatro dimensões. A análise de correlação constatou que existem relações moderadas e significativas nas quatro dimensões (0,556, 0,527, 0,578 e 0,545). Adicionalmente, o R2 (0,309, 0,272, 0,331 e 0,297) mostra a variância explicada, ou seja, de todas as variáveis que podem intervir na percepção das competências docentes na formação inicial, 30,9%, 27,2%, 33,1% e 29,7 prevê que o relacionamento está vinculado ao ano que foi concluído. Conclusão. Os três grupos percebem positivamente a abordagem das competências docentes na formação inicial, com base nos quatro fatores: Processos de Ensino e Aprendizagem da Educação Física, Fundamentos do desenvolvimento físico e psicomotor, Conteúdos de Aprendizagem e Atividades Físicas, e Higiene Corporal e Hábitos Saudáveis (HCHS). No grupo dos licenciados e docentes universitários, os anos de experiência profissional não estão relacionados com a percepção das competências docentes na formação inicial, mas sim os estudantes, o que indica que o ano que estudam está associado à percepção.

Resumen Propósito. a) Analizar la percepción que tiene el estudiantado, las personas graduadas y profesorado sobre las competencias docentes que se adquieren durante la formación inicial del bachillerato en la enseñanza de la Educación Física, Deporte y Recreación y b) identificar la relación en la percepción según los años de experiencia o año de carrera cursado. Metodología. Diseño: estudio descriptivo-interpretativo y ex post facto. Participantes: La muestra estuvo constituida por 58 estudiantes (37% mujeres, 63% hombres), 57 egresados (39% mujeres, 61% hombres) y 24 docentes de universidad (38% mujeres, 62% hombres). Instrumentos: se utilizó el Cuestionario de percepción de competencias docentes de Educación Física. Procedimientos: cada participante completó el consentimiento informado y después el cuestionario relacionado con las competencias docentes presentes en la formación inicial en el bachillerato en Educación Física, Deporte y Recreación. Análisis estadístico: se realizó el análisis de ANOVA 2x3, para grupos independientes y análisis de correlación. Resultados. El análisis factorial no encontró diferencias entre los tres grupos en ninguna de las cuatro dimensiones. El análisis de correlación encontró que hay relaciones moderadas y significativas en las cuatro dimensiones (0.556, 0.527, 0.578 y 0.545). Adicionalmente, el R2 (0.309, 0.272, 0.331 y 0.297) muestra la varianza explicada, es decir, que de todas las variables que pueden intervenir en la percepción de las competencias docentes en la formación inicial, el 30,9%, 27,2%, 33,1% y el 29,7% predice que la relación está ligada al año que lleva cursado. Conclusión. Los tres grupos perciben de manera positiva el abordaje de las competencias docentes en la formación inicial, basada en los cuatro factores: procesos de enseñanza y aprendizaje de la educación física; fundamentos del desarrollo físico y psicomotor, contenidos de aprendizaje y actividades físicas e higiene corporal y hábitos saludables (HCHS). En el grupo de estudiantado egresado y personal docente universitario, los años de experiencia laboral no se relacionan con la percepción de competencias docentes en la formación inicial, pero en estudiantes sí, lo cual indica que el año que se encuentra cursando se asocia con la percepción.

Abstract Purpose. a) To analyze the perception that students, graduates, and teachers have about teaching skills acquired during the initial training of the associate’s degree in Physical Education, Sports, and Recreation and b) identify the relationship in the perception based on years of experience or the year of study completed. Methodology. Design: a descriptive-interpretative and ex post facto study. Participants: The sample consisted of 58 students (37% women, 63% men), 57 graduates (39% women, 61% men), and 24 university professors (38% women, 62% men). Instruments: a Physical Education Teacher Competence Perception Questionnaire was used. Procedures: each participant completed the informed consent and the questionnaire related to the teaching skills in the initial training of the associate’s degree in Physical Education, Sports, and Recreation. Statistical analysis: ANOVA 2x3 analysis was performed for independent groups and correlation analysis. Results. The factorial analysis found no differences between the three groups in any of the four dimensions. The correlation analysis found moderate and significant relationships in the four dimensions (0.556, 0.527, 0.578, and 0.545). Additionally, R2 (0.309, 0.272, 0.331, and 0.297) shows the explained variance, i.e., from all the variables intervening in the perception of teaching skills in initial training, 30.9%, 27.2%, 33.1%, and 29.7 predict that the relationship is linked to the year already completed. Conclusion. The three groups positively perceive the approach to teaching competencies in initial training based on the four factors: Physical Education Teaching and Learning Processes, Fundamentals of physical and psychomotor development, Contents of Learning and Physical Activities, and Body Hygiene and Healthy Habits (HCHS). In the group of graduates and university teachers, the years of work experience are not related to the perception of teaching skills in initial training; still, students are, which indicates that the year they are studying is associated with the perception.

RESUMEN Colombia se ubica como un país con gran rezado en el asunto; las apuestas realizadas por el PAF a través de su proyecto educativo, y, la importancia de la realización de procesos de investigación que contribuyan, en esta ocasión desde una dimensión endógena, a la cualificación de los procesos sociales. Los semilleros de investigación se constituyen en esencias de los procesos de innovación de las universidades y a su vez representan un conjunto de barreras para su conformación y desarrollo desde la incorporación estudiantil, por lo que el objetivo de este estudio es caracterizar los factores que limitan la participación de los estudiantes del programa de Administración Financiera (PAF) de la Universidad de la Amazonia en los semilleros de investigación. La metodología utilizada fue mixta y las técnicas fueron entrevistas, encuestas y observación; se trabajó con una muestra de 126 estudiantes de educación a distancia. Los principales resultados fueron una participación muy limitada de los estudiantes en estos escenarios extracurriculares, resultado originado por diversos factores, entre los cuales se destaca poca disponibilidad de tiempo, teniendo en cuenta la modalidad académica, pues los jóvenes además de cumplir con sus compromisos inherentes al desarrollo del semestre, deben cumplir responsabilidades laborales y familiares.

ABSTRACT Colombia is located as a country with great prayed in the matter; the bets carried out by the PAF through their educational project, and, the importance of the realization of investigation processes that they contribute, in this occasion from an endogenous dimension, to the qualification of the social processes. The investigation nurseries are constituted in essences of the processes of innovation of the universities and in turn they represent a group of barriers for their conformation and development from the student incorporation, for what the objective of this study is to characterize the factors that limit the participation of the students of the program of Financial Administration of the University of the Amazonia in the investigation nurseries. The utilized methodology was mixed and the techniques were interviews, surveys and observation; one worked with a sample of 126 education students at distance. The main results were a very limited participation of the students in these extracurricular scenarios, result originated by diverse factors, among which stands out little readiness of time, keeping in mind the academic modality, because the youths besides fulfilling their inherent commitments to the development of the semester, they should complete labor and family responsibilities.