Abstract Introduction: The COVID-19 pandemic has had an important impact on the training of nursing professionals, affecting the mental health of students due to the experiences they have faced. Objective: Assess the level of academic stress in nursing students and its relationship to anxiety, depression, insomnia, post-traumatic stress disorder, and experiences during the COVID-19 pandemic. Methodology: Correlational study with 1009 nursing students who agreed to participate. A virtual survey was applied, collecting sociodemographic and COVID-19 Pandemic experiences data, in addition to questionnaires on anxiety, depression, insomnia, and post-traumatic and academic stress, with prior authorization from the research and ethics committee. Statistical analysis such as Square Chi, Spearman's Rho and logistic regression model were used. Results: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusions: Mental health problems were related to academic stress levels in nursing students during the COVID-19 pandemic. The nursing professional must design educational and training strategies to reduce the levels of these problems, applicable from educational training to the workplace.

Abstrato Introdução: A Pandemia do COVID-19 teve um impacto significativo na formação dos profissionais de enfermagem, afetando a saúde mental dos estudantes devido às vivências por eles enfrentadas. Objetivo: Avaliar o nível de estresse acadêmico em estudantes de enfermagem e sua relação com ansiedade, depressão, insônia, transtorno de estresse pós-traumático e experiências durante a pandemia de COVID-19. Metodologia: Estudo correlacional com 1009 graduandos de enfermagem que concordaram em participar. Foi aplicada uma pesquisa virtual, coletando dados sociodemográficos e experiências da Pandemia da COVID-19, além de questionários sobre ansiedade, depressão, insônia e estresse pós-traumático e acadêmico, com autorização prévia do comitê de ética e pesquisa. Foram utilizadas análises estatísticas como Qui-cuadrado, Rho de Spearman e modelo de regressão logística. Resultados: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusões: Problemas de saúde mental foram relacionados aos níveis de estresse acadêmico em estudantes de enfermagem durante a pandemia de COVID-19. O profissional de enfermagem deve traçar estratégias educacionais e de treinamento para reduzir os níveis desses problemas, aplicáveis desde a formação educacional até o ambiente de trabalho.

Resumen Introducción: La pandemia por COVID-19 ha generado un impacto importante en la formación de profesionales de enfermería, afectando la salud mental en estudiantes debido a las experiencias enfrentadas. Objetivo: Evaluar el nivel de estrés académico en estudiantes de enfermería y su relación con la ansiedad, depresión, insomnio, estrés postraumático y experiencias durante la pandemia de COVID-19. Metodología: Estudio correlacional con 1009 estudiantes matriculados de licenciatura en enfermería que aceptaron participar. Se aplicó encuesta virtual, recolectando datos sociodemográficos y de experiencias durante la pandemia de COVID-19, además de los cuestionarios sobre ansiedad, depresión, insomnio, estrés postraumático y académico, con previa autorización del comité de investigación y ética. El análisis se realizó con Ji cuadrada, Rho de Spearman, y el modelo de regresión logística. Resultados: El 68.1 % presentaron ansiedad, el 64.3 % depresión, el 56.3 % insomnio y el 85.7 % estrés académico. El estrés académico mostró asociación estadística con sexo, periodo académico, diagnóstico en familiar y contacto con persona sospechosa/confirmada de COVID-19. Presentar estrés académico es 3.9 veces mayor con ansiedad moderada, 10.6 veces mayor con depresión moderada, 12.7 veces mayor con insomnio clínico moderado, 1.8 veces mayor con familiar diagnosticado con la enfermedad y 2.6 veces mayor con contacto de casos sospechosos/confirmados de COVID-19. Conclusión: Problemas de salud mental mostraron relación estadística con estrés académico en estudiantes de enfermería durante la pandemia por COVID-19. El profesional de enfermería debe diseñar estrategias educativas y de capacitación para disminuir los niveles de estos problemas, aplicables desde la formación hasta lo laboral.

ABSTRACT This paper presents how the teaching and learning of ethics have been implemented in the context of a course entitled Professional Ethics for Translators and Interpreters, offered to students of the Translation Program at the Federal University of Uberlândia (UFU), located in Minas Gerais State, in Brazil. Through the pedagogical technique referred to as the case method, which enables reflection and possible ways of solving ethical problems, the ethical education of translators can be improved. Although it resembles the case study method used in qualitative research in Social Sciences, especially in terms of case selection and adherence to theories, the case method presented here is intended for didactic purposes. Interpreters UFU, UFU , (UFU) State Brazil problems improved Sciences theories purposes (UFU

RESUMO Este artigo apresenta como o ensino e a aprendizagem da ética foram implementados no contexto de uma disciplina intitulada Ética Profissional para Tradutores e Intérpretes, oferecida aos alunos do Curso de Tradução da Universidade Federal de Uberlândia (UFU), localizada no Estado de Minas Gerais, no Brasil. Por meio da técnica pedagógica denominada método de caso, que permite a reflexão e possíveis maneiras de resolver problemas éticos, a formação ética dos tradutores pode ser aprimorada. Embora se assemelhe ao método de estudo de caso usado na pesquisa qualitativa em Ciências Sociais, especialmente em termos de seleção de casos e aderência a teorias, o método de caso aqui apresentado destina-se a fins didáticos. Intérpretes UFU, UFU , (UFU) Gerais Brasil éticos aprimorada Sociais teorias destinase destina didáticos (UFU

Abstract Introduction: professional codes of ethics should be updated periodically to respond to criticisms and demands arising from social, technological and scientific changes, especially in the field of human rights; Objectives: to verify the updating of the new Brazilian Code of Medical Ethics in the field of bioethics and human rights; Methods: document analysis of a document in the public domain, with previous definition of categories of analysis and registration units, with reference to the Unesco Universal Declaration of Bioethics and Human Rights. Results: the analysis showed the following most prevalent principles: dignity, autonomy, respect for human vulnerability and personal integrity, benefit and harmful effects, solidarity, privacy and confidentiality, non-discrimination and non-stigmatization; Not very well covered: people without the capacity for consent, social responsibility, protection of the environment and future generations; Absent: sharing of research benefits, equality, justice and equity, respect for cultural diversity and pluralism; Final considerations: the Brazilian Code of Medical Ethics values the maintenance of prudential autonomy in the relationship with patients and health professionals. The inclusion of broader social concerns, in a fragmentary and insufficient way, does not yet ensure the broad defense of public health, and the rights of people in vulnerability, who have historically been in a position of disparity. The application of the method in a specific context, of the pandemic, was useful for the understanding of the deontological and principlist limits applied to public health. A future revision is suggested based on Unesco's Universal Declaration of Bioethics and Human Rights and the deliberative method for interprofessional decision-making.

Resumo Introdução: os códigos profissionais de ética devem ser atualizados, periodicamente, para responder às críticas e demandas decorrentes de mudanças sociais, tecnológicas e científicas, especialmente no campo dos direitos humanos; Objetivos: verificar a atualização do novo Código de Ética Médica brasileiro ao campo da bioética e dos direitos humanos; Métodos: análise documental de documento de domínio público, com definição prévia de categorias de análise e unidades de registro, tendo como referencial teórico a Declaração Universal de Bioética e Direitos Humanos da Unesco. Resultados: a análise demonstrou como princípios mais prevalentes: dignidade, autonomia, respeito à vulnerabilidade humana e a integridade pessoal, benefício e efeitos nocivos, solidariedade, privacidade e confidencialidade, não discriminação e não estigmatização; pouco contemplados: pessoas sem capacidade de consentimento, responsabilidade social, proteção do meio ambiente e das gerações futuras; ausentes: repartição de benefícios da pesquisa, igualdade, justiça e equidade, respeito à diversidade cultural e ao pluralismo; Considerações finais: o Código de Ética Médica brasileiro preza pela manutenção de uma autonomia prudencial na relação com os pacientes e profissionais da saúde. A inclusão de preocupações sociais mais amplas, de forma fragmentária e insuficiente, não assegura ainda a ampla defesa da saúde pública, e dos direitos das pessoas em vulnerabilidade, situadas historicamente em posição de desigualdade. A aplicação do método em contexto específico, de pandemia, foi útil para a compreensão dos limites deontológicos e principialistas aplicados à saúde coletiva. Sugere-se uma futura revisão tendo como eixos a Declaração Universal de Bioética e Direitos Humanos da Unesco e o método deliberativo para tomada de decisões interprofissionais.

ABSTRACT The evolution towards Industry 4.0 starts from previous industrial revolutions and culminates in the convergence of advanced technologies today. Industry 4.0 uses technologies such as the internet of things, big data analysis, artificial intelligence, augmented reality, among others, to improve the efficiency and adaptability of companies; organizational productivity is focused on the modernization of processes with emerging technologies. In this context, the accounting profession is undergoing significant changes such as the automation of routine tasks allowing accountants to focus on strategic analysis. Technology impacts accounting by improving efficiency, accuracy, and data security. Accountants must acquire technological competencies, such as proficiency in accounting software and skills in data analytics, cybersecurity, and digital communication. In terms of accounting ethics, the importance of confidentiality, integrity and transparency in the digital age is highlighted. Accountants must maintain high ethical standards and adapt to technological evolution. The research concludes that the accounting profession has transformed into a more strategic role, demanding technological skills and ethics adapted to the digital era. The connection between education, industry and technology skills is essential to prepare accountants for today's challenges.

RESUMEN La evolución hacia la Industria 4.0 parte de las revoluciones industriales anteriores y culmina en la convergencia de tecnologías avanzadas en la actualidad. La Industria 4.0 emplea tecnologías como el internet de las cosas, el análisis de grandes volúmenes de datos (big data), la inteligencia artificial, la realidad aumentada, entre otras, para mejorar la eficiencia y la adaptabilidad de las empresas, la productividad organizacional se centra en la modernización de procesos con tecnologías emergentes.En este contexto, la profesión contable experimenta cambios significativos como son en la automatización de tareas rutinarias, permite a los contadores enfocarse en análisis estratégicos. La tecnología impacta la contabilidad al mejorar la eficiencia, la precisión y la seguridad de los datos. Los contadores deben adquirir competencias tecnológicas, como el dominio de software contable y habilidades en análisis de datos, ciberseguridad y comunicación digital.En cuanto a la ética contable, se destaca la importancia de la confidencialidad, integridad y transparencia en la era digital. Los contadores deben mantener altos estándares éticos y adaptarse a la evolución tecnológica. La investigación concluye que la profesión contable se ha transformado en un papel más estratégico, exigiendo habilidades tecnológicas y una ética adaptada a la era digital. La conexión entre la educación, la industria y las competencias tecnológicas es esencial para preparar a los contadores para los desafíos actuales.

Abstract. Clinical judgement has become a central topic in both medicine and the philosophy since the 1960s. With the development of evidence-based medicine in the 1990s, clinical judgment is expected to be more sensitive to the needs and preferences of patients in the face of threats from positivist approaches that are considered to neglect individuality. This paper addresses this problem in the light of a philosophy of medicine that is more sensitive to the historical components of epistemology, ontology, and ethics. The analysis is directed to the 19th century in order to elucidate the tensions about the place of medical knowledge and the commitment, for the sake of professional improvement, to provide clinical judgment with new methods. This trip to the past is useful to understand the current transformations in the field of medicine, especially the way in which they help constitute new types of patients, new types of professional ethos, and new forms of relationship between these actors.

Resumen. El juicio clínico se ha convertido en un tópico capital para la filosofía de la medicina y la profesión médica desde los sesenta. Tras el desarrollo de la medicina basada en la evidencia en los noventa, se espera una mayor sensibilidad en el juicio clínico frente a las necesidades y preferencias de los pacientes ante las amenazas de enfoques positivistas, que, se considera, descuidan la individualidad. Este artículo aborda este problema a la luz de una filosofía de la medicina más sensible a los componentes históricos de la epistemología, la ontología y la ética. Se dirige la mirada al siglo XIX para dilucidar las tensiones en torno al lugar de los conocimientos médicos y la apuesta por dotar al juicio clínico de nuevos métodos para la mejora profesional. Este retorno al pasado ayuda a comprender las transformaciones actuales del campo de la medicina, especialmente en cuanto a cómo ayudan a constituir nuevos tipos de pacientes, nuevos tipos de ethos profesional y nuevas formas de relación entre dichos actores.

Abstract Educating in contexts of vulnerability and social impact, as is the case in Mexico, has led to seeking other ways to approach students in order to improve interpersonal relationships in the classroom. The pedagogy of alterity recognizes the individuality of the students and seeks to address their needs from an ethical and anthropological perspective. The teaching qualities highlighted by this proposal, as categories, are responsibility, protection, hope, testimony and compassion towards the other (the student). In this qualitative research designed as a biographical case study, 11 teachers who work in the Mexican educational system at the elementary level were interviewed, with the aim of identifying elements of the Pedagogy of alterity in their teaching practice. The interviews were analyzed by hand using the content analysis technique. The results showed the presence in the discourse of all the categories of the Pedagogy of alterity, with responsibility, acceptance and hope standing out at a higher level of importance. Likewise, intentions and actions focused on strengthening the relationship between teachers and students in their social, personal and academic context were reflected in the units of analysis. It is concluded that the practice of the Pedagogy of alterity could be an alternative that positively impacts the reduction of relational problems in the classroom.

Resumen En el caso de México, educar en contextos de vulnerabilidad y afectaciones sociales ha llevado a buscar otras formas de aproximarse al estudiantado para mejorar las relaciones interpersonales en el aula. Así, la Pedagogía de la alteridad, en el ejercicio de la docencia, reconoce la individualidad del estudiantado y busca atender sus necesidades desde una perspectiva ética y antropológica. Las cualidades docentes que destaca esta propuesta, como categorías son la responsabilidad, la acogida, la esperanza, el testimonio y la compasión hacia el estudiantado. En esta investigación de corte cualitativo, diseñada como un estudio de caso biográfico, se entrevistó a 11 miembros del profesorado, quienes trabajan en el sistema educativo mexicano en el nivel de educación básica, con el objetivo de identificar elementos de la Pedagogía de la alteridad en su práctica docente. Las entrevistas se analizaron a partir de la técnica de análisis de contenido. Los resultados arrojaron la presencia de todas las categorías de la Pedagogía de la alteridad en el discurso, especialmente sobresalieron la responsabilidad, la acogida y la esperanza. De igual manera, en las unidades de análisis, se vieron reflejadas intenciones y acciones enfocadas en el fortalecimiento de la relación entre el personal docente y el estudiantado en su contexto social, personal y académico. Se concluyó que la práctica de la Pedagogía de la alteridad puede considerarse como una alternativa que impacte positivamente en la disminución de problemáticas relacionales en el aula.

Abstract This article gathers the results of a research conducted from January to May 2023, within the framework of the self-evaluation process of the Public Accounting degree program taught at the Guápiles Campus of the University of Costa Rica (UCR). The general objective was to determine whether the exit profile of the graduates met the needs of employers and to identify opportunities for improvement. The methodology was qualitative, using semi-structured questionnaires for employers and graduates. Focus groups were also used for other stakeholders. The results show a positive perception of the employers about the professional competencies, skills, and values of the graduates, considering them suitable for hiring. They also highlight competencies such as ethics, responsibility, administration, and management, as well as values and attitudes such as reliability, transparency, and leadership. However, areas for improvement are noted, such as English language proficiency, technological skills, practical experience, and knowledge of tax legislation. Despite these areas for improvement, both employers and graduates value the career favorably, especially in terms of professional competencies and values developed during university education. It is concluded that it is pertinent to continue offering the program due to the very favorable evaluations of employers and graduates, especially in terms of professional competencies, values and attitudes developed during university education.

Resumen El presente artículo reúne los resultados de una investigación realizada en el periodo de enero a mayo del 2023, en el marco de los procesos de autoevaluación de la Carrera de Contaduría Pública impartida en el Recinto de Guápiles de la Universidad de Costa Rica (UCR). Se planteó como objetivo general determinar si el perfil de salida de quienes se egresaron satisfacía las necesidades de las personas empleadoras e identificar oportunidades de mejora. La metodología fue de tipo cualitativa, se utilizaron cuestionarios semiestructurados para la población empleadora y la graduada. También se emplearon grupos focales para otros grupos de interés. Los resultados muestran una percepción positiva de las personas empleadoras, acerca de las competencias profesionales, habilidades y valores de las personas egresadas, al considerarlos aptos para ser contratadas. También destacan competencias tales como ética, responsabilidad, administración y gestión, así como valores y actitudes como confiabilidad, transparencia y liderazgo. Sin embargo, se señalan áreas de mejora como el dominio del idioma inglés, habilidades tecnológicas, experiencia práctica y conocimientos en legislación tributaria. A pesar de estas áreas de mejora, tanto las personas empleadoras como las graduadas valoran favorablemente la carrera, especialmente en términos de competencias profesionales y valores desarrollados durante la formación universitaria. Se concluye la pertinencia de seguir con la oferta de la carrera debido a las valoraciones de ambas poblaciones analizadas, que resultaron muy favorables, especialmente en lo relacionado con las competencias profesionales, valores y actitudes, desarrollados durante la formación universitaria.

Abstract The inescapable influence of social media on journalism has introduced a multitude of challenges that professionals in the field cannot afford to overlook. Increasingly used as sources, social media platforms contribute significantly to the evolution of new dynamics in news production. This is particularly evident in the coverage of unfolding events, prioritising speed of transmission and immediacy as inherent values. This emphasis often encourages the rapid extraction of content available on the internet, leaving minimal time for thorough scrutiny. This article delves into the phenomenon from an ethical standpoint. Through an analysis of 32 codes of ethics - and analogous instruments - that specifically address this evolving reality, it identifies journalistic values and principles concerning information-gathering methods, especially pertaining to digital social networks. The primary emphasis remains on the requirement to verify and validate the material while identifying sources following traditional procedures, given the potential risks to the integrity of journalistic narratives. Most codes in the corpus also prioritise safeguarding citizens’ private sphere, possibly stemming from the dissemination of material. This concern extends beyond general privacy protection, encompassing the highly sensitive issues associated with it: the vulnerability and emotional distress experienced by authors of social media posts and the presence of victims or minors on social networks.

Resumo A influência dos média sociais no campo do jornalismo, hoje incontornável, manifesta-se em várias vertentes, criando desafios que não podem ser ignorados pelos profissionais. Enquanto fontes, estão a ser cada vez mais utilizados, contribuindo para a emergência de novas dinâmicas de produção noticiosa, em particular na cobertura de acontecimentos em continuidade, nos quais impera a velocidade de transmissão e o imediatismo constitui um valor em si mesmo, incentivando a extração de conteúdos disponíveis na internet, sem tempo para escrutínio. Neste artigo, o fenómeno é enquadrado numa perspetiva ética. Através da análise de 32 códigos deontológicos - e instrumentos semelhantes - que incorporam esta realidade em partes específicas foram identificados valores e princípios jornalísticos neles inscritos acerca das modalidades de recolha de informação, sobretudo em redes sociais digitais. A exigência de verificação e validação do material e de identificação da fonte, procedimentos tradicionais, é predominante, atentos os potenciais riscos para o rigor de uma narrativa jornalística. Também é detetada, na maioria dos códigos integrados no corpus, a preocupação de acautelar o dano na esfera privada de cidadãos, eventualmente decorrente da difusão de material. Não se trata apenas de proteger a privacidade, em geral, mas de ponderar questões de grande sensibilidade a ela associáveis: a vulnerabilidade e dor em que possam encontrar-se os autores das postagens e a presença nas redes de vítimas ou cidadãos menores de idade.

Abstract Political institutions such as the European Commission and the Government of Spain have expressed their interest and willingness to lay the foundations for ethical governance of Artificial Intelligence (AI). In particular, they have proposed the promotion of reliable Artificial Intelligence through a set of guidelines and strategies. Despite the benefit provided by these political initiatives, it is not possible to fully appreciate a specific educational strategy that contributes to the generation of an ethical AI ecosystem based on trust. In this sense, the main objective of this work is to demonstrate that the teaching of applied ethics in engineering studies constitutes a commitment to professional strengthening, ethical governance and responsible research and innovation. To achieve this objective, first of all, some of the essential aspects that give significant value to the teaching of applied ethics will be detailed, highlighting the social responsibility that universities present in this field. Secondly, a classification of ethics subjects related to engineering in the environment of Spanish public universities will be shown. And, thirdly, a theoretical framework rooted in discursive ethics will be offered, promoting a civic perspective in the educational context of the professions.

Resumen Instituciones políticas como la Comisión Europea y el Gobierno de España han manifestado su interés y predisposición para sentar las bases de una gobernanza ética de la Inteligencia Artificial (IA). En particular, han planteado el impulso de una Inteligencia Artificial confiable a través de un conjunto de directrices y estrategias. A pesar del beneficio que reportan estas iniciativas políticas, no es posible apreciar en su conjunto una estrategia educativa específica que contribuya a la generación de un ecosistema ético de IA fundamentado en la confianza. En ese sentido, el objetivo principal de este trabajo consiste en explicar que la enseñanza de la ética aplicada en los estudios de ingeniería constituye una apuesta para el fortalecimiento profesional, la gobernanza ética y una investigación e innovación responsables. Para alcanzar este objetivo, en primer lugar, serán detallados algunos de los aspectos esenciales que dotan de un valor significativo a la enseñanza de la ética aplicada, subrayando la responsabilidad social que presentan las universidades en este terreno. En segundo lugar, se mostrará una clasificación de las asignaturas de ética relacionadas con la ingeniería en el entorno de las universidades públicas españolas. Y, en tercer lugar, se ofrecerá un marco teórico enraizado en la ética discursiva, promoviendo una mirada cívica en el contexto educativo de las profesiones.

ABSTRACT New “clinical pearls” about medical practice are presented (phrases that, in relatively few words, in a brief, concise and coherent manner, include knowledge or useful advice about the profession), transmitted from “experts” to students and young colleagues “in a “master-apprentice”. These “clinical pearls”, generally, are the result of careful observation and the well-used experience of colleagues, which synthesize knowledge that is passed from generation to generation empirically, just as popular knowledge is transmitted through saying, aphorisms, proverbs, etc. The “original” clinical pearls are transmitted “orally”, from person to person regarding various situations that arise during the exercise of the profession in different scenarios, especially healthcare. Although some clinical pearls could serve as starting points for future full-fledged researches, it must be remembered that in medicine not everything is knowledge, it is also art and ethics. After reflecting again on the role in medical education of these “drops of knowledge”, so in line with the fast times that we live in and with the possibility of having rescued a few more clinical pearls, in this work more than 40 “new” ones are presented, classified as clinical, therapeutic and public health and medical ethics, which are expected to be of practical use in our professionals practice and for the benefit of our citizens.

RESUMEN Se presentan nuevas “lápidas” sobre la práctica médica (frases que, en relativamente pocas palabras, de manera breve, concisa y coherente, incluyen conocimientos o consejos útiles sobre la profesión), transmitidas de “expertos” a estudiantes y colegas jóvenes “en modo de maestro-aprendiz”. Estas “lápidas”, generalmente, son fruto de la observación acuciosa y de la experiencia bien aprovechada de colegas, que sintetizan un conocimiento que se va pasando de generación a generación de manera empírica, al igual que se transmite el saber popular por medio de refranes, aforismos, proverbios, etc. Las lápidas “originales” se transmiten por “vía oral”, de persona a persona a propósito de diversas situaciones que surgen durante el ejercicio de la profesión en diferentes escenarios, sobre todo asistenciales. Aunque algunas lápidas pudieran servir de puntos de partida para futuras investigaciones con todas las de la ley, se debe recordar que en la medicina no todo es conocimiento, también es arte y ética. Después de reflexionar nuevamente sobre el papel en la educación médica de estas “gotas de saber”, tan acordes a los tiempos rápidos que corren y con la posibilidad de haber rescatado unas cuantas lápidas más, en este trabajo se presentan más de 40 “nuevas”, clasificadas como clínicas, terapéuticas y de salud pública y ética médica, que se esperan sean de utilidad práctica en el ejercicio de nuestros profesionales y en beneficio de nuestros ciudadanos.

Abstract Introduction: There is an emerging propensity to use narrative inquiry as a nursing research methodology. The narrative inquiry aims to understand experiences and reveal the meaning of individual experiences providing crucial knowledge. The relationship between the nurse researcher and the participant is especially relevant in narrative inquiry. Purpose: To discuss ethical conduct in narrative inquiry and examine specific ethical issues at different stages of the narrative inquiry process in nursing research. Methods: Critical reflection supported by scientific evidence. Results: The relational component and the greater proximity with the participants in narrative research means that additional ethical issues have to be considered and respected in research planning, data collection, text composition, analysis, data interpretation and presentation of results. Conclusion: The relational properties of this methodology involve scrupulous ethical conduct with increased responsibilities in the relationship with participants and in the use of their narratives, respecting scientific rigor.

Resumo Introdução: Há uma propensão emergente para utilizar a investigação narrativa como metodologia de investigação em enfermagem. A investigação narrativa visa compreender as experiências e revelar o significado das experiências individuais fornecendo conhecimentos cruciais. A relação entre o enfermeiro investigador e o participante é especialmente relevante na investigação narrativa. Objetivo: Discutir sobre a conduta ética na investigação narrativa e examinar questões éticas específicas nas diferentes etapas do processo de investigação narrativa na investigação em enfermagem. Métodos: Reflexão crítica suportada por evidência científica. Resultados: A componente relacional e a maior proximidade com os participantes na investigação narrativa significam que questões éticas adicionais tenham de ser consideradas e respeitadas no planeamento da investigação, colheita de dados, composição dos textos, análise, interpretação dos dados e apresentação dos resultados. Conclusão: As propriedades relacionais desta metodologia implicam uma conduta ética de acordo com as responsabilidades acrescidas na relação com os participantes e na utilização das suas narrativas, respeitando o rigor científico.

ABSTRACT: Professionalism has become highly relevant in health professional education since there is evidence of its impact on the quality of patient care. It has been reported that unprofessional practices incurred by students tend to be repeated later in their professional activities. Professionalism is a construct that reflects values, culture, language and social arrangements; therefore, it is not suggested to extrapolate a definition from one context to another. Thus, a starting point is to obtain a definition of professionalism culturally adapted to the context in which it is embedded. The aim of the study was to obtain a definition of professionalism in dentistry, its dimensions and attributes agreed upon by stakeholders of different dentistry programs of Chilean universities. A mixed methodology was used in two phases. In phase 1, an exploratory qualitative design with a Grounded Theory approach, two focus groups were developed (dental teachers and students), and the data was analyzed using a constant comparison method and open coding. In phase 2, an expert consultation was carried out using a sequential explanatory design through a Delphi Panel (consensus method) and a questionnaire with closed and open questions, where content analysis was conducted. A consensus definition of professionalism in dentistry was obtained, transversal and adapted to the national context, with five dimensions (contextual, formative, personal, interpersonal and social) and thirteen attributes. Professionalism is a complex construct, requiring a common definition to guide the incorporation of its dimensions and attributes in the educational processes of dental education institutions, enabling them to play their social role with excellence, contributing to improving the quality of health care.

RESUMEN: El profesionalismo ha tomado gran relevancia en la educación para profesionales de la salud, debido a que existe evidencia de su impacto en la calidad de atención a los pacientes. Se ha reportado que las prácticas poco profesionales incurridas por estudiantes tienden a repetirse posteriormente en su actividad profesional. El profesionalismo es un constructo que refleja valores, cultura, idioma y acuerdos sociales, por lo cual no se sugiere extrapolar una definición desde un contexto a otro. Por ello, un punto de partida es obtener una definición de profesionalismo adaptada culturalmente al contexto donde se encuentra inmersa. El objetivo de este estudio fue obtener una definición de profesionalismo en odontología, sus dimensiones y atributos consensuados por representantes de distintos programas de odontología de universidades chilenas. Se utilizó una metodología mixta en dos fases. En la fase 1 el diseño cualitativo exploratorio tuvo una aproximación por Teoría Fundamentada, donde se desarrollaron dos grupos focales (docentes y estudiantes de odontología) y se analizó la data con método de comparación constante y codificación abierta. En la fase 2 se realizó una consulta a expertos utilizando un diseño explicativo secuencial, a través de un Panel Delphi y un cuestionario con preguntas cerradas y abiertas, donde se realizó análisis de contenido. Se obtuvo una definición de profesionalismo en odontología, consensuada, transversal y adaptada al contexto nacional, con cinco dimensiones (contextual, formativa, personal, interpersonal y social) y trece atributos. El profesionalismo es un constructo complejo, por lo que se hace necesario obtener una definición común que guíe la incorporación de sus dimensiones y atributos en los procesos educacionales de las instituciones formadoras de cirujanos dentistas, de tal manera que ellos/ ellas puedan cumplir su rol social desde la excelencia contribuyendo a mejorar la calidad de atención en salud.

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura's Social Cognitive Theory, to understand self-efficacy, and Seligman's PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators' professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators.

Resumo O presente estudo buscou conhecer as principais características das respostas geradas pela ferramenta ChatGPT a consultas sobre um tema emergente na literatura acadêmica de língua portuguesa - a literacia em saúde -, assim como discutir de que forma tais evidências podem contribuir para uma melhor compreensão sobre os limites e os desafios relacionados ao uso de Inteligência Artificial (IA) para a construção do conhecimento acadêmico. Trata-se de um estudo descritivo e exploratório, baseado em consultas ao ChatGPT, a partir de cinco perguntas disparadoras, feitas em sequência, nas línguas portuguesa (Brasil) e inglesa, com níveis de complexidade linguística crescentes. A análise dos resultados evidenciou uma ampla perspectiva para o uso de tecnologias baseadas em IA, como o ChatGPT, uma ferramenta disponibilizada de forma ampla e irrestrita, com uma interface intuitiva e simples, que se mostrou capaz de gerar textos coerentes, estruturados, em linguagem natural. Considerando o fenômeno do produtivismo acadêmico, associado a uma tendência crescente de má conduta profissional, sobretudo o plágio, coloca-se necessidade de um olhar ainda mais cuidadoso sobre o processo de produção e divulgação do conhecimento científico mediado por tecnologias de IA.

Abstract The aim of this study was to identify and analyze the main constituent elements of text generated by ChatGPT in response to questions on an emerging topic in the academic literature in Portuguese - health literacy - and discuss how the evidence produced can contribute to improving our understanding of the limits and challenges of using artificial intelligence (AI) in academic writing. We conducted an exploratory descriptive study based on responses to five consecutive questions in Portuguese and English with increasing levels of complexity put to ChatGPT. Our findings reveal the potential of the use of widely available, unrestricted access AI-based technologies like ChatGPT for academic writing. Featuring a simple and intuitive interface, the tool generated structured and coherent text using natural-like language. Considering that academic productivism is associated with a growing trend in professional misconduct, especially plagiarism, there is a need too take a careful look at academic writing and scientific knowledge dissemination processes mediated by AI technologies.

Abstract The aim of this study was to identify and analyze the main constituent elements of text generated by ChatGPT in response to questions on an emerging topic in the academic literature in Portuguese - health literacy - and discuss how the evidence produced can contribute to improving our understanding of the limits and challenges of using artificial intelligence (AI) in academic writing. We conducted an exploratory descriptive study based on responses to five consecutive questions in Portuguese and English with increasing levels of complexity put to ChatGPT. Our findings reveal the potential of the use of widely available, unrestricted access AI-based technologies like ChatGPT for academic writing. Featuring a simple and intuitive interface, the tool generated structured and coherent text using natural-like language. Considering that academic productivism is associated with a growing trend in professional misconduct, especially plagiarism, there is a need too take a careful look at academic writing and scientific knowledge dissemination processes mediated by AI technologies.

Resumo O presente estudo buscou conhecer as principais características das respostas geradas pela ferramenta ChatGPT a consultas sobre um tema emergente na literatura acadêmica de língua portuguesa - a literacia em saúde -, assim como discutir de que forma tais evidências podem contribuir para uma melhor compreensão sobre os limites e os desafios relacionados ao uso de Inteligência Artificial (IA) para a construção do conhecimento acadêmico. Trata-se de um estudo descritivo e exploratório, baseado em consultas ao ChatGPT, a partir de cinco perguntas disparadoras, feitas em sequência, nas línguas portuguesa (Brasil) e inglesa, com níveis de complexidade linguística crescentes. A análise dos resultados evidenciou uma ampla perspectiva para o uso de tecnologias baseadas em IA, como o ChatGPT, uma ferramenta disponibilizada de forma ampla e irrestrita, com uma interface intuitiva e simples, que se mostrou capaz de gerar textos coerentes, estruturados, em linguagem natural. Considerando o fenômeno do produtivismo acadêmico, associado a uma tendência crescente de má conduta profissional, sobretudo o plágio, coloca-se necessidade de um olhar ainda mais cuidadoso sobre o processo de produção e divulgação do conhecimento científico mediado por tecnologias de IA.