It is essential to diversity energy sources for ensuring sustainability. While hydrogen is considered a promising energy storage medium, its potential hinges on the development of efficient photocatalysts for green production. In addressing this challenge, we evaluated the performance of a heterojunction system composed of non-stoichiometric molybdenum oxides (MoO3−x) and cadmium sulfide (CdS) quantum dots (QDs) for water splitting. MoO3−x were synthesized via gamma irradiation of the MoO3 in the presence of formic acid (FA), while CdS-MPA QDs were electrosynthesized. The heterojunction was formed through adsorption. The structural and electronic characterization revealed a progressive transformation from MoO3 to MoO3−x and MoO3−x/CdS-MPA QDs, demonstrating enhanced water-splitting performance. Upon evaluation, the study revealed a charge transfer mechanism, highlighting the significance of relative band positions between MoO3−x and CdS-MPA QDs in promoting eco-friendly hydrogen evolution and methanol processing. Thus, we suggest that the synergism between MoO3−x and CdS-MPA QDs semiconductors makes the heterojunction system a promising solution for photocatalytic production of hydrogen and oxygen.

Forming semiconductor heterojunction is promising for improved photocatalytic performance due to synergistic combination of the best properties of each material. The present study reports a simple hydrothermal strategy to form n-n heterojunction of Ta2O5 nanotubes and BiVO4 microstructures. The Ta2O5/BiVO4 heterojunctions were characterized by Raman spectroscopy, UV Vis diffuse reflectance spectroscopy (DRS), X-ray diffraction (XRD), scanning electron microscopy (SEM) and their photocatalytic activity was evaluated by hydrogen production and photodegradation of methylene blue (MB) dye in aqueous medium under AM 1.5 G (100 mW cm2) condition. The heterojunctions have optical absorption in the visible region (200 500 nm) with crystal structures defined as monoclinic for BiVO4 and orthogonal for Ta2O5. For MB photodegradation, the Ta2O5/BiVO4 obtained via hydrothermal route showed a photodegradation of 72.3%, compared to 28.3% presented by the sample produced through the mechanical mixture, with the maintenance of 86.4% of its photocatalytic performance after 3 cycles of photodegradation. For H2 production, hydrothermally prepared Ta2O5/BiVO4 generated 10.2 μmol g-1 of H2 in 3 h; while Ta2O5 nanotubes and mechanical Ta2O5/BiVO4 mixture shows 6.82 and 2.80 μmol g-1, respectively. The results suggest that Ta2O5/BiVO4 is a promising material for applications in photocatalysis, promoting sustainable energy production through hydrogen and for the treatment of effluents containing cationic dyes.

Abstract The development of stable and active TiO2 nanotubes (NTs) decorated with plasmonic gold nanoparticles (Au NPs) represents a strategy for charge-transfer processes improvements. However, organic capping ligands used for Au NPs synthesis usually remain on the surface of the metal, leading to poor Schottky junctions between Au and TiO2. Herein, we report on the synthesis of a nanotubular matrix of TiO2 decorated with gold without the need of ligands. The Au NPs mean diameter (12 nm) was similar to all the samples prepared, no matter the metal loading. Such materials enabled to use the metal as a cocatalyst for photogeneration of H2under UV and visible light irradiations. We found an optimum metal loading (2.6 wt% Au) that enabled an improvement of 760% on the H2 production when compared to the bare TiO2 NTs under UV-Vis irradiation. In addition, such catalyst was able to perform photogeneration of H2 under visible irradiation, which was not conceivable before the metal immobilization over the TiO2 NTs. The yield obtained was comparable to the observed when the catalyst was used under UV-Vis conditions. The produced materials were fully characterized by UV-Vis, XRD, TEM, and SEM.

Este estudo teve o objetivo de identificar, na literatura, como a empatia é influenciada pelos diferentes fatores culturais no contexto de ensino e aprendizagem em saúde. Realizado por meio de scoping review , conforme a proposta de Joanna Briggs Institute (JBI), a busca foi realizada nas bases de dados PubMed, Lilacs, Scopus e Web of Science e executada entre o período de dezembro de 2017 a janeiro de 2018. Observou-se, pelas pesquisas, que os estudantes ocidentais têm maior nível de empatia quando comparados aos estudantes orientais. Além disso, há diferença na empatia entre diferentes etnias, raças, sexo e religião. Sua avaliação dá-se por meio de diferentes instrumentos. Assim, entre os fatores que influenciam a empatia, identificou-se a cultura como sendo um deles. São necessários novos estudos a fim de compreender da melhor forma a empatia entre as diversas profissões da saúde.

This article aims to identify, along the literature, how empathy is influenced by several cultural factors in the context of health professionals’ teaching-learning process .Performed as a scoping review study, as proposed by the Joanna Briggs Institute, the search was performed in PubMed, LILACS, SCOPUS and Web of Science databases, between December 2017 and January 2018. It was observed, through the researches, that Western students have a higher level of empathy compared to Eastern students, so there is also a difference in empathy between different ethinicity, race, sex and religion. It’s evaluated through different instruments. So, among the factors that influence empathy, culture was identified as one of them. Further studies are needed to better understand the empathy among the various health professions.

El objetivo de este estudio fue identificar, en la literatura, cómo la empatía sufre influencia de los diferentes factores culturales en el contexto de enseñanza y aprendizaje en salud. Realizado por medio de scoping review , conforme la propuesta del Joanna Briggs Institute , la búsqueda se realizó en las bases de datos PubMed, LILACS, SCOPUS y Web of Science y se realizó en el período de diciembre de 2017 a enero de 2018. Por los estudios se observó que los estudiantes occidentales tienen mayor nivel de empatía cuando comparados a los orientales. Además, hay diferencia en la empatía entre diferentes etnias, razas, sexo y religion. Su evaluación se realiza por medio de diferentes instrumentos. Por lo tanto, entre los factores que influyen en la empatía, se identificó la cultura como uno de ellos. Son necesarios nuevos estudios para comprender de la mejor manera la empatía entre las diversas profesiones de la salud.

ABSTRACT INTRODUCTION: the literature shows that students who participate in simulated activities with previous clinical experience achieve less positive results in simulation than those without previous contact with the clinical field. OBJECTIVE: to identify the implications of the clinical practice on student satisfaction and self-confidence with simulated clinical activities in comfort and hygiene measures for patients using disposable diapers. METHOD: a quantitative, quasi-experimental study conducted in a public university in the inland of the state of São Paulo, Brazil, using two instruments for assessing student satisfaction and self-confidence with simulated clinical practices: the Scale of Satisfaction and Self-confidence in Learning (Escala de Satisfação e Autoconfiança no Aprendizado - ESAA) and the Scale of Satisfaction with Simulated Clinical Experiences (Escala de Satisfação com as Experiências Clínicas Simuladas - ESECS). RESULTS: 100 undergraduate nursing students participated in the study. Students with previous clinical experience had more significant values in the "self-confidence” item, so did students without clinical experience for the "realism” item of the scales. CONCLUSION: clinical simulation is enriching from the point of view of student learning, satisfaction and self-confidence, but it does not dispense with the actual clinical practice of students in the clinical field.

RESUMEN INTRODUCCIÓN: la literatura indica que los estudiantes que participan en actividades simuladas con experiencia clínica previa logran resultados menos positivos en la simulación que aquéllos sin contacto previo con el campo clínico. OBJETIVO: identificar las implicaciones de la práctica clínica para la satisfacción y la autoconfianza del estudiante con actividades clínicas simuladas en medidas de comodidad e higiene para pacientes que usan pañales desechables. MÉTODO: estudio cuantitativo, cuasiexperimental realizado en una universidad pública del interior del estado de São Paulo, Brasil, utilizando dos instrumentos para evaluar la satisfacción y la autoconfianza de los estudiantes con prácticas clínicas simuladas: la Escala de Satisfacción y Autoconfianza en el Aprendizaje (ESAA) y la Escala de Satisfacción con Experiencias Clínicas Simuladas (ESECS). RESULTADOS: participaron 100 estudiantes de grado en enfermería. Los estudiantes con experiencia clínica previa obtuvieron valores más significativos en las escalas en "autoconfianza"; los estudiantes sin experiencia clínica en "realismo". CONCLUSIÓN: la simulación clínica es enriquecedora desde el punto de vista del aprendizaje, la satisfacción y la autoconfianza, pero no prescinde de la práctica clínica real de los estudiantes en el campo clínico.

RESUMO INTRODUÇÃO: a literatura demonstra que alunos que participam de atividades simuladas com experiência clínica prévia alcançam resultados menos positivos em simulação do que aqueles sem contato prévio com o campo clínico. OBJETIVO: identificar as implicações da prática clínica na satisfação e autoconfiança do estudante com atividades clínicas simuladas em medidas de conforto e higiene ao paciente usuário de fraldas descartáveis. MÉTODO: estudo quantitativo, quase-experimental realizado em uma universidade pública do interior do estado de São Paulo, no Brasil, utilizando dois instrumentos de avaliação da satisfação e autoconfiança do estudante com as práticas clínicas simuladas, a Escala de Satisfação e Autoconfiança no Aprendizado (ESAA) e a Escala de Satisfação com as Experiências Clínicas Simuladas (ESECS). RESULTADOS: participaram do estudo 100 estudantes de graduação em Enfermagem. Alunos com experiência clínica anterior tiveram valores mais significativos no item "autoconfiança"; estudantes sem experiência clínica para o item "realismo" das escalas. CONCLUSÃO: a simulação clínica é enriquecedora do ponto de vista do aprendizado, satisfação e autoconfiança do estudante, mas não dispensa a prática clínica real dos estudantes em campo clínico.