Resumen Este artículo pretende conocer cómo se pone en práctica el enfoque intercultural en el contexto del Modelo de Atención Integral de Salud con enfoque Familiar, Comunitario e Intercultural en Chugchilán (Ecuador), mediante los conocimientos, percepciones y prácticas que aplica el equipo de salud en la atención materno-infantil. Estudio etnográfico, en que participaron 21 profesionales sanitarios entre profesionales indígenas -técnicos de atención primaria de salud- y no indígenas del Centro de Salud. Las técnicas llevadas a cabo fueron observación participante y entrevistas en profundidad. Los datos generados se analizaron mediante análisis del contenido temático. El análisis de los datos evidenció que la hegemonía del modelo biomédico operante podría constituir una limitación en el desarrollo del enfoque intercultural, sin embargo, el personal de salud indígena, desde su rol ambiguo y contrario al modelo biomédico, emerge como un elemento contrahegemónico y articulador real entre los saberes biomédicos e indígenas en contextos interculturales de atención-autoatención.

Abstract This article aims to discover the intercultural practical approach in the context of the Comprehensive Healthcare Model within family, community, and interculturality in Chugchilán, Ecuador, via the recognition of knowledge, perceptions, and practices applied by the health team in maternal and child care. In this ethnographic study 21 health professionals, both Indigenous and non-indigenous from Chugchilán Health Center have participated, among the Indigenous health care workers were the primary health care technicians. The techniques applied were participant observation and in-depth interviews. The observed scenarios were the Health Center and excursion with community to record their daily life experiences. The generated data were examined using thematic content analysis. It showed that the operating biomedical hegemonic model could constitute one of the main limitations in the development of the intercultural approach. Even though Indigenous healthcare team holds an ambiguous and sometimes contrary role to the biomedical model, it has emerged as a counter-hegemonic element and real conciliator between biomedical and indigenous knowledge in intercultural contexts of care-self-care.

Abstract Objective: Healthcare professionals were the workers most affected by Covid-19, especially during the first waves of the pandemic. Thus, the aim of this study is to evaluate the perceived risk of exposure to Covid-19, the information received and the work participation between nurses, physicians and nursing assistants. Method: A cross-sectional study was conducted using an epidemiological survey among nurses, physicians and nursing assistants in a university hospital. Aspect and content validation, cognitive pretest, and piloting of the epidemiological survey was carried out with thirty subjects. A descriptive analysis was performed using mean and standard deviation (SD) for quantitative variables and absolute (n) and relative (%) frequencies for qualitative variables. The chi-square test and the ANOVA test were applied to assess the association of the responses with the variables: sex, type of worker, area of work and activity in Covid-19 Units. Results: Nurses, physicians and nursing assistants worked mainly in assistance areas and high risk of exposure units. Nursing assistants and nurses had a higher perception of risk. Nurses were less involved in the organization, but felt more supported by their colleagues. However, physicians felt more supported by their superiors and better care when they had a health problem. Conclusions: Nursing assistants and nurses presented higher risk perception, nurses were less involved in the organization of health care, while physicians felt more supported by their superiors.

Resumen Objetivo principal: Los profesionales sanitarios fueron los trabajadores más afectados por Covid-19, especialmente durante las primeras oleadas. El objetivo del estudio es evaluar la percepción del riesgo de exposición al Covid-19, información recibida y participación laboral entre enfermeros, médicos y auxiliares de enfermería. Metodología: Se realizó un estudio transversal mediante una encuesta epidemiológica entre enfermeras, médicos y auxiliares de enfermería de un hospital universitario. Se realizó una validación de aspecto y contenido, un pretest cognitivo y un pilotaje de la encuesta epidemiológica con treinta sujetos. Se realizó un análisis descriptivo utilizando media y desviación estándar (DE) para las variables cuantitativas y las frecuencias absolutas (n) y relativas (%) para variables cualitativas. Se aplicó el test chi-cuadrado y el test ANOVA para evaluar la asociación de las respuestas con las variables: sexo, tipo de trabajador, área de trabajo y actividad en Unidades Covid-19. Resultados principales: Las enfermeras, médicos y auxiliares de enfermería trabajaban principalmente en áreas asistenciales y en unidades de alto riesgo de exposición. Los auxiliares de enfermería y las enfermeras tenían una mayor percepción de riesgo. Las enfermeras estaban menos implicadas en la organización, pero se sentían más apoyadas por sus compañeros. Los médicos se sentían más apoyados por sus superiores y mejor atendidos cuando tenían problemas de salud. Conclusión principal: Las enfermeras y auxiliares de enfermería presentaron mayor percepción de riesgo, las enfermeras se implicaron menos en la organización de la atención sanitaria, mientras que los médicos se sintieron más apoyados por sus superiores.

RESUMEN. Objetivos: El objetivo del estudio fue identificar los factores asociados al desarrollo de COVID-19 en profesionales sanitarios de un hospital universitario al inicio de la pandemia. Material y Métodos: Estudio transversal mediante encuesta online validada en aspecto y contenido, pre-test cognitivo y pilotaje dirigida a los profesionales sanitarios. Se describieron las frecuencias absolutas y relativas para variables cualitativas y cuantitativas, se analizaron las asociaciones mediante la prueba chi-cuadrado para cualitativas y t de Student para cuantitativas. Se realizó una regresión logística para identificar los factores asociados a la COVID-19 en profesionales sanitarios. Resultados: Participaron 728 sujetos. Se observaron diferencias estadísticamente significativas en el tipo de trabajo (p=0,041), exposición relacionada con los espacios y la organización (p=0,001), patología previa (p=0,029) y asma (p=0,034). Los profesionales sanitarios que trabajaron en áreas asistenciales del hospital presentaron la mayor probabilidad de desarrollar COVID-19 (OR: 2,02; p=0,027) y también en aquellos con exposición relacionada con los espacios y organización (OR: 2,13; p≤0,001). Conclusión: Los profesionales sanitarios que trabajaron en áreas asistenciales del hospital presentaron el doble de probabilidad de desarrollar COVID-19. Lo mismo se observó para aquellos con exposición relacionada con los espacios.

ABSTRACT Objectives: The aim of the study was to identify factors associated with the development of COVID-19 in healthcare professionals at a university hospital at the onset of the pandemic. Material and Methods: Cross-sectional study using an online survey validated in aspect and content, cognitive pre-test and piloting aimed at healthcare professionals. Absolute and relative frequencies were described for qualitative and quantitative variables, associations were analyzed using the chi-square test for qualitative variables and Student's t-test for quantitative variables. Logistic regression was performed to identify factors associated with COVID-19 in healthcare professionals. Results: 728 workers participated in the survey. Statistically significant differences were observed in type of work (p=0.041), exposure related to spaces and organisation (p=0.001), previous pathology (p=0.029) and asthma (p=0.034). Healthcare professionals working in care areas of the hospital were most likely to develop COVID-19 (OR: 2.02; p=0.027) and also in those with exposure related to space and organisation (OR: 2.13; p≤0.001). Conclusion: Healthcare professionals who worked in care areas of the hospital were twice as likely to develop COVID-19. The same was observed for those with space-related exposure.

RESUMO Objetivo: identificar fatores que levam o professor a experienciar violência na prática pedagógica em saúde. Método: pesquisa de abordagem qualitativa ancorada no referencial da Teoria Fundamentada nos Dados com 11 docentes do curso de Enfermagem de uma universidade pública da região central do Brasil em 2020 e 2021. Entrevistas semiestruturadas online foram analisadas parcialmente à luz da Teoria Fundamentada nos Dados Construtivista. Resultados: fatores que levam os docentes a experienciar a violência são caracterizados por cultura institucional, gênero, percepção de violência pelo docente e gatilhos que ensejam os estudantes a praticarem violência. Origem social convertida em desigualdades desencadeia posições de dominação e, consequentemente, constitui-se em terreno fértil para a violência. Considerações finais: analisando a violência sob os fundamentos de Pierre Bourdieu, percebe-se que a violência de alunos contra professores merece pedagogicamente reflexões sobre os relatos contidos nas entrevistas. Contudo, faz-se necessário perpassar tais discussões como pano de fundo nos palcos de ensino.

ABSTRACT Objective: to identify factors that lead the teacher to experience violence in their pedagogical practice in health education. Method: research with a qualitative approach, based on the Grounded Theory, conducted with 11 professors of the nursing course of a public university in the central region of Brazil in 2020 and 2021. Online semi-structured interviews were analyzed partially in the light of the Constructivist Grounded Theory. Results: factors that lead lecturer to experience violence are characterized by institutional culture, gender, professor’s perception of violence, and the triggers that drive students to commit violence. Social status and inequalities lead to positions of domination and, consequently, create a fertile ground for violence. Final Considerations: analyzing violence under Bourdieu’s theory, it is clear that student violence towards lecturer and the reports contained in this study deserve pedagogical reflection. However, it is necessary to include these discussions as a background in teaching environments.

RESUMEN Objetivo: identificar los factores que hacen que el profesor experimente violencia en la práctica pedagógica en salud. Método: es una investigación de enfoque cualitativo realizada de 2020 a 2021 entre 11 docentes del curso de Enfermería de una universidad pública de la región central de Brasil, mediante entrevistas semiestructuradas en línea que fueron analizadas parcialmente a la luz de la Teoría Fundamentada en Datos Constructivista. Resultados: Los factores que llevan a los profesores a sufrir violencia están caracterizados por la cultura institucional, el género, la percepción de la violencia por parte de los profesores y los desencadenantes que incitan a los alumnos a practicar tal violencia. El origen social convertido en desigualdades desencadena posiciones de dominación y, en consecuencia, se constituye en un terreno fértil para la violencia. Consideraciones finales: Al analizar la violencia bajo los fundamentos de Pierre Bourdieu, es posible percibir que la violencia de los alumnos contra los profesores merece una reflexión desde el punto de vista pedagógico sobre los informes contenidos en las entrevistas. Sin embargo, es necesario insertar estos debates en las diferentes etapas de la enseñanza.

ABSTRACT Objectives: The aim of the study was to identify factors associated with the development of COVID-19 in healthcare professionals at a university hospital at the onset of the pandemic. Material and Methods: Cross-sectional study using an online survey validated in aspect and content, cognitive pre-test and piloting aimed at healthcare professionals. Absolute and relative frequencies were described for qualitative and quantitative variables, associations were analyzed using the chi-square test for qualitative variables and Student's t-test for quantitative variables. Logistic regression was performed to identify factors associated with COVID-19 in healthcare professionals. Results: 728 workers participated in the survey. Statistically significant differences were observed in type of work (p=0.041), exposure related to spaces and organisation (p=0.001), previous pathology (p=0.029) and asthma (p=0.034). Healthcare professionals working in care areas of the hospital were most likely to develop COVID-19 (OR: 2.02; p=0.027) and also in those with exposure related to space and organisation (OR: 2.13; p≤0.001). Conclusion: Healthcare professionals who worked in care areas of the hospital were twice as likely to develop COVID-19. The same was observed for those with space-related exposure.

RESUMEN. Objetivos: El objetivo del estudio fue identificar los factores asociados al desarrollo de COVID-19 en profesionales sanitarios de un hospital universitario al inicio de la pandemia. Material y Métodos: Estudio transversal mediante encuesta online validada en aspecto y contenido, pre-test cognitivo y pilotaje dirigida a los profesionales sanitarios. Se describieron las frecuencias absolutas y relativas para variables cualitativas y cuantitativas, se analizaron las asociaciones mediante la prueba chi-cuadrado para cualitativas y t de Student para cuantitativas. Se realizó una regresión logística para identificar los factores asociados a la COVID-19 en profesionales sanitarios. Resultados: Participaron 728 sujetos. Se observaron diferencias estadísticamente significativas en el tipo de trabajo (p=0,041), exposición relacionada con los espacios y la organización (p=0,001), patología previa (p=0,029) y asma (p=0,034). Los profesionales sanitarios que trabajaron en áreas asistenciales del hospital presentaron la mayor probabilidad de desarrollar COVID-19 (OR: 2,02; p=0,027) y también en aquellos con exposición relacionada con los espacios y organización (OR: 2,13; p≤0,001). Conclusión: Los profesionales sanitarios que trabajaron en áreas asistenciales del hospital presentaron el doble de probabilidad de desarrollar COVID-19. Lo mismo se observó para aquellos con exposición relacionada con los espacios.

Abstract Objective: to analyze the perception of musculoskeletal symptoms and their repercussion in the activities of daily living reported by professional Brazilian sign language interpreters (LIBRAS). Methods: descritive-analytical qualitative research, using thematic categorical content analysis. We used a sociodemographic questionnaire and a semi-structured interview with 12 professional LIBRAS interpreters, working in the primary, secondary, and superior education in the municipality of Goiânia. They were invited via social media, in the first half of 2021. Results: we identified three thematic categories: pain perception, perception of tiredness, and activities of daily living. The professionals were working remotely due to the COVID-19 pandemic. This allowed flexibility in the work schedule, with online classes, events, lectures, and congresses participation from the worker’s home. Conclusion: the participants had negative perceptions in all aspects evaluated, evidencing an overload in acting as a sign language interpreter in educational activities.

Resumo Objetivo: analisar a percepção de sintomas osteomusculares e sua repercussão nas atividades de vida diária referidas por intérpretes da língua brasileira de sinais (libras). Métodos: pesquisa qualitativa de natureza descritiva-analítica, utilizando a análise de conteúdo categorial temática. Foi aplicado questionário sociodemográfico e realizada entrevista semiestruturada com 12 profissionais intérpretes de libras, atuantes nas redes de ensino nos níveis fundamental, médio e superior do município de Goiânia, convidados via redes sociais, no primeiro semestre de 2021. Resultados: foram identificadas três categorias temáticas: percepção álgica, percepção de cansaço e atividades de vida diária. Os profissionais estavam trabalhando remotamente devido à pandemia da doença COVID-19, cujo regime permitiu uma flexibilização do processo de trabalho com aulas on-line, eventos, palestras e congressos a partir do domicílio do trabalhador. Houve um aumento expressivo da demanda física e psicológica, devido ao aumento das atividades a serem cumpridas e por estarem ausentes os limites entre ambiente de “trabalho” e “casa”. Conclusão: os participantes apresentaram percepções negativas em todos os aspectos avaliados, evidenciando a existência de sobrecarga na atuação como intérprete de língua de sinais.

Resumo A violência contra o professor é uma preocupação global e traz impacto negativo para o desenvolvimento da sociedade. Nesse contexto, o estudo objetivou revisar definições de violência contra o professor para desenvolver consenso integrado e modelo conceitual. Foi realizada uma revisão de escopo de literatura para incluir artigos que pudessem responder à pergunta norteadora da pesquisa: “Quais são as definições e as dimensões da violência do aluno contra o professor no ensino?” Nos estudos incluídos na revisão, identificou-se que a violência contra o professor pode ser definida como o conjunto de ações e situações provocadas por estudantes de forma insidiosa ou crônica no local de trabalho e/ou meio digital, mediadas por percepção de violência, mecanismo de enfrentamento do professor e gestão organizacional da violência. O modelo integrado de violência contra o professor compreende antecedentes conceituais, como a experiência anterior com violência contra o docente, definição cultural de violência e percepção de vitimização. A violência propriamente dita contra o professor é um construto multidimensional que resulta da interação com o estudante nos contextos organizacional e social. As consequências da violência contra o professor incluem danos psicológicos, emocionais, biológicos, profissionais e sociais.

Abstract Violence against teachers is a global concern and has a negative impact on the development of society. In this context, this study aimed to review definitions of violence against teachers to develop an integrated consensus and conceptual model. A scoping review of the literature was carried out to include articles that could answer the guiding question of the study: “What are the definitions and dimensions of student violence against teachers in teaching?” The studies included in the review, it was identified that violence against the teacher can be defined as a set of actions and situations caused by students in an insidious or chronic way in the workplace and/or through digital medium, mediated by the perception of violence, the copping mechanism of the teacher and the organizational management of the violence. The integrated model of violence against teachers comprises conceptual antecedents, such as previous experience with violence against the teacher, the cultural definition of violence and the perception of victimization. Violence against teachers is a multidimensional construct that results from the interaction with the student in the organizational and social context. The consequences of violence against the teacher include psychological, emotional, biological, professional and social harm.

Resumo A violência contra o professor é uma preocupação global e traz impacto negativo para o desenvolvimento da sociedade. Nesse contexto, o estudo objetivou revisar definições de violência contra o professor para desenvolver consenso integrado e modelo conceitual. Foi realizada uma revisão de escopo de literatura para incluir artigos que pudessem responder à pergunta norteadora da pesquisa: “Quais são as definições e as dimensões da violência do aluno contra o professor no ensino?” Nos estudos incluídos na revisão, identificou-se que a violência contra o professor pode ser definida como o conjunto de ações e situações provocadas por estudantes de forma insidiosa ou crônica no local de trabalho e/ou meio digital, mediadas por percepção de violência, mecanismo de enfrentamento do professor e gestão organizacional da violência. O modelo integrado de violência contra o professor compreende antecedentes conceituais, como a experiência anterior com violência contra o docente, definição cultural de violência e percepção de vitimização. A violência propriamente dita contra o professor é um construto multidimensional que resulta da interação com o estudante nos contextos organizacional e social. As consequências da violência contra o professor incluem danos psicológicos, emocionais, biológicos, profissionais e sociais.

Abstract Violence against teachers is a global concern and has a negative impact on the development of society. In this context, this study aimed to review definitions of violence against teachers to develop an integrated consensus and conceptual model. A scoping review of the literature was carried out to include articles that could answer the guiding question of the study: “What are the definitions and dimensions of student violence against teachers in teaching?” The studies included in the review, it was identified that violence against the teacher can be defined as a set of actions and situations caused by students in an insidious or chronic way in the workplace and/or through digital medium, mediated by the perception of violence, the copping mechanism of the teacher and the organizational management of the violence. The integrated model of violence against teachers comprises conceptual antecedents, such as previous experience with violence against the teacher, the cultural definition of violence and the perception of victimization. Violence against teachers is a multidimensional construct that results from the interaction with the student in the organizational and social context. The consequences of violence against the teacher include psychological, emotional, biological, professional and social harm.

Abstract Objective To describe the professional training health professionals receive in community health engagement in Spain. Method The identification and descriptive analysis of trainings developed between 2013-2018 offered by public universities, public administrations and the teaching units for the specialization of family and community health doctors and nurses. Results Twenty eight trainings were included in the descriptive analysis. Most of them had been organized during 2018 in eight Autonomous Communities. Two of them were organized at a national level. Most trainings were attendance based and have been developed by teaching units in charge of training doctors and nurses specializing in family and community health, with an average duration of 10-25hours and no enrolment costs. Conclusion There is a lack of training in community health engagement in the majority of autonomous communities in Spain which shows that it is scarce and not yet fully integrated in the training of health professionals. The trainings that have been analyzed are mainly part of wider specialization programs for doctors and nurses specializing in family and community health, and even so this training is not standardized and included in the specialization programs of all the Spanish regions. To develop a comprehensive health approach it is key to include community health engagement as part of the trainings professionals receive during their University degree, and to extend it to other health professions. The institutions responsible for the training of health professionals should include community health engagement as part of the different training itineraries of professionals.

Resumen Objetivo Describir las actividades formativas en participación comunitaria en salud que se realizan en España. Método Identificación y análisis descriptivo de las acciones formativas en el periodo 2017-2018 en los ámbitos de la universidad, la Administración pública y las unidades docentes de medicina y enfermería familiar y comunitaria Resultados Se incluyeron 28 actividades formativas en el análisis descriptivo de ocho comunidades autónomas diferentes y dos de ámbito nacional. La mayoría de las actividades formativas son presenciales e impartidas por unidades docentes de formación especializada para profesionales de medicina y enfermería de atención familiar y comunitaria, con una duración de entre 10 y 25 horas, y sin coste de matriculación. Conclusión Existe un vacío formativo en la mayoría de las comunidades autónomas que evidencia que la formación en participación comunitaria en salud es escasa y está poco integrada. Las actividades formativas analizadas están incluidas principalmente en la formación de especialistas de medicina y enfermería de familia y comunitaria, si bien esta formación no está unificada ni se incorpora en todos los planes docentes. Para una mirada integral sobre la salud de las personas es esencial incluir la participación comunitaria en salud en la formación de grado y posgrado, tanto del ámbito sanitario como de otras disciplinas. Las instituciones responsables de la formación en los diferentes niveles deben incluir la participación comunitaria en salud en los itinerarios formativos de los profesionales.

Abstract Objective To describe the professional training health professionals receive in community health engagement in Spain. Method The identification and descriptive analysis of trainings developed between 2013-2018 offered by public universities, public administrations and the teaching units for the specialization of family and community health doctors and nurses. Results Twenty eight trainings were included in the descriptive analysis. Most of them had been organized during 2018 in eight Autonomous Communities. Two of them were organized at a national level. Most trainings were attendance based and have been developed by teaching units in charge of training doctors and nurses specializing in family and community health, with an average duration of 10-25hours and no enrolment costs. Conclusion There is a lack of training in community health engagement in the majority of autonomous communities in Spain which shows that it is scarce and not yet fully integrated in the training of health professionals. The trainings that have been analyzed are mainly part of wider specialization programs for doctors and nurses specializing in family and community health, and even so this training is not standardized and included in the specialization programs of all the Spanish regions. To develop a comprehensive health approach it is key to include community health engagement as part of the trainings professionals receive during their University degree, and to extend it to other health professions. The institutions responsible for the training of health professionals should include community health engagement as part of the different training itineraries of professionals.

Resumen Objetivo Describir las actividades formativas en participación comunitaria en salud que se realizan en España. Método Identificación y análisis descriptivo de las acciones formativas en el periodo 2017-2018 en los ámbitos de la universidad, la Administración pública y las unidades docentes de medicina y enfermería familiar y comunitaria Resultados Se incluyeron 28 actividades formativas en el análisis descriptivo de ocho comunidades autónomas diferentes y dos de ámbito nacional. La mayoría de las actividades formativas son presenciales e impartidas por unidades docentes de formación especializada para profesionales de medicina y enfermería de atención familiar y comunitaria, con una duración de entre 10 y 25 horas, y sin coste de matriculación. Conclusión Existe un vacío formativo en la mayoría de las comunidades autónomas que evidencia que la formación en participación comunitaria en salud es escasa y está poco integrada. Las actividades formativas analizadas están incluidas principalmente en la formación de especialistas de medicina y enfermería de familia y comunitaria, si bien esta formación no está unificada ni se incorpora en todos los planes docentes. Para una mirada integral sobre la salud de las personas es esencial incluir la participación comunitaria en salud en la formación de grado y posgrado, tanto del ámbito sanitario como de otras disciplinas. Las instituciones responsables de la formación en los diferentes niveles deben incluir la participación comunitaria en salud en los itinerarios formativos de los profesionales.

OBJECTIVES: to analyse the knowledge, beliefs and perception of the professional role that nursing students have, about exerted violence against women in relationships.METHOD: a descriptive qualitative study following the ecological model through 16 focus groups realized with 112 students from four nursing courses of four Spanish universities.RESULTS: the analytical categories were: knowledge, professional role, and beliefs about ones behaviour before the victim and the abuser. Students are unfamiliar with the characteristics of abuse, guidelines, protocols and screening questions and demand patterns for specific intervention. They do not identify their own professional role, be it delegated or specialized. Beliefs regarding their behaviour with the victim, not guided by professional criteria, perceive violence as a specific situation and disassociate the prevention of health care. They perceive the abuser as mentally ill, justifying the tolerance or delegation of performances.CONCLUSIONS: students define preconceived ideas about couples' violence. Speeches reproduce and reinforce stereotypical myths, values indicative of inadequate training for nursing studies which raises the need to fortify the competencies in relation to intimate couples' violence in the curriculum.

OBJETIVOS: analizar los conocimientos, las creencias y la percepción del rol profesional que tienen los estudiantes de Enfermería, acerca de la violencia ejercida contra las mujeres en las relaciones de pareja.MÉTODO: estudio cualitativo descriptivo siguiendo el modelo ecológico a través de 16 grupos focales realizados con 112 estudiantes de cuatro cursos de enfermería de cuatro universidades españolas.RESULTADOS: las categorías analíticas fueron: conocimientos, rol profesional, y creencias sobre las actuaciones ante la víctima y actuaciones ante el agresor. Los estudiantes desconocen características del maltrato, guías, protocolos y preguntas de detección y reclaman pautas de intervención puntuales. No identifican un rol profesional propio, sino delegado o especializado. Las creencias en relación a la actuación con la víctima, no se orientan por criterios profesionales, perciben la violencia como una situación puntual y desvinculan la prevención de la atención en salud. Perciben al maltratador como enfermo mental, lo que justifica la tolerancia o delegación de actuaciones.CONCLUSIONES: los estudiantes definen ideas preconcebidas sobre violencia de pareja. Los discursos reproducen mitos y refuerzan valores estereotipados, indicativos de insuficiente formación durante los estudios de enfermería lo que plantea la necesidad de reforzar las competencias en relación a la violencia de pareja en los planes de estudios.

OBJETIVOS: examinar os conhecimentos, crenças e a percepção da função profissional que têm os estudantes de enfermagem, sobre a violência contra as mulheres, nos relacionamentos íntimos.MÉTODO: estudo qualitativo, descritivo, seguindo o modelo ecológico, através de 16 grupos focais, realizado com 112 estudantes de quatro cursos de enfermagem, de quatro universidades espanholas.RESULTADOS: as categorias analíticas foram: conhecimento, função profissional e as crenças das ações do agressor sobre a vítima. Os estudantes desconhecem as características de abusos, diretrizes, protocolos, questões de triagem e de rastreamento, reivindicando diretrizes de intervenção específica. Não identificam sua própria função profissional, sendo delegada ou especializada. As crenças em relação a atuação com a vítima não são orientadas por padrões profissionais, percebendo a violência como uma situação específica e dissociando a prevenção dos cuidados em saúde. Eles percebem o agressor como um doente mental, justificando, assim, a tolerância ou delegação de ações.CONCLUSÕES: os alunos definem noções preconcebidas sobre violência do parceiro. Os discursos reproduzem mitos e reforçam valores estereotipados, indicando estudos insuficientes durante a formação em enfermagem, gerando a necessidade de reforçar as competências nos currículos em relação à violência do parceiro.

OBJETIVOS: examinar os conhecimentos, crenças e a percepção da função profissional que têm os estudantes de enfermagem, sobre a violência contra as mulheres, nos relacionamentos íntimos.MÉTODO: estudo qualitativo, descritivo, seguindo o modelo ecológico, através de 16 grupos focais, realizado com 112 estudantes de quatro cursos de enfermagem, de quatro universidades espanholas.RESULTADOS: as categorias analíticas foram: conhecimento, função profissional e as crenças das ações do agressor sobre a vítima. Os estudantes desconhecem as características de abusos, diretrizes, protocolos, questões de triagem e de rastreamento, reivindicando diretrizes de intervenção específica. Não identificam sua própria função profissional, sendo delegada ou especializada. As crenças em relação a atuação com a vítima não são orientadas por padrões profissionais, percebendo a violência como uma situação específica e dissociando a prevenção dos cuidados em saúde. Eles percebem o agressor como um doente mental, justificando, assim, a tolerância ou delegação de ações.CONCLUSÕES: os alunos definem noções preconcebidas sobre violência do parceiro. Os discursos reproduzem mitos e reforçam valores estereotipados, indicando estudos insuficientes durante a formação em enfermagem, gerando a necessidade de reforçar as competências nos currículos em relação à violência do parceiro.

OBJECTIVES: to analyse the knowledge, beliefs and perception of the professional role that nursing students have, about exerted violence against women in relationships.METHOD: a descriptive qualitative study following the ecological model through 16 focus groups realized with 112 students from four nursing courses of four Spanish universities.RESULTS: the analytical categories were: knowledge, professional role, and beliefs about ones behaviour before the victim and the abuser. Students are unfamiliar with the characteristics of abuse, guidelines, protocols and screening questions and demand patterns for specific intervention. They do not identify their own professional role, be it delegated or specialized. Beliefs regarding their behaviour with the victim, not guided by professional criteria, perceive violence as a specific situation and disassociate the prevention of health care. They perceive the abuser as mentally ill, justifying the tolerance or delegation of performances.CONCLUSIONS: students define preconceived ideas about couples' violence. Speeches reproduce and reinforce stereotypical myths, values indicative of inadequate training for nursing studies which raises the need to fortify the competencies in relation to intimate couples' violence in the curriculum.

OBJETIVOS: analizar los conocimientos, las creencias y la percepción del rol profesional que tienen los estudiantes de Enfermería, acerca de la violencia ejercida contra las mujeres en las relaciones de pareja.MÉTODO: estudio cualitativo descriptivo siguiendo el modelo ecológico a través de 16 grupos focales realizados con 112 estudiantes de cuatro cursos de enfermería de cuatro universidades españolas.RESULTADOS: las categorías analíticas fueron: conocimientos, rol profesional, y creencias sobre las actuaciones ante la víctima y actuaciones ante el agresor. Los estudiantes desconocen características del maltrato, guías, protocolos y preguntas de detección y reclaman pautas de intervención puntuales. No identifican un rol profesional propio, sino delegado o especializado. Las creencias en relación a la actuación con la víctima, no se orientan por criterios profesionales, perciben la violencia como una situación puntual y desvinculan la prevención de la atención en salud. Perciben al maltratador como enfermo mental, lo que justifica la tolerancia o delegación de actuaciones.CONCLUSIONES: los estudiantes definen ideas preconcebidas sobre violencia de pareja. Los discursos reproducen mitos y refuerzan valores estereotipados, indicativos de insuficiente formación durante los estudios de enfermería lo que plantea la necesidad de reforzar las competencias en relación a la violencia de pareja en los planes de estudios.

Durante los últimos años se han publicado varios estudios sobre deforestación en Latino América, donde las tasas de pérdida de bosques, hasta la década del año 2000 en la región, por lo general son inferiores a las de otras zonas tropicales. Regularmente, los estudios de deforestación son regionales o estatales o a nivel de cuenca o microcuenca, y no permiten observar la variabilidad intrarregional presente en los trópicos americanos. En este trabajo se presenta el resultado de un meta-análisis de 283 artículos indexados sobre pérdida de cobertura forestal para diferentes tipos de bosques en América Latina (Atlánticos, Montanos, Secos, de Tierras bajas y otros), desde el año 1990 hasta el 2012, así como los factores identificados como causantes de deforestación. Con una tasa general de deforestación de -1.54 para la región, los resultados indican que se presenta una alta variabilidad por países, e incluso se encuentran casos de ganancias de cobertura forestal como en El Salvador. Los bosques más afectados y con tasas de cambio mayores son los bosques secos, seguidos por los bosques montanos. La mayoría de los países identifica la expansión agrícola y ganadera como la principal causa de deforestación.

Over the past few years there have been a considerable number of studies on deforestation in Latin America. Deforestation rates reported up to the 2000s are generally lower in the region than in other tropical areas. The causes of deforestation in Latin America are similar to those identified in other regions. In general, studies of deforestation are regional or very localized and do not permit comparison of intraregional variability within the American tropics. In this paper we present results obtained from a meta-analysis of 283 articles on deforestation rates for different types of forests in Latin America (Atlantic, Montane , Dry, Lowland and others). Causes of deforestation identified in the literature and published at the national or subnational level since 1990 are also analyzed. There is an overall deforestation rate of -1.54 for the region, but results indicate a high variability of deforestation rates between countries and that there are even cases of forest cover gains, e.g. in El Salvador. The highest deforestation rates are in dry forest followed by montane forests. Most countries identify agricultural and livestock expansion as the main cause of deforestation.

Objectives: To identify current and future competencies (managers and technicians) for public health professionals in Catalonia (Spain). Methods: Qualitative research with a phenomenological approach. Between November 2009 and February 2010, 31 semistructured interviews were completed with public health professionals working in Catalonia. We purposely used a theoretical sample to include the maximum multiplicity of discourses. We conducted a thematic content analysis. Results: We obtained a wide range of current professional competencies, as well as those required for the future, classified according to professional profile. The participants highlighted transversal competencies, such as the importance of sharing a general theoretical framework of the discipline and the institution. Among the most frequently reported competencies were knowledge management, communication skills, teamwork, multidisciplinary and intersectoral orientation, legal knowledge, computer skills and languages, particularly English. It was also important for individual professionals to have specific skills in their areas of activity. In terms of differences between managers and technicians, the study showed that technicians prioritize management skills concerning human and material resources, while managers emphasize organizational and professional public health expertise. Conclusions: There is a need for transversal and specific competencies in distinct areas. Public health is a multidisciplinary field, which collaborates with a wide range of professionals and organizations.

Objetivos: Identificar las competencias actuales y las necesarias para el futuro de los directivos y técnicos de salud pública de Cataluña. Métodos: Investigación cualitativa de perspectiva fenomenológica. Se realizaron 31 entrevistas individuales semiestructuradas a profesionales de la salud pública de Cataluña, entre noviembre de 2009 y febrero de 2010. La muestra fue teórica, intencionada y razonada para incluir la máxima pluralidad discursiva. Se realizó un análisis de contenido temático. Resultados: Se ha obtenido una amplia variedad de competencias actuales y necesarias para el futuro, clasificadas por perfil profesional. Como competencias transversales destaca la necesidad de compartir un marco teórico general sobre la disciplina y la institución. Las más enfatizadas son la gestión del conocimiento, las habilidades comunicativas, el trabajo en equipo interdisciplinario, la orientación intersectorial, los conocimientos jurídicos, las habilidades informáticas y el inglés. Es importante que cada profesional disponga de competencias específicas en su área de actuación. En las competencias específicas hay más diferencias entre técnicos y directivos. Los técnicos priorizan competencias en gestión de recursos humanos y materiales, por las dificultades que se encuentran diariamente. Los directivos dan más importancia a los valores profesionales y organizativos relacionados con la salud pública. Conclusiones: Se requieren competencias transversales, en consonancia con un profesional versátil, y competencias específicas según el ámbito de actuación. Estos resultados confirman que la salud pública es un área de conocimiento multidisciplinario que trabaja estableciendo alianzas y colaboraciones más allá de disciplinas, profesiones y organizaciones.

Objectives: To identify current and future competencies (managers and technicians) for public health professionals in Catalonia (Spain). Methods: Qualitative research with a phenomenological approach. Between November 2009 and February 2010, 31 semistructured interviews were completed with public health professionals working in Catalonia. We purposely used a theoretical sample to include the maximum multiplicity of discourses. We conducted a thematic content analysis. Results: We obtained a wide range of current professional competencies, as well as those required for the future, classified according to professional profile. The participants highlighted transversal competencies, such as the importance of sharing a general theoretical framework of the discipline and the institution. Among the most frequently reported competencies were knowledge management, communication skills, teamwork, multidisciplinary and intersectoral orientation, legal knowledge, computer skills and languages, particularly English. It was also important for individual professionals to have specific skills in their areas of activity. In terms of differences between managers and technicians, the study showed that technicians prioritize management skills concerning human and material resources, while managers emphasize organizational and professional public health expertise. Conclusions: There is a need for transversal and specific competencies in distinct areas. Public health is a multidisciplinary field, which collaborates with a wide range of professionals and organizations.

Objetivos: Identificar las competencias actuales y las necesarias para el futuro de los directivos y técnicos de salud pública de Cataluña. Métodos: Investigación cualitativa de perspectiva fenomenológica. Se realizaron 31 entrevistas individuales semiestructuradas a profesionales de la salud pública de Cataluña, entre noviembre de 2009 y febrero de 2010. La muestra fue teórica, intencionada y razonada para incluir la máxima pluralidad discursiva. Se realizó un análisis de contenido temático. Resultados: Se ha obtenido una amplia variedad de competencias actuales y necesarias para el futuro, clasificadas por perfil profesional. Como competencias transversales destaca la necesidad de compartir un marco teórico general sobre la disciplina y la institución. Las más enfatizadas son la gestión del conocimiento, las habilidades comunicativas, el trabajo en equipo interdisciplinario, la orientación intersectorial, los conocimientos jurídicos, las habilidades informáticas y el inglés. Es importante que cada profesional disponga de competencias específicas en su área de actuación. En las competencias específicas hay más diferencias entre técnicos y directivos. Los técnicos priorizan competencias en gestión de recursos humanos y materiales, por las dificultades que se encuentran diariamente. Los directivos dan más importancia a los valores profesionales y organizativos relacionados con la salud pública. Conclusiones: Se requieren competencias transversales, en consonancia con un profesional versátil, y competencias específicas según el ámbito de actuación. Estos resultados confirman que la salud pública es un área de conocimiento multidisciplinario que trabaja estableciendo alianzas y colaboraciones más allá de disciplinas, profesiones y organizaciones.