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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

J. K. Gibson-Graham's paper ''Stuffed if I Know!': Reflections on post-modern feminist social research' foreshadowed her meanderings with weak theory, and of attending not to what things are, or mean, but to 'wonder(ing) where they might go' and what they might do, in all their emergence, contradiction and multiplicity. Weak theory attends to the performativity of different encounters, processes and knowledges, in all their incompletion and multiplicity, and in following what things do, this paper suggests that weak theory is also methodological. I consider weak methodologies as an approach to methods and practices that centre and integrate the unexpected, confusing, failed and strange within the co-production of research and ways of knowing. To do this, I reflect on two inadvertent wanderings into weak methodologies in my research, and engage Puig de la Bellacasa's thinking with and dissenting within, to ponder some of the potentialities present in interruption, trouble and dis(re)orientation in research methods. Here, weak methodologies are not just about creating and participating in worlding as researchers, but also about forming an intentional posture of openness to being shaped, shifted, moved and led through research in often unanticipated ways. L'article de J. K. Gibson-Graham « 'Stuffed if I Know!': Reflections on post-modern feminist social research' » (en français « 'Du diable si j'y comprends' : réflexions sur la recherche sociale féministe post-moderne ») préfigurait ses errances autour des théories faibles, ainsi que sa préoccupation non pas pour ce que sont les choses, ou ce qu'elles signifient, mais pour « se demander où elles pourraient mener » (Stewart 2008, p. 73) et ce qu'elles pourraient faire, avec toutes leurs émergences, leurs contradictions et leurs multiplicités. La théorie faible s'occupe de la performativité d'une variété de rencontres, de processus, et de connaissances, dans toute leur incomplétude et leur multiplicité, et en suivant ce que font les choses, cet article émet l'hypothèse que la théorie faible est aussi méthodologique. J'examine les méthodologies faibles en tant qu'approche vers les méthodes et les pratiques qui focalisent et intègrent l'inattendu, le compliqué, le raté et l'étrange dans la co-production de la recherche et des mécanismes des connaissances. Pour ce faire, je me penche sur deux aventures accidentelles avec des méthodologies faibles au cœur de mes propres travaux et j'associe les concepts de thinking with (penser avec) et de dissenting within (diverger au sein) de Puig de la Bellacasa (2017), pour contempler les opportunités présentes dans les interruptions, les difficultés et les désorientations ou les réorientations dans les méthodes de recherche. Ici, les méthodologies faibles ne concernent pas seulement la création et la participation au monde de la recherche, mais aussi la composition d'une attitude délibérée d'ouverture à toute possibilité de modelage, de changement, de mouvement et de cheminement à travers la recherche par des manières souvent inattendues. El artículo de J. K. Gibson-Graham de 1994 'Stuffed if I Know!': Reflections on post-modern feminist social research ' ilustra la exploración que tiene la autora con la teoría débil y su enfoque a no lo que las cosas son o significan, sino a 'preguntarse' adónde podrían ir' y qué podrían hacer, en todo su surgimiento, contradicción y multiplicidad. La teoría débil atiende a la performatividad de diferentes encuentros, procesos y conocimientos, en toda su incompletitud y multiplicidad, y al seguir lo que hacen las cosas, este artículo sugiere que la teoría débil también es metodológica. Considero las metodologías débiles como un acercamiento a métodos y prácticas que centran e integran lo inesperado, confuso, fallido y extraño dentro de la coproducción de investigaciones y formas de conocimiento. Para hacer esto, reflexiono sobre dos exploraciones inadvertidas hacia metodologías débiles en mi investigación, e incorporo el pensamiento con y el disentimiento interno de Puig de la Bellacasa, para reflexionar sobre algunas de las potencialidades presentes en la interrupción, el problema y la des(re)orientación en métodos de investigación. Aquí, las metodologías débiles no se refieren sólo a crear y participar en el mundo como investigadores, sino también a formar una postura intencional de apertura para ser moldeado, cambiado, movido y guiado a través de la investigación de maneras a menudo imprevistas. [ABSTRACT FROM AUTHOR]

Over the last 20 years, ageing has been studied through the lens of an active ageing perspective, which considers older adults as responsible for their own conditions. However, the COVID-19 health emergency has highlighted its limits. Drawing on a sample of semi-structured interviews – collected before and during the pandemic – with people aged 65 years and above who are self-sufficient and live in Turin, Italy, this article explores the representations and perceptions of ageing, to highlight the possible effects of the COVID-19 emergency. The results show that representations of ageing revolve around two fundamental viewpoints: one considers older adults as a cost for the community because of their unproductiveness; the other overlaps the loss of self-sufficiency with a definition of 'real' old age. Furthermore, the interviews introduce a distinction between those who – considered productive despite their age – were called to provide a service to the community during the lockdown, and those who were judged vulnerable because of their age. Such ambiguous messages have raised new questions about an active and successful ageing imperative. [ABSTRACT FROM AUTHOR]

Responsive caregiving is associated with secure attachment and positive child developmental outcomes. However, there is some debate on whether responsive caregiving is a universal construct. Few studies have researched responsive caregiving in diverse cultural settings, particularly in low‐ and middle‐income countries. In this study, we explore if and how responsive caregiving is conceptualized among mothers of children under 3‐years‐old in rural, Sindh Pakistan. A phenomenological qualitative study was implemented in Naushahro Feroze through in‐depth interviews with twenty mothers. Mothers were asked about their aspirations for their children and how they would respond in a variety of different scenarios. Data were analyzed using thematic content analysis with an inductive‐deductive coding scheme. There was substantial variation in mothers' described responsive behaviors and beliefs. Almost all mothers described using some form of responsive parenting. Responding to children's demands while the mother was preoccupied, using verbal responses to console children, and if mothers believed that children should be praised, lacked consensus. Most mothers described using breastfeeding for consolation and highlighted the importance of immediately consoling their crying child. The results suggest that there is a need for a more nuanced approach to understand caregiver behaviors across contexts. [ABSTRACT FROM AUTHOR]

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The changing landscape of data management and privacy have far-reaching implications for psychotherapy research regarding confidentiality, informed consent, and data de-identification in scientific publications. This paper reports on discussions among international psychotherapy journal editors regarding ethical guidelines governing publishing qualitative case study research. A range of psychotherapy journals have been examined and it notable that there is a variegated approach to consent and data-identification, and there are contested ethical standpoints when it comes to publishing research. These contestations are presented and six key areas for debate are set out, i) explicit informed consent, ii) prospective and retrospective consent, iii) data de-identification and bricolage, iv) withdrawing consent, v) education and training, and vi) inconsentable circumstances. These are set out as base for further discussion towards the development of a Psychotherapy Publishing Ethics Concordat (PEC). [ABSTRACT FROM AUTHOR]

Since the early 1990s, the innovativeness and critical responsiveness of qualitative researchers in studying psychotherapy and mental health has been astonishing to witness. A social constructionist or postmodern (e.g. with narrative, solution-focused, and collaborative approaches) therapist who went on to conduct, teach, and supervise qualitative research, I bring an appreciative view of this recent history to comment on the articles of this Special Issue. This history shows qualitative researchers developing and refining their methods to pose new questions and ways of answering them in line with therapist curiosities about meaning making. Qualitative research also became a tool for surfacing social justice concerns, or for answering or addressing questions in novel contexts. The innovativeness of qualitative researchers often derives from how new ideas, concerns, and sense-making practices are honed by methodical rigors that extend beyond the one-off understandings or hunches therapists develop through working with clients. Though use of any method has limitations on what can be claimed from its use, what matters most is that good qualitative research offers useful understandings. From this appreciation of qualitative research's recent history and its potential usefulness to therapists and mental health workers, I selectively comment on the following articles. [ABSTRACT FROM AUTHOR]

In this article, we address how standardisation in psychotherapeutic research and practice can create a 'procrustean bed' which leads to conformity rather than an ethical response to what emerges in the moment. Articulated, three points of conflict in which we discuss how the therapist or researcher may be rendered 'ineffective' in the name of 'efficacy'. We explore some of the implications for idiosyncratic practices in psychotherapy, which are rooted in a foundation of ethics and philosophy, when the paradigm of empirically 'evidence-based practices' (EBP), which are rooted in measurement, takes centre stage and are overwhelmingly favoured in the industry of funded therapies. The first point of conflict is in relation to conversation itself; exploring the place of hermeneutics and interpretation within therapeutic dialogue and research. The second point explores what it means to take up a discovery-oriented stance and the implications this has for 'evidence'; further delving into the way our demand for 'evidence' may be impacting how psychotherapeutic research and practice is carried out. The final point aims to explore the infrastructure and work environment of funded therapies in the United Kingdom. [ABSTRACT FROM AUTHOR]

Cooperation between professionals, adolescent patients with anorexia nervosa and their parents is essential for the treatment outcome. This is why it has been studied using qualitative research, however, such research has mainly concentrated on self-report methods. In this paper, the methodological approach of using medical reports of stationaryhospitalisation in a child psychiatry ward is described. BothConsensual Qualitative Research (CQR) and Comparative Case Study (CCS) methodologies were used to obtain a multidimensional and in-depth picture of cooperation in such difficult circumstances. In this study, the procedure is meticulously and incrementally illustrated, presenting the context of the study, characteristics of the collected data, analysis process, and research team, which is particularly relevant in qualitative methods.Advantages and limitations of such an approach ale also discussed, based on our experience. Finally, the work's clinical value is commented, proving that using both CQR and CCS provides some important clinical implications for specialists. [ABSTRACT FROM AUTHOR]

This study explores journalism students' responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams' chat logs of 11 students. Students' reactions to the hazards highlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers' rights. However, finding some solutions was hindered by students' experiences of media organizations neglecting worker well-being. [ABSTRACT FROM AUTHOR]

This study examines how solutions journalism education translates to professional practice, through in-depth interviews with current media professionals who encountered solutions journalism when they were in college. Findings suggest that solutions journalism education resonates powerfully with students, and incorporating the practice in J-school curriculum may have the potential to reengage disenchanted students. Whereas there remain significant barriers to practicing the approach in the workplace, participants revealed that their encounters at university with solutions journalism positively affected their reporting style, interview skills, and perspective of journalism's role in society. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports a study documenting managerial leadership within the schoolwork in tele-secondary institutions during the Covid-19 pandemic. The approach was qualitative with case study support. An exploratory stage was carried out, with the participation of management and teaching staff from the State of Veracruz, Mexico, and another in-depth stage, which resulted in the selection of two cases. The analysis presented focuses on a school principal and the center where he works; with the support of Atlas.ti, three categories were defined: teacher well-being, closeness to the students and professional learning community. The results show that what prevailed was the physical, labor and emotional well-being of teachers; the search for permanence and learning of the students, as well as the constitution of a professional learning community. We recognized that the possibility of innovation in education emerged, even amidst the health crisis. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Hipertension is the property of Revista Latinoamericana de Hipertension and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: comprender la perspectiva del niño sobre el territorio en el que vive. Método: estudio cualitativo realizado en una universidad pública del noreste de Brasil, en julio/2023. Se realizaron entrevistas con 15 niños de siete a 12 años después del permiso de los padres y el consentimiento de los niños. El Análisis de Contenido tomó como referente teórico el modelo de Dimensiones de Impacto Territorial: Física, Socioeconómica, Servicios, Red Social y Gobernanza. Resultados: los niños reconocen la pobreza (Dimensión Socioeconómica), la violencia (Dimensión Red Social) y la precariedad de la estructura física de los barrios (Dimensión Física). Vivir con vecinos/amigos (Dimensión de Red Social), la escuela (Dimensión de Servicios) y los parques infantiles (Dimensión Fisica) facilita afrontar los problemas. Piden mayor esfuerzo a los gobiernos para mejorar el territorio. Consideraciones finales: considerar la perspectiva del niño demuestra respeto y fomenta su papel activo en la planificación de acciones estratégicas, favoreciendo la eficacia de las acciones de promoción de la salud infantil.

Este artículo aborda la pregunta de investigación: ¿cómo percibe la juventud madrileña la arquitectura hostil y los efectos que esta provoca? Se centra en el impacto de la arquitectura hostil en Madrid, destacando su influencia en los jóvenes. Se realizó un estudio cualitativo, utilizando la técnica de Photovoice, el cual reveló que esta práctica arquitectónica genera malestar, desidentificación con el entorno y discriminación entre adolescentes. La limitación del ocio saludable y la promoción de un estilo de vida individualista son consecuencias adicionales. Mediante este estudio exploratorio se recogieron testimonios de ocho jóvenes, se destaca la necesidad de considerar sus experiencias para mejorar el entorno urbano. La arquitectura hostil no solo afecta a grupos vulnerables, como personas sin hogar, sino que también mina el Derecho a la Ciudad de toda la población. Los hallazgos subrayan la importancia de escuchar a los jóvenes para revitalizar el espacio público, promover la inclusividad y crear una ciudad más igualitaria y solidaria.

En salud, el proceso de comunicación científica para investigaciones cualitativas conlleva múltiples obstáculos: (A) barreras financieras por altos costos de procesamiento de artículos que no son cubiertos por las instituciones, obligando a investigadores/as a recurrir a fondos personales o subvenciones; (B) algunas revistas pueden preferir estudios cuantitativos y/o no aceptar cualitativos, lo que limita las opciones; (C) la revisión por pares puede ser más rigurosa, involucrando expertos/as en ciencias sociales, que añade otra capa de complejidad. Las autoras resumen los principales desafíos, y brindan algunas recomendaciones que guían hacia una redación y publicación exitosa. Se requiere: adaptar el lenguaje técnico a una audiencia acostumbrada a enfoques cuantitativos; sintetizar para cumplir con restricciones del recuento de palabras (proceso largo y dificultoso), seleccionar cuidadosamente los datos y las citas a incluir. El equilibro adecuado entre teoría y hallazgos garantiza no sacrificar profundidad y riqueza que caracterizan el abordaje cualitativo.

Resumen El objetivo del estudio es analizar las características de las claves didácticas y organizativas de las prácticas innovadoras desarrolladas en las escuelas. Siguiendo los principios de la metodología cualitativa, se realizaron entrevistas a 21 docentes responsables de prácticas innovadoras de centros de la provincia de Huelva (España). Para el análisis de los datos, se identificaron 2 categorías emergentes, 11 dimensiones, 90 códigos y 448 citas. Entre los resultados destaca el diseño de propuestas que incorporan cambios metodológicos orientados a la significatividad en los aprendizajes, la apertura a la comunidad y la flexibilidad de los agrupamientos del alumnado. Las conclusiones ilustran que las prácticas impulsan cambios en los niveles didácticos y organizativos de los centros, a fin de fomentar el aprendizaje significativo y competencial del alumnado.

La colaboración docente permite al colectivo profesional culminar los procesos de generación de conocimiento educativo a partir de la práctica. La visión del profesorado supone una dimensión de comprensión fundamental sobre el fenómeno. Esta investigación explora las percepciones del profesorado sobre el conocimiento educativo durante el desarrollo de un programa formativo basado en dinámicas colaborativas de interdependencia: discusión sistemática, observación entre iguales, sistematización y transferencia (INTRODUCCIÓN). Se siguió una metodología cualitativa que incluyó la realización de entrevistas antes y después de la formación a 13 docentes participantes y 2 grupos de discusión con 12 docentes no participantes. Se analizó si estas percepciones dependen y varían en función de la participación en dinámicas colaborativas. El análisis se hizo a través de dos vías: inter-participantes y por temáticas, desde un enfoque deductivo que sigue el Modelo Sistémico de Conocimiento Educativo Docente (Verástegui y Úbeda, 2022) e inductivo, obteniendo información sobre la coherencia y las contradicciones de las respuestas (MÉTODO). Los principales hallazgos indican que las definiciones son consistentes y que su percepción no varía significativamente, aunque han aparecido ambivalencias que reflejan algunos problemas estructurales que pueden estar dificultando la integración de dinámicas colaborativas en la cultura profesional. De hecho, aunque esta investigación confirma la importancia de la colaboración para la construcción de conocimiento educativo, hemos reafirmado que sigue siendo una experiencia escasa y residual en los centros (RESULTADOS). Por último, la investigación amplía los estudios orientados a recoger la percepción del profesorado en pro de favorecer políticas bottom-up e institucionalizar un desarrollo profesional colaborativo dirigido a la construcción de conocimiento educativo (DISCUSIÓN Y PROSPECTIVA).

Objetivo : comprender los procesos críticos (PC) de determinación social de la obesidad, la diabetes y la hipertensión (ODH) en una comunidad nahua de México. Metodología : estudio cualitativo de registros de un taller de fotovoz, donde las participantes fotografiaron su entorno y analizaron las causas y posibles soluciones a la ODH. Para analizar los PC de la ODH utilizamos como método la investigación narrativa y, como referente teórico, la epidemiología crítica. Resultados : la ODH se reproduce social e históricamente a través de PC destructivos vinculados con las relaciones de producción global y de género. Estas determinan modos de vida deteriorantes que limitan la atención a la salud, comprometen la salud mental, producen contaminación y diferenciación de uso de espacios, y reducen oportunidades para alimentarse nutritivamente y realizar actividad física. Todo ello se expresa como ODH y problemas de salud mental. Los PC protectores ante estas expresiones incluyen la atención estatal, las oportunidades de trabajo, y la promoción de dispositivos culturales y comunitarios. Conclusiones : nuestros resultados aportan a la discusión global sobre cómo las condiciones históricas de vida son parte de la determinación social de la ODH. Comprender los PC y sus expresiones locales puede orientarnos hacia la descolonización de la forma de pensar y hacer promoción de la salud. [ABSTRACT FROM AUTHOR]

Introduction: Childbirth is recognized as a physiological process essential to procreation and societal development. Nevertheless, it often lacks adequate discussion on humanized care practices. Therefore, it is necessary to identify women’s experiences during vaginal birth care to create practices that ensure better quality care. Objective: To characterize scientific evidence related to women’s experiences during vaginal birth care. Materials and Methods: An integrative review was conducted following Cooper’s methodology; six databases were reviewed: Cochrane, PubMed, Science Direct, Springer, Scopus, and Cinahl, using the descriptors: Normal Birth; Humanized Birth; Humanization of Care; Obstetric Violence; Qualitative Research, in Spanish, English, and Portuguese, limited to the 2010-2023 period, with the following inclusion/exclusion criteria: Qualitative full-text articles on vaginal births with a score of 8 or higher according to CASPe. Results: Six thematic units emerged: microaggressions and macro-impacts: childbirth: between pain and fear; acting with respect: childbirth as a natural process; silencing, enduring, and bearing; my birth, my choice; making the invisible visible: normalizing violence during childbirth; and the ritual of childbirth: women’s dignity. Conclusions: Women’s childbirth experiences are influenced by the cultural contexts in which they live; the biomedical model and traditional practices clash and impact women’s lives. Women must know their reproductive rights to contribute to a humanized childbirth. [ABSTRACT FROM AUTHOR]

Introduction: Maternal recognition of special health needs of premature babies is essential, given the importance of early stimuli after discharge to strengthen child development. Objective: To identify premature newborns with potential factors for the development of special health needs and describe maternal recognition of these factors. Materials and methods: Qualitative and quantitative study, performed using a triangulation method, with concomitant incorporation of data, included to analysis Chi-square test (p<0.05) for quantitative data and interpretation of meanings for qualitative. Variables: Birth weight, gestational age, Apgar score, complications, and length of hospital stay from 951 records of hospitalized premature infants; 18 mothers were interviewed during hospitalization, 15 days after discharge at home, 30 days after this at-home visit and at the age of 6 months of the child, by telephone, in Southern Brazil. Results: Identified as potential factors: Extreme prematurity and/or very premature, low birth weight, complications, and prolonged hospitalization. With the incorporation of the data, the relevance of these factors for children at risk of changes in development and behavior was verified. Mothers described their children as having healthy development but recognized prematurity is a factor that predisposes to new hospitalizations, and perinatal factors and those related to hospitalization contribute to the development of special health needs. Conclusion: The importance of early identification of factors that enhance the development of special health needs is understood to initiate the necessary stimuli to strengthen child development. [ABSTRACT FROM AUTHOR]

Copyright of Drama Therapy Review is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: describir las recomendaciones para el desarrollo de un proyecto de investigación cualitativa en cuidado de enfermería y salud en diez pasos. Desarrollo: comunicación breve teórica, construida a partir de integración reflexiva con base en revisión de literatura sobre investigación cualitativa en enfermería y salud durante 2024. Destacan diez pasos y recomendaciones: definir la idea y desarrollar preguntas de investigación; definir el objeto de estudio; explorar la literatura; elegir y profundizar el enfoque epistémico; desarrollar el referente teórico-filosófico; seleccionar el método y enfoque; definir la trayectoria metodológica; definir los criterios de rigor metodológico cualitativo; ser creativo y revolucionario; y escribir y generar ideas, cuestionar y analizar. Conclusión: la formulación de un proyecto de investigación cualitativa en enfermería y salud se puede desarrollar a partir de recomendaciones que orienten una reflexión crítica de los investigadores, lo que permitirá integrar una propuesta de proyecto de investigación sustentada y rigurosa.

La población originaria representa el 2,38% del total de la población argentina y conforman 31 pueblos indígenas distribuidos en el territorio nacional según el censo 2010. El instituto Universitario del Hospital Italiano cuenta con un programa sociosanitario educativo (ISTHAT) orientado a formar profesionales en medicina social e intercultural. La comitiva de seis profesionales que participaron del programa en junio de 2023 , realizó un trabajo de reflexión sobre la actividad asistencial en una comunidad Wichi . Los objetivos específicos fueron reconocer elementos de interculturalidad, a través de la metodología de foto voz, para identificar a través de la imagen qué aspectos son valorados o puestos en cuestionamiento según las biografías y creencias de las participantes. Los puntos sobresalientes fueron repensar los límites del respeto a otra cultura en escenarios de potencial riesgo a la salud, el lenguaje como elemento identitario y principal barrera, la mirada del poder en la comunidad con lente de género y, se hicieron tangibles los derechos más básicos vulnerados como el acceso al agua segura y disponer del territorio. Las fotografías fueron una herramienta valiosa para analizar la experiencia en terreno en el marco de la interculturalidad. Los temas que surgieron resultaron relevantes y ofrecen una oportunidad para pensar estrategias que acerquen al equipo de salud.

El tema de este ensayo es la sistematización de información para realizar el análisis cualitativo. El objetivo es proponer un sistema simple para analizar datos cualitativos, complementar el proceso con otros elementos de cierre de un trabajo de investigación y convertirlos en resultados y hallazgos que respondan a las preguntas y objetivos de cualquier investigación cualitativa. Se fundamenta con especialistas en metodología de investigación que han propuesto sistemas de análisis de información mediante fases, pasos, etapas o dimensiones. La metodología para el desarrollo del contenido temático de este estudio se centra en un análisis comparativo de diversas de formas de sistematizar datos cualitativos encontrados en la literatura científica sobre el tema referido. La aportación final se concreta en la propuesta sencilla sobre los procedimientos de sistematización de la información cualitativa que responda a cualquier metodología de investigación que requiera este tipo de análisis a través de tres fases: descripción, análisis transversal por categorías y síntesis interpretativa...

Introducción: El Clima Motivacional de Clase (CMC) estudia cómo las pautas de acción docente se relacionan con la motivación del estudiantado. Objetivo: Investigar las percepciones estudiantiles y docentes sobre el CMC en clases universitarias de primer año mediadas por tecnología y analizar posibles diferencias según ratio docente-estudiante. Método: Se utilizó una metodología cualitativa a través de un diseño de estudio de caso, donde participaron 144 estudiantes y 18 docentes. Los instrumentos utilizados fueron narrativas pedagógicas y entrevistas semiestructuradas. Asimismo, se realizó un análisis de contenido con un enfoque deductivo. La fiabilidad del proceso de inter-codificación fue verificada por el coeficiente alfa de Krippendorff (α=.84). Resultados: Se identificó que los componentes más relevantes del CMC según estudiantes y docentes fueron: afecto y apoyo emocional, fomento a la participación, claridad en la organización, uso de la novedad, utilización frecuente de ejemplos y promoción de la autonomía. Se evidenciaron diferencias entre las percepciones estudiantiles y docentes, y entre clases con distinto ratio docente-estudiante. Discusión y conclusiones: Los resultados del presente estudio pueden aportar al desarrollo de programas de formación docente y acciones institucionales orientadas a favorecer la motivación por el aprendizaje en la enseñanza universitaria mediada por tecnología.

Introducción: La asesoría de tesis es un componente esencial en la formación académica. Durante este proceso los estudiantes se embarcan en la tarea de investigar y contribuir al conocimiento en su campo de estudio. Pero para que esto resulte, es necesario que cuenten con competencias específicas sobre la investigación y herramientas que contribuyan en su desarrollo. Objetivo: El objetivo fue analizar el uso de las estrategias didácticas de los docentes en el proceso de asesoría de tesis para desarrollar competencias investigativas en los estudiantes de últimos ciclos de educación superior. Método: Se siguió un diseño cualitativo fenomenológico exploratorio y se aplicaron entrevistas semiestructuradas a tres docentes expertos en investigación y a tres estudiantes de la Facultad de Psicología, pertenecientes a una universidad privada en la ciudad de Tarapoto-Perú, y que fueron seleccionados mediante un muestreo intencional por conveniencia. Resultados: Se comprendió que (a) las estrategias didácticas que se aplican en la enseñanza aprendizaje para el logro de los objetivos académicos son el trabajo colaborativo, el estudio de casos, el uso de recursos audiovisuales, el trabajo en equipo e incluyen, la asesoría y el rol docente; (b) se definen a las competencias investigativas como un conjunto de habilidades, capacidades y actitudes necesarias para realizar una investigación y proyectos de tesis; (c) además, es necesario saber formular problemas, hipotetizar, dominar Software estadísticos y argumentar los resultados eficientemente; y (d) es importante enfatizar la capacidad para el análisis de la coherencia metodológica y el uso de gestores bibliográficos. Discusión: Las ..

Introducción: el parto es reconocido como un proceso fisiológico que alude a la procreación y al desarrollo entre las sociedades; no obstante, poco se ha habla sobre la atención humanizada del mismo. Por lo anterior, es necesario identificar la experiencia de las mujeres durante la atención del parto vaginal para generar prácticas que garanticen una mejor calidad en la atención. Objetivo: caracterizar la evidencia científica relacionada con las experiencias de las mujeres durante la atención del parto vaginal. Materiales y Método: se realizó una revisión integrativa, según Cooper; se revisaron seis bases de datos Cochrane, PubMed, Science Direct, Springer, Scopus y Cinahl, con los descriptores: Parto Normal; Parto Humanizado; Humanización de la Atención; Violencia Obstétrica e Investigación Cualitativa, en idioma español, inglés y portugués, limitada al periodo 2010-2023, con los siguientes criterios de inclusión/exclusión: artículos cualitativos en texto completo sobre partos vaginales, con puntuación mayor o igual a 8 según CASPe. Resultados: se obtuvieron seis unidades temáticas: microagresiones y macro-impactos: el parto: entre el dolor y el miedo; actuar con respeto: el parto como proceso natural; silenciar, callar y soportar; mi parto, mi elección; haciendo visible lo invisible: normalizando la violencia durante el parto; y el rito de parir: dignidad de la mujer. Conclusiones: las experiencias de las mujeres durante el parto están moldeadas por el contexto cultural en el que viven; el modelo biomédico y el tradicional chocan e impactan la vida de la mujer. Es necesario que las mujeres conozcan sus derechos reproductivos para contribuir con la humanización del parto.

Through a qualitative textual analysis using written work from 17 high school journalism publications over a six-semester span, this research explores the types of controversy scholastic journalists covered during the COVID-19 global pandemic. The analysis focuses on which controversial topics were covered, differences in coverage as related to school demographics, the genres and styles of writing used to cover the topics, concerns based on journalistic standards, and a summary of quality student journalism work. Framed within the context of the importance of exploring controversial issues and normative journalism roles in a functioning democracy, recommendations relevant to journalism education concerning students' reporting on controversy follow analysis. [ABSTRACT FROM AUTHOR]

This study inquires into how students in primary education teaching degrees professionally view teaching–learning situations during their practicum period at schools. In particular, it examines how they professionally view aspects of the teaching models they observe in the classroom. Using a qualitative approach, we analyse the narratives written by the teachers-in-training in which they had to identify and describe teaching–learning situations related to the mathematics competence and the linguistic communication competence. To focus the gaze of the teachers-in-training on the teaching models, they were given several guiding questions. The results show that in their narratives, the students highlight relevant aspects of the teaching models in the situations they observed. However, the changes they proposed show that they focus on the mathematics or language content without taking changes in the aspects of the teaching models observed into account. Therefore, they do not observe changes aimed at including new strategies or resources which resemble the characteristics of a more collaborative model common to learning communities. The main conclusions suggest taking decisions in pre-service teacher training towards a more collaborative model based on participative, dialogic and active collaboration in the educational process. [ABSTRACT FROM AUTHOR]

The pandemic crisis highlighted the need for a technological and digital transformation of the university, a process that has already begun and that has marked a before and after in the incorporation of technologies in the teaching-learning processes. On the other hand, teachers in training are a privileged group as they are at the end of their training process, in contact with active teachers and will be pillars of social training. For this reason, this study aims to analyze the perceptions of trainee teachers at the University of Granada on the acceptance and inclusion of smartphones in teaching and learning processes, as a result of the Covid-19 pandemic crisis. A qualitative methodology (focus group) was implemented with a sample of 16 trainee teachers belonging to the area of social sciences. The results showed an incorporation of technologies in future teachers, the need for the implementation of smartphones, as well as mobile literacy for students and teachers. In the same way, generational differences, the relevance of motivation and perception in usefulness and ease of use of devices are highlighted. It is concluded that there is a need for training actions in teachers and educational centers to provide an effective response to social and educational needs. For this reason, universities, educational institutions and teachers must strive to understand the scope of mobile teaching and the possibilities of smartphones in increasing motivation and the acquisition of basic skills. Future studies are needed to broaden the scope of analysis to different areas and contexts. [ABSTRACT FROM AUTHOR]

Background: The implementation of Evidence-Based Practice (EBP) is critical to the quality of nursing care. Formal leaders play a crucial role in developing interventions to implement EBP, so it is important to understand their perceptions. Objective: To examine formal nurse leaders' perceptions of EBP. Methodology: Descriptive exploratory study with a qualitative approach. Semi-structured interviews were conducted with 17 leaders from three Portuguese hospitals. Data were analyzed using content analysis and MAXQDA Analytics Pro 2022 software. All ethical principles were observed. Results: Two themes and their categories emerged - Knowledge of EBP (Concept of EBP, Impact of EBP on health outcomes, and Self-perception of the knowledge about EBP) and Role in EBP implementation (behaviors and characteristics). Conclusion: The leaders described their perception of the concept of EBP and the association between the impact of EBP and health outcomes, the need for knowledge, and the investment in training, as well as their role in this process. Future training programs should be implemented in this area. [ABSTRACT FROM AUTHOR]

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Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the social perceptions of vocational education and training (IVET) in Portugal. The study involved interviews with leaders, trainees, trainers, and tutors in apprenticeship courses. The results indicate that there is a prevalent negative image of IVET in Portugal, particularly associated with trainees' educational backgrounds and socioeconomic status. The participants suggest that reducing the stigma surrounding IVET requires valuing vocational education, improving its quality, and changing negative media portrayals. [Extracted from the article]

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Copyright of Adicciones is the property of Sociedad Cientifica Espanola de Estudios sobre el Alcohol and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: conocer la percepción de las personas mayores sobre la violencia física, la violencia psicológica y el abandono. Método: estudio descriptivo transversal con un enfoque cualitativo, basado en la Teoría de las Representaciones Sociales. Desarrollado con personas mayores registradas en una Unidad Básica de Salud del municipio de Campina Grande-PB, Brasil, entre los meses de abril y mayo de 2022, a través de la recogida de datos basada en una entrevista semiestructurada. Resultados: Participaron en el estudio 14 ancianos, de los cuales el 86% (12) eran del sexo femenino y tenían entre 61 y 83 años. Los resultados mostraron que los ancianos son conscientes de las tipologías discutidas, siendo la violencia psicológica la menos comprendida por ellos; en relación con el abandono, los ancianos lo describieron como soledad y asilo. Conclusión: Este estudio permitió comprender el concepto de violencia en las personas mayores, lo que contribuye sustancialmente a las acciones sanitarias, especialmente por parte de los profesionales de enfermería en la identificación e intervención asertiva.