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OBJECTIVES: to identify the agreement of faculty affiliated with Brazilian higher education institutions about the global health competencies needed for undergraduate nursing students' education and whether these competencies were covered in the curriculum offered at the institution where they were teaching.METHOD: exploratory-descriptive study, involving 222 faculty members who answered the Brazilian version of the "Questionnaire on Core Competencies in Global Health", made available electronically on the website Survey Monkey.RESULTS: participants predominantly held a Ph.D. (75.8%), were women (91.9%) and were between 40 and 59 years of age (69.3%). The mean and standard deviation of all competencies questioned ranged between 3.04 (0.61) and 3.88 (0.32), with scores for each competency ranging from 1 "strongly disagree" to 4 "strongly agree". The results demonstrated the respondents' satisfactory level of agreement with the global health competencies.CONCLUSIONS: the study demonstrated a high mean agreement level of the nursing faculty from Brazilian HEI with the global health competencies in the questionnaire. The curricula of the HEI where they teach partially address some of these. The competencies in the domain "Globalization of health and health care" are the least addressed.

OBJECTIVE: To describe and analyze the teaching of the Integrated Management of Childhood Illness (IMCI) strategy on Brazilian undergraduate nursing programs. METHOD: Integrating an international multicentric study, a cross-sectional online survey was conducted between May and October 2010 with 571 undergraduate nursing programs in Brazil RESULTS: Responses were received from 142 programs, 75% private and 25% public. 64% of them included the IMCI strategy in the theoretical content, and 50% of the programs included IMCI as part of the students' practical experience. The locations most used for practical teaching were primary health care units. The 'treatment' module was taught by the fewest number of programs, and few programs had access to the IMCI instructional manuals. All programs used exams for evaluation, and private institutions were more likely to include class participation as part of the evaluation. Teaching staff in public institutions were more likely to have received training in teaching IMCI. CONCLUSION: In spite of the relevance of the IMCI strategy in care of the child, its content is not addressed in all undergraduate programs in Brazil, and many programs do not have access to the IMCI teaching manuals and have not provide training in IMCI to their teaching staff. OBJETIVO: se describió y analizó la enseñanza de la estrategia Atención Integrada a las Enfermedades Prevalentes de la Infancia en la formación de licenciados en enfermería en Brasil. MÉTODO: estudio transversal que integró una investigación internacional multicéntrica. Fueron invitados a acceder al cuestionario electrónico, 571 cursos identificados en el país. La recolección de datos fue realizada de mayo a octubre de 2010. RESULTADOS: 142 cursos respondieron al cuestionario, siendo tres cuartos privados. La estrategia Atención Integrada a las Enfermedades Prevalentes de la Infancia integraba el contenido teórico de 64% y práctico de 50% de los cursos. La práctica ocurría principalmente en servicios de atención primaria. El módulo tratamiento era el menos enseñado y pocos cursos poseían los manuales de la estrategia. Todos evaluaban los estudiantes con pruebas; y en las privadas si valoraba además la participación en clase. Las instituciones públicas tenían más docentes capacitados en la estrategia. CONCLUSÍON: a pesar de su relevancia en el cuidado al niño, la estrategia Atención Integrada a las Enfermedades Prevalentes de la Infancia no está incorporada en todos los cursos de licenciatura en enfermería en Brasil y falta capacitación docente y material didáctico para hacerlo. OBJETIVO: descrever e analisar o ensino da Estratégia Atenção Integrada às Doenças Prevalentes na Infância, praticado na graduação em enfermagem no Brasil. MÉTODO: estudo transversal que integrou pesquisa internacional. Foram convidados a acessar o questionário eletrônico 571 cursos de graduação identificados no país. A coleta de dados foi realizada de maio a outubro de 2010. RESULTADOS: responderam ao questionário 142 cursos, sendo 3/4 (três quartos) privados, com algumas diferenças do ensino entre as instituições públicas e privadas. A estratégia Atenção Integrada às Doenças Prevalentes na Infância integrava o conteúdo teórico de 64% dos cursos e o conteúdo prático de 50%. Unidades básicas de saúde eram os locais mais usados para ensino prático. O módulo tratamento era o menos ensinado e poucos cursos possuíam os manuais da estratégia. Todos utilizavam provas para avaliação, mas a participação em aulas era mais considerada nas privadas. Houve diferença somente quanto à capacitação docente na estratégia, com maioria nas instituições públicas. CONCLUSÃO: apesar da relevância da estratégia Atenção Integrada às Doenças Prevalentes na Infância no cuidado à criança, seu conteúdo não é abordado em todos os cursos de graduação e constatam-se falta de capacitação docente e de material didático.

Institutional economists have analyzed permissionless blockchains as a novel institutional building block for voluntary economic exchange and distributed governance, with their unique protocol features such as automated contract execution, high levels of network and process transparency, and uniquely distributed governance. But such institutional analysis needs to be complemented by polycentric analysis of how blockchains change. We characterize such change as resulting from internal sources and external sources. Internal sources include constitutional (protocol) design and collective-choice processes for updating protocols, which help coordinate network participants and users. External sources include competitive pressure from other cryptocurrency networks. By studying two leading networks, Bitcoin and Ethereum, we illustrate how conceptualizing blockchains as competing and constitutional polycentric enterprises clarifies their processes of change. [ABSTRACT FROM AUTHOR]

Racial diversity among faculty, students, and administrators is increasing at universities in the United States. These changes have been uneven, with growth in underrepresented students exceeding that of faculty diversity. To address these and other inequities, a growing number of universities have established an executive‐level chief diversity officer (CDO). Our study offers a first empirical examination of this effort at selected 4‐year U.S. universities from 2001 to 2019 using unique data on the initial hiring date of a CDO and publicly available demographic data. We provide a comprehensive overview of demographic trends within our data and find confidence intervals around the estimated instantaneous average treatment effect for an executive‐level CDO on diverse hiring tightly contain zero. Estimated treatment effects are small and lack statistical significance within 4 years of a CDO position being established. We discuss other possible factors that explain trends toward higher diversity on campus and several possible constraints. [ABSTRACT FROM AUTHOR]

Property institutions should ideally provide economic actors with certainty that their local choices about investment will not be unsettled by shifting political economic equilibria. We argue that for this to occur, political autonomy, administrative and enforcement capacity, political constraints, and accessible legal institutions are each necessary. A comparison of the evolution of property rights for settlers and American Indians in the United States shows how political and legal forces shape the evolution of property institutions. American Indians, who had property institutions before Europeans arrived, could not defend their land from Europeans and later Americans due to lacking military capacity. Settlers' property rights were relatively secure because the government had sufficient autonomy and capacity to broadly define and enforce their rights, political institutions constrained the government from expropriating settlers' property, and legal institutions provided a forum for settlers to adjudicate and defend their rights in court. Native Americans, in contrast, had systematically inconsistent and often expropriative policy treatment by the government. Although tribes have technically been sovereign since the 1970s, tribal governments continue to lack sufficient political and legal autonomy and capacity to define and enforce property institutions in response to evolving local conditions. [ABSTRACT FROM AUTHOR]

Objective: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. Conclusion: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care.

Objective: To describe and analyze the teaching of the Integrated Management of Childhood Illness (IMCI) strategy on Brazilian undergraduate nursing programs. Method: Integrating an international multicentric study, a cross-sectional online survey was conducted between May and October 2010 with 571 undergraduate nursing programs in Brazil Results: Responses were received from 142 programs, 75% private and 25% public. 64% of them included the IMCI strategy in the theoretical content, and 50% of the programs included IMCI as part of the students' practical experience. The locations most used for practical teaching were primary health care units. The 'treatment' module was taught by the fewest number of programs, and few programs had access to the IMCI instructional manuals. All programs used exams for evaluation, and private institutions were more likely to include class participation as part of the evaluation. Teaching staff in public institutions were more likely to have received training in teaching IMCI. Conclusion: In spite of the relevance of the IMCI strategy in care of the child, its content is not addressed in all undergraduate programs in Brazil, and many programs do not have access to the IMCI teaching manuals and have not provide training in IMCI to their teaching staff. [ABSTRACT FROM AUTHOR]

We examined how encoding view influences the information that is stored in and retrieved from memory during an eyewitness identification task. Participants watched a mock crime and we varied the angle from which they viewed the perpetrator. In Experiment 1, participants (N = 2904) were tested with a static photo lineup; the viewing angle of the lineup members was the same or different from the perpetrator at encoding. In Experiment 2, participants (N = 1430) were tested with a novel interactive lineup in which they could rotate the lineup faces into any angle. In both experiments, discrimination accuracy was greater when the viewing angle at encoding and test matched. Participants reinstated the angle of the interactive faces to match their encoding angle. Our results highlight the importance of encoding specificity for eyewitness identification, and show that people actively seek out information in the testing environment that matches the study environment to aid memory retrieval., (© 2021. The Author(s).)