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Background: In addition to playing a key role in the dynamics of ecosystems, animal diversity, especially that of wild vertebrates, is intimately linked with human evolutionary history, which has resulted in diverse interactions that must be emphasized in formal education processes. We analyzed several methods of approaches used for biological education in order to teach about wild vertebrates and their conservation in urban and rural schools in the semi-arid region of Brazil., Methods: Data were obtained via questionnaires applied to 990 students, of which 528 were urban and 462 rural, distributed among the seven grades/years that comprise the last two cycles of basic education in Brazil. The richness and diversity of the animals cited by the students were calculated, being the diversity using an adaptation of the equation for the Shannon-Weaver Index (H'). Data were analyzed using non-parametric descriptive statistics., Results: Mammals and birds had the greatest richness and diversity of animals cited as most-studied in science/biology classes, and also the most indicated as occurring in the studied region. Among mammals, large carnivores with a showy appearance and utilitarian value had the highest citation frequencies, while there was a tendency for limited recognition of faunistic diversity in the other groups mentioned. Almost 70% of the students stated that their schooling processes dealt with the conservation of wild animals; however, about 50% of the students in both urban and rural contexts did not express conceptual understanding about the conservation of nature., Conclusions: The recognition of animal diversity, especially vertebrates, beyond just mammals and birds, as well as conceptual clarity about the conservation of nature, are fundamental factors for the development of critical awareness of fauna and its conservation, and where the processes of schooling have a preponderant role. Finally, the study contributes to the legitimization of Ethnobiology as an interdisciplinary field of knowledge, especially in its interface with education, in addition to pointing out the importance of optimizing efforts in approaches to biodiversity conservation in formal educational processes.

Objective: To evaluate cognitive learning, ability to perform and interpret lung ultrasound exams, and self-perception of learning among medical students after a short pedagogical intervention at a medical school in Brazil. Methods: An experimental pilot study was conducted with medical students at different stages of their education (basic cycle, clinical cycle, and medical internship). The participants underwent a cognitive test before and after the intervention, a practical test, a test to recognize lung ultrasound pathologies, and a qualitative evaluation test at the end of the intervention. Statistical analysis was performed using a significance level of p < 0.05. Results: A total of 42 students were included in the study, with a median age of 23 years and a predominance of males. The mean score of the pre-intervention cognitive test was 2.97 ± 0.87, and that of the postintervention test was 6.57 ± 1.41, showing significant improvement (p < 0.001). The score of the practical test and that of the recognition of pathologies test also showed significant improvement after the intervention. There was no significant difference in execution time between the groups. Students in the clinical cycle had a better selfperception of learning. Conclusions: Theoretical teaching and practical training of lung ultrasound in a short pedagogical intervention can improve cognitive performance, practical skills, and interpretation of the exam. The level of learning achievement was higher among more advanced students in medical education. Additionally, the students in the clinical cycle had a better perception of their learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Saberes Plurais is the property of Saberes Plurais 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.)

Background: With the progression of the epidemiological transition, palliative care skills should be acquired already in undergraduate nursing education. However, most nursing schools have been slow to adapt to the needs emerging from this new context. Objectives: To identify the perceptions and knowledge of final-year undergraduate nursing students in Brazil and Portugal about palliative care and compare them with their experiences in clinical practice. Methodology: Multicenter, exploratory, and descriptive study with a qualitative approach. Fifteen students were interviewed in 2018: 10 Brazilian students and five Portuguese students. Data were analyzed using Bardin's content analysis technique. Patricia Benner's model was used as theoretical framework. Results: The narratives revealed dissatisfaction with the palliative care content in the curricula, frustration with the experiences in clinical practice, and conceptual misconceptions about the theme. Conclusion: The curricula should be adapted and palliative care content integrated into mandatory subjects. [ABSTRACT FROM AUTHOR]

Background: With the progression of the epidemiological transition, palliative care skills should be acquired already in undergraduate nursing education. However, most nursing schools have been slow to adapt to the needs emerging from this new context. Objectives: To identify the perceptions and knowledge of final-year undergraduate nursing students in Brazil and Portugal about palliative care and compare them with their experiences in clinical practice. Methodology: Multicenter, exploratory, and descriptive study with a qualitative approach. Fifteen students were interviewed in 2018: 10 Brazilian students and five Portuguese students. Data were analyzed using Bardin's content analysis technique. Patricia Benner's model was used as theoretical framework. Results: The narratives revealed dissatisfaction with the palliative care content in the curricula, frustration with the experiences in clinical practice, and conceptual misconceptions about the theme. Conclusion: The curricula should be adapted and palliative care content integrated into mandatory subjects. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education & Health (IJEH) / Revista Internacional de Educação e Saúde is the property of Revista Internacional de Educacao e Saude 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 International Journal of Education & Health (IJEH) / Revista Internacional de Educação e Saúde is the property of Revista Internacional de Educacao e Saude 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.)

Background: Teacher and students' stress has been a challenge in education. An approach to stress reduction is mindfulness training. The Mindfulness-based stress reduction (MBSR) has been used to improve the condition of individuals with various health outcomes. The aim of this study was to examine whether MBSR may improve depression, well-being, and perceived stress of Brazilian college faculty and students. Methods: MBSR was performed with college faculty and students from Centro Universitario de Belo Horizonte (UniBH). Participants answered questionnaires (Psychological General Well-Being Index, Perceived Stress Scale, and Beck Depression Index) at the beginning and end of the intervention. A control group of teachers also answered the questionnaires but did not participate in the MBSR intervention. Statistical analyses were performed using paired Student's t-test (P < 0.05 significance). Results: The MBSR intervention positively impacted all conditions measured in the questionnaires in faculty and students who attended the intervention. Faculty and students in the control group had shown conditions being maintained or worsened. Discussion: The MBSR was effective as faculty and students from the experimental group exhibited improvement in general well-being, depression levels, and perceived stress after attending the intervention. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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.)

Knowing the perceptions of students and teachers on different themes is a fundamental task to provide different interactions in the contemporary education scenario. In Brazil, the theme of racism is a harsh and sad social reality, whose actions have stained the country's history for many years. The main objective of the investigation was to analyze the perceptions of seventh-year students and teachers, from a public school, in Porto Alegre (RS), in 2019, about racism. For this, a questionnaire divided into two parts was applied: the characterization of the research sample and the presentation of six statements, by which, based on the Likert scale, the subjects should affirm their degree of agreement, indifference or disagreement. In the teachers' questionnaire, there was still an open question, in which they should answer about the actions they take in the search for an anti-racist education. It was possible to perceive that the proximity in the perceptions about racism between students and teachers are greater than the distances. Of the six sentences presented, in half of them there were positions of proximity in relation to the assigned meanings, and in the other half, it was possible to perceive distances. However, in a more detailed analysis, it was possible to notice that the proximity exceeds the distance. Several actions to promote anti-racist education were mentioned by teachers, with emphasis on debates, literary projects and the inclusion of black personalities. Thus, it is possible to consider that, even in the case of groups with age and social distances, the perceptions about racism are diverse, but close. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem 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 RACE- Revista de Administraçâo, Contabilidade e Economia is the property of Revista de Administracao, Contabeis e Economia-RACE 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 analyzes different ways Brazilian students experience their condition of studying and working simultaneously, an emblematic situation among youth in Brazil. Based on studies on the connections between school and work, it presents data from a qualitative research carried out with 32 young people from low-income groups in the Metropolitan Area of São Paulo. The results show multiple and complex factors involved in this combination, stressing variations such as the stage of life and schooling. [ABSTRACT FROM AUTHOR]

Copyright of Revista Bioetica is the property of Conselho Federal de Medicina 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.)

Introduction: This study is aimed at sharing experiences in the use of active methodologies in the education of master's students in nursing. Materials and methods: A descriptive narrative study was conducted based on Paulo Freire's critical pedagogy, describing the experience that master's students of a stricto sensu postgraduate course had in the use of active and innovative methodologies in the classroom. Two strategies were used to assist the teaching-learning process, namely: dynamics and musical parody. Results: When using the flower dynamics and musical parody as a basis for discussing contents, greater attention was perceived from the target audience as well as greater participation in the construction of knowledge. Discussion: Based on the implementation of activities, dynamics and parodies may be considered effective as it is an individual process of construction that uses different forms of interaction with the environment/content as well as that promotes critical awareness. Both activities aroused students' curiosity and interest, which encouraged them and facilitated their learning process. Affective and cognitive processes were fostered, in addition to creative sense-making. Conclusions: It was concluded that the use of active methodologies in strictu sensu postgraduate courses promotes participation, discussion, understanding and learning of more complex contents, which can be implemented, provided that contents, room, methodology, audience and availability of resources required to implement these plans are taken into account. [ABSTRACT FROM AUTHOR]

Objective: to analyze how nursing courses in the State of São Paulo, Brazil have operationalized the supervised curricular internship and to identify those that approach the recommendations proposed by the National Curriculum Guidelines. Method: a quantitative, descriptive-exploratory study. The sample consisted of 38 course coordinators. The data collection instrument was developed based on the Curricular Guidelines. Data collection took place electronically and, for data analysis, descriptive and inferential statistics were used. Results: the undergraduate schools have developed internships for a mean of 860.4 hours in primary and tertiary care settings, with learning based on professional practice being the main teaching method. Formative assessment is the predominant mode of assessment, and nurses from health institutions participate in 44.7% of courses. The mean score obtained was 3.1 points (scale from 1 to 5), with the evaluation processes used being the most influential factor (p<0.001). Conclusion: the courses have partially met the educational legislation regarding the hours and participation of professionals from health institutions granting internship field, which can compromise the quality of training and the safety of care. [ABSTRACT FROM AUTHOR]

Objective: Considering the curriculum reform process taking place in pharmacy undergraduate programs in Brazil and the importance of practical experience to students throughout their learning process in university, this study aims to provide an overview of pharmacy undergraduate programs in Brazil and their respective internships. Methods: An observational, descriptive, cross-sectional study. A documentary analysis of pharmacy undergraduate programs in the face-to-face modality was carried out, with data obtained from the Political Pedagogical Projects of the programs, the curricula, and course descriptions containing information on internships, all provided by the Brazilian Ministry of Education. The data collected concerned higher education institutions (HEIs), pharmacy programs and internships. Results: Pharmacy undergraduate programs in Brazil have a median duration of 10 semesters, requiring from students a median of 6 internships, from the 6th semester on, totalizing 826 hours. The programs lack uniformity among their internships, mainly regarding total hours and the semester in which internships start. The pharmacy internships cover, in greater number, the areas of outpatient and community pharmacy, clinical analysis, and pharmaceutical technology, respectively, being clinical analysis the area with more hours. Public and private HEIs have different internship proceedings in their curricula, hence no homogeneity among them in the different regions of Brazil. Conclusions: This study demonstrates the diversity of pharmacy programs in Brazil in the context of internships, reflecting on the training and the activity of pharmacists in recent decades. Further studies are needed to deepen the understanding of this theme. [ABSTRACT FROM AUTHOR]

Objective: To identify the level of interpersonal communication competence among nursing students and to correlate its domains with sociodemographic and academic variables. Method: This is a correlational study, developed through a multicenter research project in six federal universities in Brazil. Data from 1,079 nursing students were collected through a questionnaire with sociodemographic and academic variables and the Interpersonal Communication Competence Scale. Data were analyzed using descriptive and inferential statistics. Results: The mean of the sum of the Interpersonal Communication Competence Scale was 63.74 (± 7.6). The domains "availability" and "environment control" had, respectively, the highest and lowest averages. There was a statistically significant difference between the sum of the Interpersonal Communication Competence Scale and the variables age, marital status, participation in a research/ extension group, and paid professional activity. Conclusion: This study contributed to identify the level of interpersonal communication competence of nursing students in the Brazilian reality, providing useful information for education in the area. [ABSTRACT FROM AUTHOR]

Objective: evaluate the profile of the graduates of Nursing a public college from the perception of skills developed during graduation and the process of professional insertion. Method: quantitative, exploratory and descriptive study. The sample was composed of 216 graduates. The data was collected by a validated questionnaire and sent to a population of 470 egresses via electronic mail. For the analysis of the data, frequencies, mean and standard deviation were applied and, for the correlation, the chi-square test. Results: the majority of the participants were female (88%) and the mean age was 29.62 years. The majority (65%) had an employment relationship, 14% worked in a single institution and 48% started working six months after graduation. Regarding the form of work, 56% work in care, with an average of 4.5 minimum wages and a weekly workload between 37 and 44 hours. The majority reported competence acquisition to practice the profession, assisting the patient in his integrality with ethics and applying technical and scientific concepts in care. Conclusion: the study made it possible to describe the singularities of nurses' education, their insertion in the world of work and the impact on the educational institution, as well as the presentation of specific competences from the perspective of the graduates themselves. [ABSTRACT FROM AUTHOR]

Objective: to investigate attitudes related to suicidal behavior and associated factors, among students in the last year of an undergraduate nursing course. Methods: a cross-sectional study with 111 nursing students from a Brazilian educational institution. The data were collected in 2017, by self-administration of a questionnaire with sociodemographic characteristics, and the Suicide Behavior Attitude Questionnaire, which were analyzed by descriptive statistics, comparison of means, and correlation tests. Results: most of the nursing students had contact with someone with suicidal behavior, but did not have education related to the subject. The most negative attitudes were associated with the female sex, lack of materials on suicide prevention, and lower self-perception of professional competence. Suicidal thoughts throughout life were associated with the contact with someone with suicidal behavior, and less moralistic/ condemnatory attitudes. Conclusion: investigations and interventions are necessary for academic qualification and prevention of suicidal behavior. [ABSTRACT FROM AUTHOR]

Objective: To characterize the inclusion of the teaching of communication skills in the curriculum of Pharmacy Schools of Federal Institutions of Higher Education. Methods: An exploratory study of documental analysis of curriculum of Pharmacy Schools was carried out. A convenience sample was selected from undergraduate pharmacy courses of Federal Institutions of Higher Education (IFES). The variables collected were related to the identification of the course, its nature (elective or mandatory), workload, semester, and program content. Results: Among the 49 undergraduate pharmacy courses of IFES, 35 (71.4%) had their curriculum available online. The teaching of communication in health was identified in 26 (74.3%) curriculum. In this study, three courses (7.2%) specifically aimed at teaching communication skills, while 39 (92.9%) had content related to this subject. Most courses (22; 52.4%) belonged to the field of Social, Behavioral, and Administrative Sciences. As for the course period, there was a concentration in the third (19%) and fourth (28.6%) years. The main content present in the curriculum was related to the principles and techniques of health communication (42.8%). Conclusions: Data obtained enabled the identification of gaps in the curricula of undergraduate courses in pharmacy concerning the inclusion of the teaching of communication skills. These results can be used to reflect the current models adopted in Brazil for the teaching of this skills, especially after the recent publication of the new curricular guidelines for undergraduate pharmacy courses. [ABSTRACT FROM AUTHOR]

This article analyses the representations of death in different articles published in Vida Escolar («School Life») - a pedagogical journal produced by a student body of the city of Campo Grande, Mato Grosso state, central Western Brazil. Published by the Visconde de Taunay School, Vida Escolar circulated in the 1930s (between 1934 and 1936), and we analysed nineteen of the 22 published issues - archived at the Regional Documentation Center of the Federal University of Grande Dourados - for this article. This research helps to fill the gaps in knowledge surrounding the themes of death and childhood in the history of education in Brazil, especially in the central Western region. It reveals that the representations of death presented by and for children are closely related to civism, religiosity and medical science. Indeed, analysis of the journal Vida Escolar shows that death, as an interdiction, is related to the advancement of medicine; at the beginning of the 20th century, with the development of medical science, death came to be seen as synonymous with failure, as an absence of «scientificity». As emphasized in Vida Escolar, it is the job of medicine to prevent death - this was the message given to the students, future doctors. [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.)

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 Rev Rene is the property of Rev Rene 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 Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem 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.)

Since textbooks have become quite important within the Brazilian education system in recent years, there is growing concern in making such resource more appropriate to students' understanding. Thus, the following study proposes a number of criterion that can be used by biology teachers, regarding the characteristics of living beings. Three textbooks, based on nine classification criterion, were used. Its objective is to allow further reflection by biology professionals regarding the selection of textbooks to be used in the classroom. [ABSTRACT FROM AUTHOR]

The objective of this paper is to identify ways of improving higher education in entrepreneurship, focusing on Brazilian students who want to be self-employed or have their own business. In this article, they are named intentional founders. The study is a survey complemented by a short literature review. The online questionnaire was answered by 12,604 Brazilian students from 37 public and private higher-education institutions. According to their answers, they present a higher demand for entrepreneurship education and a higher entrepreneurial intention than students from other countries. Three hypotheses were tested. Results show that more or less entrepreneurship education (EE) has no effect on students' entrepreneurial intention and self-efficacy (self-perception of being well-prepared to do successful entrepreneurial activities). On the other hand, entrepreneurial intention has a significant and positive association with demand for EE. Taking advantage of students' high demand seems attractive to facilitate the necessary improvement of EE in Brazil. The discussions and conclusions at the end of the paper offer recommendations not only for the improvement of higher education, but also for conducting further research. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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.)

Aim: to evaluate the clinical applicability of outcomes, according to the Nursing Outcomes Classification (NOC) in the evolution of orthopedic patients with Impaired Physical Mobility Method: longitudinal study conducted in 2012 in a university hospital, with 21 patients undergoing Total Hip Arthroplasty, evaluated daily by pairs of trained data collectors. Data were collected using an instrument containing five Nursing Outcomes, 16 clinical indicators and a five point Likert scale, and statistically analyzed. Results: The outcomes Body Positioning: self-initiated, Mobility, Knowledge: prescribed activity, and Fall Prevention Behavior presented significant increases in mean scores when comparing the first and final evaluations (p<0.001) and (p=0.035). Conclusion: the use of the NOC outcomes makes it possible to demonstrate the clinical progression of orthopedic patients with Impaired Physical Mobility, as well as its applicability in this context. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Avances en Enfermería is the property of Editorial Universidad Nacional de Colombia 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.)

Objectives: to develop and assess a learning object about intramuscular medication administration for nursing undergraduates and nurses. Method: a random, intentional and non-probabilistic sample was selected of nurses from a Brazilian social network of nursing and students from the Undergraduate Program at the University of São Paulo School of Nursing to serve as research subjects and assess the object. Results: the participants, 8 nurses and 8 students, studied the object and answered an assessment instrument that included the following criteria: educational aspects (relevance of the theme, objectives and texts/hypertexts), interface of the environment (navigation, accessibility and screen design) and didactic resources (interactivity and presentation of resources). In total, 128 significant answers were obtained, 124 (97%) of which were positive, assessed as excellent and satisfactory, considered as a flexible, dynamic, objective resources that is appropriate to the nursing learning process. Conclusion: the educational technology shows a clear and easily understandable language and the teaching method could be applied in other themes, contributing to the education and training of nursing professionals, positively affecting nursing teaching, stimulating the knowledge, autonomous and independent learning, aligned with the new professional education requirements. [ABSTRACT FROM AUTHOR]

This study aimed to increase knowledge about social relationships in high school through the identification, description and analysis of social skills of young students. The study included 219 middle school students. Data were collected through questionnaire for participant characterization and the social skills Messy scale. The results showed significant differences in the factor social skills/assertiveness, with higher scores in the age group of 16-17 years and in females. In the aggressiveness/antisocial behavior factor, significant differences were found, with higher scores for the night class period and for students in 2nd year of high school. The results also indicated high values for the whole sample regarding social/assertiveness skills factor and low values for aggressiveness/ antisocial behavior factor. The results, in part, align with the literature and point to the mistake of generalizing the relationship between aggressive behavior and high schools. [ABSTRACT FROM AUTHOR]

Copyright of Rev Rene is the property of Rev Rene 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Rev Rene is the property of Rev Rene 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 article discusses several factors to measure the quality of teacher methodology in Brazil which include organization, practical development of the teaching method and reduction of school dropouts. It examines the teaching method of public school teachers in the classrooms with 7th and 8th grade students. It also features several focus subjects in teaching including Mathematics, English and History.

Objective: to investigate aspects of the interaction which occurs between feeling and learning from the perspective of the neurosciences. Method: research with a qualitative approach, of the case study type, undertaken in Brazilian public nursing colleges. The research subjects were lecturers and students. The techniques of use of a questionnaire, individual interviews and a focus group were used in data collection. Results: knowledge of cerebral functioning and the functioning of different structures involved in the learning of cognitive, technical, emotional and relational competences can help the lecturer in her task of teaching. Conclusions: we can outline the difficulties of learning and need, as lecturers, to develop teaching strategies based in the new knowledge from the neurosciences so as to maximize the students' learning. This new knowledge brings elements which contribute to the teacher's training, facilitate the process for the person learning, and make teaching more pleasurable. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Scientia Medica is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Revista Eletrônica de Enfermagem is the property of Revista Eletronica de Enfermagem 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.)