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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias 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.)

Para conseguir una sociedad sin violencia, elemento primordial de las relaciones humanas, debemos alcanzar la igualdad efectiva entre mujeres y hombres. La Declaración Universal de los Derechos Humanos es un documento que sirve de plan de acción global para la libertad y la igualdad y pone de manifiesto que todas las personas nacen libres e iguales y todas tiene los mismos derechos. La igualdad es un pilar necesario para lograr un mundo más sostenible, pacífico, próspero, saludable, eliminando las inequidades injustas y evitables relacionadas con el género. Tenemos que hacer visibles las desigualdades de género y las violencias contra las mujeres, el primer paso es reconocerlo con formación, ponerle nombre y a partir de ahí comenzar todas las acciones para su erradicación porque lo que está claro es que aquello que no vemos no existe y si algo no existe pues no tengo ninguna responsabilidad sobre su cambio y a estas alturas ningún profesional de la salud debería decir que la igualdad, los derechos humanos, y la violencia contra las mujeres no es un tema de su responsabilidad. Lo que no veo no existe… “síndrome de desatención ciega”.

Background: Between 2020 and 2023, the Health Education System for Well-being (SiESABI) implemented eleven Permanent Continuing Education Seminars (SPEC) with the aim of supporting the adoption of a healthcare model based on Primary Health Care (PHC). Objective: To describe the SPEC, document their scope, identify areas of opportunity, and plan their transfer to the health sector. Material and methods: A total of 248,994 records from SiESABI were analyzed, including demographic, employment, attendance, and qualification variables. Results: SPEC covered 254 sessions on health research, nursing, PHC, mental health, medicine and health, quality and safety, nutrition, oral health, health teaching, COVID-19, and healthy aging. Nearly 250,000 attendances, mostly by women (69.5%), young individuals (32, Q1 = 27, Q3 = 40 years), with a bachelor's degree (61.2%), working in nursing (55.6%), and in the medical field (18.8%). Almost half (48.6%) of the attendees worked in the first level of care (34.7%) for INSABI or SSA (36.1%). Most frequent places of residence were Oaxaca (14.6%) and the State of Mexico (13.7%). Median attendance per session was 789.5 (Q1 = 567.4, Q3 = 1148.5). Attendance in the first month (599.8 ± 217.5) nearly halves in the second month (389.9 ± 218.0), becoming occasional from the sixth month onwards. Conclusions: SPEC offered by SiESABI have established as a mass education strategy for healthcare personnel. Strengthening mandatory subscription and increasing local participation is recommended, along with improving the identification of training needs, monitoring coverage, and evaluating performance and health outcomes of educational interventions. [ABSTRACT FROM AUTHOR]

La Universidad de Costa Rica (UCR) tiene como uno de los pilares fundamentales de su quehacer la acción social y dentro de esta la educación continua. Con sustento en lo anterior, es que la Escuela de Ingeniería Topográfica (EIT) crea el proyecto ED3550 Actividades de Capacitación y Actualización en Ingeniería Topográfica. Dicho proyecto representa la oportunidad de ofrecer opciones de capacitación y actualización en temas relevantes e innovadores a las poblaciones interesadas, y con ello establecer un vínculo con la sociedad en el fortalecimiento de sus habilidades y destrezas profesionales. Para la promoción de las actividades de educación continua, se han implementado estrategias de mercadeo digital basado en redes sociales, correo electrónico y dispositivos móviles, lo cual ha permitido darle proyección nacional e internacional a los cursos y charlas que se han organizado, lo que se ha manifestado en una amplia participación de profesionales no solo de ingeniería topográfica, sino de carreras afines, tales como ingeniería civil, geografía, biología, derecho e ingeniería ambiental, por mencionar algunos ejemplos. En este estudio, se presenta una sistematización de la experiencia basada en el método de los cinco puntos propuesto por Jara (2018), en la cual se realiza un análisis cuantitativo de los logros alcanzados durante el período de 2020 a 2022. En síntesis, el éxito que se ha logrado en dos años de ejecución del proyecto es atribuido al uso de medios digitales para la divulgación de las actividades programadas, lo que ha permitido tener una exposición importante ante poblaciones diversas y le ha posibilitado a la EIT establecer un vínculo social y el fomento de actualización profesional. Se concluye, entonces, que el mercadeo digital aporta significativamente en el conocimiento de la población meta, lo que permite ofrecer soluciones adecuadas a sus necesidades de formación.

RESUMEN Introducción. La tuberculosis persiste en el escenario epidemiológico nacional, en el país se notificaron 289 casos de tuberculosis en trabajadores de la salud en el 2022, esta enfermedad en los trabajadores sanitarios está relacionada con los bajos niveles de conocimiento, las medidas de autocuidado deficientes y baja calidad de atención en salud. El objetivo del estudio fue validar un instrumento de evaluación de conocimientos, actitudes y prácticas sobre tuberculosis en trabajadores de la salud. Metodología. Estudio metodológico. Se validó el contenido con 5 expertos, la validación de apariencia con 32 trabajadores de la salud (TS) y la validación de constructo con 140 TS. Los criterios de inclusión y exclusión dependen de la fase de validación. Los datos fueron procesados en SPSS. Resultados. El Instrumento se conforma de tres dimensiones: conocimientos, actitudes y prácticas, y 43 ítems. La validación de contenido alcanzó un Índice de Validez de Contenido Global de 0.96. La validación de apariencia demostró la comprensibilidad de los ítems en un 84%. El análisis factorial exploratorio ratificó la conformación de las tres dimensiones con una medida de adecuación muestral de Kaiser-Meyer-Olkin (0.741). Finalmente, el instrumento alcanzó un Alfa de Cronbach global de 0.72. Discusión. En Colombia no se identificaron instrumentos validados y confiables que evaluaran esta temática. Diferentes investigaciones en el mundo han señalado la utilidad y efectividad de este tipo de herramienta. Conclusiones. El instrumento en trabajadores “evaluado” mostró validez de contenido, constructo y apariencia para medir conocimientos, actitudes y prácticas sobre la tuberculosis en trabajadores de la salud. Palabras clave: Estudio de Validación; Conocimientos, Actitudes y Práctica en Salud; Personal de Salud; Tuberculosis; Educación Continua ABSTRACT Introduction. Tuberculosis persists in the national epidemiologic scenery; 289 cases of tuberculosis in healthcare workers were notified in 2022; this disease in sanitary workers is related to low levels of knowledge, deficient self-care measures, and low health attention quality. This study’s objective was to validate an instrument for the evaluation of knowledge, attitudes, and practices about tuberculosis in healthcare workers. Methodology. Methodology study. Five experts validated the content, the appearance validation with 32 healthcare workers (HW), and construct validation with 140 HW. The inclusion and exclusion criteria depend on the validation phase. Data was processed in SPSS. Results. The instrument comprises three dimensions: knowledge, attitudes, and practices, and 43 items. The content validation reached a global content validation index of 0.96. The appearance validation demonstrated the understandability of the items in 84%. The exploratory factorial analysis ratified the conformation of the three dimensions with a sampling adequacy measure of Kaiser-Meyer-Olkin (0.741). Finally, the instrument reached an Alpha of Cronbach global of 0.72. Discussion. In Colombia, no validated and reliable instruments that evaluated this topic were identified. Different investigations in the world have indicated the utility and effectiveness of this type of tool. Conclusions. The instrument “evaluated” in workers showed content, construct, and appearance validity to measure knowledge, attitudes, and practices about tuberculosis in healthcare workers. Keywords: Validation Study; Health Knowledge, Attitudes, and Practices, Practice; Health Personnel; Tuberculosis; Education, Continuing RESUMO Introdução. A tuberculose persiste no cenário epidemiológico nacional, no país foram notificados 289 casos de tuberculose em trabalhadores de saúde em 2022, esta doença em trabalhadores de saúde está relacionada a baixos níveis de conhecimento, medidas de autocuidado deficientes e baixa qualidade dos cuidados de saúde. O objetivo do estudo foi validar um instrumento para avaliação de conhecimentos, atitudes e práticas sobre tuberculose em trabalhadores da saúde. Metodologia. Estudo metodológico. A validação de conteúdo foi realizada com 5 especialistas, a validação de aparência com 32 trabalhadores de saúde (TS) e a validação de construto com 140 TS. Os critérios de inclusão e exclusão dependem da fase de validação. Os dados foram processados no SPSS. Resultados. O Instrumento é composto por três dimensões: conhecimentos, atitudes e práticas, e 43 itens. A validação de conteúdo alcançou Índice de Validade de Conteúdo Global de 0.96. A validação de aparência demonstrou a compreensibilidade dos itens em 84%. A análise fatorial exploratória confirmou a formação das três dimensões com medida de adequação amostral Kaiser-Meyer-Olkin (0.741). Por fim, o instrumento atingiu um Alfa de Cronbach global de 0.72. Discussão. Na Colômbia não foram identificados instrumentos validados e confiáveis que avaliassem esta questão. Diferentes pesquisas ao redor do mundo têm apontado a utilidade e eficácia deste tipo de ferramenta. Conclusões. O instrumento “avaliado” em trabalhadores apresentou validade de conteúdo, construto e aparência para mensurar conhecimentos, atitudes e práticas sobre tuberculose em trabalhadores de saúde. Palavras-chave: Estudo de Validação; Conhecimentos, Atitudes e Prática em Saúde; Pessoal de Saúde; Tuberculose; Educação Continuada

The article presents a State of the Art research on the training of literacy teachers to use digital technologies and media. The objective is to understand the state of the discussions and possibilities for continued training with a view to the inclusion of digital media in the teaching of literacy teachers, in publications in education. The research was carried out through a search in the Brazilian Digital Library of Theses and Dissertations (BDTD) -- from the Platform of the Brazilian Institute of Information in Science. Data analysis involved a thorough reading of the summaries, methodologies and results of research carried out between the months of August 2011 and January 2023, considering that this period contextualizes the development of new technologies and their dissemination in school spaces, highlighting the emergence of Covid 19 pandemic driving the use of these resources. In relation to theoretical deepening, the following authors stand out: Creswell (2013); André et al. (1999); Romanowski and Ens 1 (2006); Maia and Hobold (2014); Soares (2002) and Ferreiro (1995). The cited authors research different themes that support this study, with reflections on continuing teacher training, digital technologies and media, and literacy. The results, obtained through the analysis of master's dissertations and doctoral theses, point to the need for more investment in infrastructure in educational institutions focused on digital technologies and media and in the continued training of teachers for the appropriation of digital media in the literacy process. [ABSTRACT FROM AUTHOR]

Introduction: During stomatological practice, medical emergencies can be presented related to the procedures carried out or the patients' underlying diseases; however, there are deficiencies in the care to them. Objective: To expose the generalities of the postgraduate course for stomatologists about medical emergencies during the professional practice and the criteria emitted by their participants. Methods: A descriptive pedagogic investigation was carried out, where 62 students from the Faculty of Stomatology of the University of Medical Sciences in Havana participated, since November, 2018 to December, 2022. The following variables were analyzed: topics, objectives and system of knowledge and abilities. Also, the technique of positive, negative and interesting was used. Results: This course had 5 topics: the first one, dedicated to the most frequent medical emergencies generalities during dental care and the particular characteristics when making the medical record; the second and third topics were dedicated to the risk factors and care to these emergencies; the fourth, to the use of medications and possible interactions and, the fifth, to clinical experiences. The students contributed positive, negative and interesting criteria. Conclusions: The designed course offered knowledge and abilities to the student that are not provided in undergraduate and postgraduate subjects of the specialties, which contributed to improve the comprehensive dental care of patients. The participants offered favorable criteria about the structure, relevance and scientific value of this course. [ABSTRACT FROM AUTHOR]

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.)

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.)

Copyright of Revista Portuguesa de Enfermagem de Reabilitação is the property of Associacao Portuguesa dos Enfermeiros de Reabilitacao (APER) 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 Trabajo Social is the property of 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.)

Background: Describing the perception towards the online course on Primary Health Care (PHC) of the Institute of Health for Well-being (INSABI) will allow to establish improvement actions. Objective: Describe the factors that contribute to satisfaction with the PHC course offered online by INSABI. Material and methods: 620 records of the Health Education System for Well-being were studied. Satisfaction was determined using a Likert-type questionnaire with three dimensions: virtual environment, cognitive area, and measurement of learning. A deductive analysis of the open opinions was carried out. Results: 70% of the health personnel approved the course in less than a week, with an initial score of 5.41 ±1.9 points and final score of 7.8 ± 1.2. More than 65% had scores above the average in the three dimensions. Satisfaction with the virtual environment was 15.57 ± 3.4 points, and 15.73 ± 3.3 with the cognitive dimension. Age and gender were associated with dissatisfaction with the virtual environment and in the cognitive dimension, age was associated with dissatisfaction; 27.7% expressed negative comments, 28.5% related to course extension; 15.5% about the didactic techniques, 10.9% about the speakers and 10.4% about the final exam. Conclusions: The course generates significant learning, 62.4% of the students have a positive or neutral opinion. However, 27.8% expressed dissatisfaction, the majority related to the extension of the course. [ABSTRACT FROM AUTHOR]

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura 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 de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas 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: The importance of Continuing Professional Education is emphasized internationally due to the widespread changes in different domains. The nursing profession plays an important role in healthcare due to the influence of nurses on patients’ and community health status. Thus, it is crucial to understand the motives for participation in Continuing Professional Education programs. This study seeks to recognize the motivational factors that affect nurses to choose Continuing Nursing Education. Material and methods: Data was collected through a self-completed questionnaire, sent in electronic form to Hellenic Nurses Associations and Institutions. The Kolmogorov—Smirnov test was used for normality analysis of the quantitative variables. Unifactorial analyses were made by using the Mann–Whitney t-test, Kruskal–Wallis test, and Spearman’s correlation coefficients to analyze the relation between the outcome variables (PRS subscales questionnaires) and the quantitative, qualitative demographic characteristics respectively. Results: The results of this study have shown that all factors explored within the 4 dimensions by Participation Reason Scale (PRS), have generated a positive response. Factors improving professional skills and patients’ services were the most common factors that affect nurses’ participation in Continuing Education. Certain demographic variables are associated with specific motivational factors, specifically with higher levels of motivation for both improving professional skills and patient services, as well as professional commitment among nurses. Conclusion: It is crucial to investigate the incentives for Continuing education in Nursing and recognize their actual training needs. When individuals' continuing education and training needs are acknowledged, it will become possible to develop training plans, promotion, and strategies that are aligned with their specific needs and objectives. Resumen: Introducción: La importancia de la Educación Profesional Continua se enfatiza a nivel internacional debido a los cambios generalizados en diferentes dominios. Dado que la enfermería juega un papel importante en el cuidado de la salud debido a su influencia en el estado de salud de los pacientes y de la comunidad, es crucial saber cuáles son las motivaciones del colectivo o si enfrentan alguna barrera con respecto a su participación en los programas de Educación Continua. Este estudio busca identificar los factores motivacionales que afectan al colectivo de enfermería para optar por la Formación Continua en Enfermería. Material y Métodos: Se trata de un diseño descriptivo, correlacional. La muestra consta de 154 enfermeras/os del personal del hospital, enfermeras/os prácticas licenciadas/asistentes de enfermería, enfermeras/os escolares, enfermeras/os geriátricas que trabajan en el sector público y privado en Grecia. Los datos se recopilaron a través de un cuestionario autocompletado, enviado en forma electrónica a las Asociaciones e Instituciones de Enfermeras Helénicas. Para el análisis de normalidad de las variables cuantitativas se utilizó la prueba de Kolmogorov-Smirnov. Se realizaron análisis unifactoriales utilizando la prueba t de Mann-Whitney, la prueba de Kruskal-Wallis y los coeficientes de correlación de Spearman para analizar la relación entre las variables de resultado (cuestionarios de subescalas PRS) y las características demográficas cuantitativas y cualitativas, respectivamente. Resultados: Los resultados de este estudio han demostrado que todos los factores explorados dentro de las cuatro dimensiones por la Escala de Razón de Participación (PRS), han generado una respuesta positiva. Los factores que mejoran las habilidades profesionales y los servicios de los pacientes fueron los factores más comunes que afectan la participación de las enfermeras/os en la Educación Continua. Ciertas variables demográficas se asocian con factores motivacionales específicos, específicamente con mayores niveles de motivación tanto para mejorar las habilidades profesionales y los servicios al paciente, así como el compromiso profesional de las enfermeras. Conclusión: Es crucial investigar los incentivos que motivan al colectivo de enfermería para la formación continua y reconocer sus necesidades reales de formación. Cuando se reconozcan las necesidades de educación y capacitación continua de las personas, será posible desarrollar planes de capacitación, promoción y estrategias alineadas con sus necesidades y objetivos específicos.

Introducción. Los cursos en línea, masivos y abiertos, brindan la oportunidad de formar profesionales e investigadores en Latinoamérica sobre salud global. Objetivos. Determinar la oferta global de los cursos en línea, masivos y abiertos, sobre salud global y conocer las características de su contenido. Materiales y métodos. Se examinaron las plataformas especializadas en cursos en línea, masivos y abiertos, para recopilar aquellos sobre salud global. La búsqueda no tuvo restricción de tiempo y se realizó por última vez en noviembre de 2021. La estrategia de búsqueda solo incluyó el descriptor “global health”. Posteriormente, se obtuvieron las características del curso, su contenido y el dominio abordado de salud global. Estos datos fueron analizados descriptivamente, y se reportaron frecuencias absolutas y relativas. Resultados. La estrategia de búsqueda identificó 4.724 cursos en línea, masivos y abiertos. De ellos, solo 92 estaban relacionados con salud global. La mayoría de estos cursos (n=44; 47,8 %) se ofrecieron mediante la plataforma Coursera. Más de la mitad de los cursos (n=50; 54,4 %) fueron realizados por instituciones de Estados Unidos y en idioma inglés (n=90; 97,8 %). La mayor parte de los cursos se centró en la “globalización de la salud y la asistencia sanitaria” (n=24; 26,1 %), seguido de los dominios “fortalecimiento de capacidades” (n=16; 17,4 %), “carga global de enfermedad” y “determinantes sociales y ambientales de la salud” (n=15; 16,3 %). Conclusiones. Se encontró una importante oferta de cursos en línea, masivos y abiertos, sobre salud global. Estos cursos abordaron las competencias de la salud global que se requieren para los profesionales sanitarios.

El propósito principal de este estudio es comprender la importancia de la formación continua del docente de enfermería, tomando en cuenta que el área de la salud está en constante crecimiento respecto a nuevas sepas de enfermedades, nuevos equipos, nuevos procedimientos, y existen docentes que desconocen estos. Para el sustento metodológico la investigación se centra en un paradigma postpositivista- cualitativo, con un enfoque interpretativo, y al cual se le aplicó un método fenomenológico – hermenéutico, para la recolección de datos se realizaron entrevistas a profundidad a tres supervisoras de enfermería de diversos hospitales y centros clínicos, estas son parte del personal docente de universidades de la región Yaracuyana (Venezuela). Estas tres supervisoras sirvieron como informantes clave para conocer desde su percepción que opinan del tema u objeto de estudio. Para el análisis de datos y resultados se trabajó con una triangulación de las respuestas obtenidas durante las entrevistas y el análisis se realizó aplicando una hermeneusis interpretativa de estas respuestas. Se obtuvo como resultado la constatación a cerca de la importancia de una formación continua y de la actualización de los conocimientos para docentes en general. Se llega a la conclusión que aunque el docente presente diversas causas por la cual no continúa su formación, esta se convierte en una necesidad para lograr una educación de calidad.

El trabajo se centra en analizar la participación en programas de educación continua entre profesionales de imagenología, así como comprender las motivaciones que impulsan esta participación. Además, se busca examinar el impacto percibido de la educación continua en la práctica profesional, identificar los desafíos comunes que enfrentan los profesionales en su búsqueda de formación continua y recopilar recomendaciones para mejorar la eficacia de estos programas. A través de la aplicación de un cuestionario virtual a una muestra de 60 profesionales se buscó proporcionar una visión integral de la educación continua en el contexto profesional y ofrecer pautas para el desarrollo de estrategias efectivas de formación y desarrollo profesional.

Introducción: La judicialización del derecho a la salud involucra a distintos actores y puede propiciar cambios en programas de educación continua; pues la tendencia actual es recurrir a esta vía para acceder a medicamentos de baja frecuencia y alto costo. Adicionalmente, en Costa Rica la Sala Constitucional solicita el criterio técnico a médicos forenses. Objetivo: Plantear la necesidad de actualización continua en conocimientos académicos teóricos-prácticos específicos que requiere el médico forense para garantizar el derecho a los servicios de salud. Reflexión: El médico forense cuenta con formación basada en evidencias y se incentiva su formación continua, sin embargo, es necesario un compromiso con los programas de educación médica continua: en estrategias de búsqueda de literatura, valoración crítica de la evidencia encontrada y práctica académica que incorpore las circunstancias particulares, comparándolo con los resultados de estudios científicos; tomando en cuenta medicamentos y patologías prevalentes y los factores técnico-científicos de divergencia entre los prestadores de servicios. Conclusión: Un programa de formación continua sobre interpretación y valoración de la evidencia científica para la toma de decisiones en salud, permitiría a estos especialistas responder con mejor criterio si un medicamento es el tratamiento más beneficioso para un paciente debido a sus problemas de salud.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Journal of Nursing & Health is the property of Journal of Nursing & Health (JONAH) 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 objective was to analyze health educational practices in the practice of municipal health management. This is applied, qualitative, descriptive and exploratory social research, developed in a municipality located in the North Central of the state of Paraná-Brazil. Data collection and analysis took place based on document analysis using 47 municipal management documents, in addition to interviews with 16 municipal managers. Gramsci's dialectical and hegemonic theory was used as a theoretical-analytical framework. All current ethical precepts were followed. As a result, the thematic categories emerged: 1) The hegemony of educational praxis in health is characterized by traditional currents of management and education; and 2) Educational health practices against hegemonics: a path under construction. The development of hegemonic educational practices was identified, reinforced by traditional management and education trends, and against hegemonic ones, made possible by the new policies and reflections of the professionals. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyze the training path of teachers who decide to continue their teacher training with a master’s degree in education and to talk about how research is taught at this level of training. The routes and methodologies created and implemented by teacher trainers to teach research are reviewed based on the premise that teaching produces specific knowledge which is transmitted by those who teach. In addition, some reflections -from the teachers in training- about research learning are discussed. These analyses are rooted in a chain of projects -which have been developed to research the field of teacher training in Colombia- resulting from the doctoral research “Existing links between postgraduate teacher training and the elementary and high school teaching profession in two Colombian cities: Pasto and Valledupar”. However, this reflective and critical exploration is limited to reporting the research results of one of these projects: “Narrative understandings of research in postgraduate teacher education”; which was developed between 2018 and 2019. Data collection and analysis were based on the narrative accounts of three teachers who graduated from the master’s Program in Education. The resulting analyses of the teaching of research concern the need to be able to involve it in teaching practices, in the exercise of teaching knowledge from other places and incorporating new pedagogical, didactic and research elements into daily teaching practice. [ABSTRACT FROM AUTHOR]

In recent years, the vigorous development of clinical researches carried out by medical schools is inseparable from the effective participation of medical students. However, as the number and categories of clinical research projects that medical students participate in increase, medical ethics related issues gradually occur. This article sorts out the ethical issues that arose in clinical researches, in which medical students participated, analyzes the underlying causes, and proposes solutions for the above-mentioned ethical issues, aiming to provide reference for medical ethics education and research project management for medical schools. [ABSTRACT FROM AUTHOR]

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of 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.)

As technology continues to advance and integrate into our lives in ever more profound ways, it is critical to promote digital responsibility among individuals. Ethics in technology refers to the moral principles and values that should guide the development and use of technology. Promoting digital responsibility involves teaching people to use technology ethically and consciously. This involves fostering respect for online privacy and security, as well as an understanding of the risks and challenges associated with technology, such as cyberbullying and misinformation. Digital responsibility also involves encouraging responsible use of technology, avoiding addictive or harmful behaviors. This involves educating individuals about the appropriate balance between online and offline time, as well as fostering empathy and respect in online interactions. To promote digital responsibility, it is essential to integrate ethics and technology education into school curricula and vocational training. Governments, educational institutions and technology companies have an important role to play in promoting digital responsibility by implementing appropriate policies and educational programs. [ABSTRACT FROM AUTHOR]

Copyright of Journal Educational Innovation / Revista Innovación Educativa is the property of Instituto Politecnico Nacional 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.)

El Campus Virtual de Salud Pública es la plataforma educativa de la Organización Panamericana de la Salud, concebida como herramienta para la cooperación técnica. Los objetivos de este artículo son caracterizar la oferta de formación del Campus Virtual de Salud Pública identificando las propuestas de cursos virtuales; caracterizar a los participantes de los cursos; describir los procesos de actualización tecnológica y sus avances en términos de accesibilidad; e identificar su relación con las principales líneas de cooperación de la Organización Panamericana de la Salud. El Campus Virtual de Salud Pública ha desarrollado 210 cursos con tutoría y 226 de autoaprendizaje desde 2007, relacionados con las políticas de la Organización. Se verificó un uso heterogéneo del campus en las distintas temáticas de la cooperación. La cantidad de cursos autoadministrados realizados durante la pandemia superó la cifra total acumulada en años previos. Los participantes provienen principalmente de Latinoamérica. Un 67,5% son mujeres, con edades entre 26 y 45 años. Un 57,1% posee educación universitaria, principalmente en enfermería o medicina. La mitad trabaja en hospitales y un 35,8% en el primer nivel. Más de un 90% de los participantes evaluaron favorablemente los temas abordados, recursos de conocimiento y características del aula virtual. Como dificultades, señalan escasa disponibilidad de tiempo y bajo acceso a internet. Como ventajas, destacan autonomía de horarios y acceso a diversas fuentes de información. Las herramientas de evaluación disponibles no son suficientes para reconocer el impacto de los programas educativos. Se plantean los desafíos de profundizar en la accesibilidad y calidad de las propuestas educativas, fortalecer la relación con los temas de cooperación y mejorar la evaluación de los cursos y el conocimiento sobre los usuarios.

This article has derived from a doctoral research that aims to analyze the continuing education developed through an action-research process. The research setting is a kindergarten school located in a capital in the Midwestern region of the country. The research subjects are five kindergarten teachers. Research data presented in this article were produced in 2022. We emphasize that our option for the qualitative approach, specifically for the action-research methodology, is due to the understanding that teachers who work in Basic Education produce, through their performance, a range of knowledge; hence, they are entitled to participate and decide the type of continuing education they need. The theoretical issues brought up in this research highlight both the importance of and the need for the knowledge of teachers to qualify the continuing education process. In conclusion, based on the production of data, we can say that continuing education developed through action research shows that the possibility of participating and the decision-making power of teachers make them feel more committed and respected in the educational environment. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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 Saúde Coletiva is the property of MPM Comunicacao 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 de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas 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.)

La Inteligencia Artificial (IA) ha tenido un rápido avance en las últimas décadas, transformando numerosos aspectos de nuestras vidas. Uno de los campos en los que ha tenido un impacto significativo es la educación. La combinación de la IA y la educación ha abierto un abanico de posibilidades para mejorar la forma en que enseñamos y aprendemos. En este artículo, se explorará cómo la IA está incidiendo en la educación, desde la personalización del aprendizaje hasta la creación de entornos de enseñanza más interactivos y adaptativos. Además, se examinarán los desafíos y consideraciones éticas que surgen con la integración de la IA en el ámbito educativo.

Fundamento: el sistema de evaluación es un componente importante del proceso enseñanza aprendizaje del Programa de Formación de las Especialidades Médicas. Objetivo: elaborar un sistema de acciones educativas para contribuir a la evaluación integral del residente de Oftalmología. Métodos: se realizó una investigación cualitativa en el Centro Oftalmológico de Villa Clara, en el período septiembre 2019-octubre 2021. Se emplearon métodos teóricos: análisis-síntesis, inductivo-deductivo, histórico-lógico y enfoque sistémico; empíricos: análisis documental, cuestionario y entrevista; matemáticos: frecuencias absolutas y relativas. Resultados: la totalidad de los docentes consideró importante fomentar la formación de valores, principios éticos y morales en los residentes. El 95 % no supieron argumentar las relaciones que se establecen entre el acápite I de aspectos generales de la tarjeta de evaluación y los demás componentes del proceso enseñanza aprendizaje; la mayoría confunden los métodos y medios con las formas de organización de la enseñanza; solo dos residentes tienen dominio de los aspectos que contempla el plan de estudio de la especialidad y todos tienen escasa percepción de la importancia del acápite I de la tarjeta de evaluación, por lo que se elaboró un sistema de acciones educativas teniendo en cuenta los objetivos, contenidos y métodos educativos para solucionar las carencias encontradas. Conclusiones: el diagnóstico realizado logró la identificación de insuficiencias y potencialidades en la evaluación integral del residente y su concreción en el acápite I de la tarjeta de evaluación; las acciones fueron valoradas satisfactoriamente por los especialistas consultados, quienes sugirieron aspectos que fueron adicionados al producto final.

The Professional Master's degree in education while being responsible for the continued training of basic education teachers serves as this research's object. We shall analyze how the Professional Master's degrees in education has configured itself as continued training of basic education teachers, from which its centrality is given ever since the educational reforms in the 90s. The theoretical contribuition Epistemology of Practice (NÓVOA, 1992) and Epistemology of Praxis (NORONHA, 2010; SILVA, 2008, 2011, 2018), are constituted as analysis lenses. It consists of a bibliographic research, which data were analyzed through the Content Analysis technique. The main categories that emerges from the relation between the Professional Master's degrees in education and the teachers continued training are: "qualified teacher action" and "intervention in professional practice". [ABSTRACT FROM AUTHOR]

Considered a tool for integrating technologies and content, transmedia has been increasingly used in the context of education. The aim of this article is to analyze the relationship between early childhood education teachers and digital technologies and transmedia through continuing education. This study uses action research with teachers from the city of Indaial (south of Brazil). As a result, the need for more continuing education was identified that deepened the theme with teachers, emphasizing the importance of implementing continuous programs that analyze in depth the social, cultural, and economic contexts in which students, teachers and other professionals involved in educational institutions are present. [ABSTRACT FROM AUTHOR]

Objective: to describe the University's participation in strengthening Continuing Health Education (CHE), by contributing to the planning of the actions of the Teaching-Service Integration Committee (CIES). Methodology: methodological research. It involved stakeholders from management, teaching, social control and care, members of a Regional CIES, in Santa Catarina. Stakeholders from the University designed a planning workshop in 2022. A questionnaire was administered on demands for CHE management. A total of 27 answers were obtained, organized into analytical categories. The Workshop also offered subsidies for the preparation of the Regional Action Plan for CHE. Results: there was significant participation of the academic community in the Committee, through teaching, research and extension activities, which strengthen the Policy and contributed to regional planning. Efforts are needed to qualify the teams, with the University being a partner, with methodologies focused on surveying and resolving demands. Conclusion: the University contributes to the complexity and power of CHE. [ABSTRACT FROM AUTHOR]

Objective: to describe the strategies to be used in the continuing education of nursing professionals about end-of-life palliative care in pediatric oncology. Methods: qualitative research, data collection through semi-structured interviews. Twenty-nine nursing professionals who work in the pediatric sector of an oncology reference hospital in the city of Rio de Janeiro participated in the study. Data were processed by the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires software using the descending hierarchical classification method. Results: educational strategies with nursing professionals should include a psychological approach, have the presence of a multidisciplinary team, be carried out in groups, periodically, and encourage participation and interaction. Conclusion: the study results show that to promote continuing education it is necessary to use strategies that facilitate the verbalization of feelings and emotions and that go beyond technical competence. [ABSTRACT FROM AUTHOR]

Objective: to relate an implementation of simulations in situ in the permanent education of nursing professionals in an intensive care unit. Methods: relationship of experience carried out from December 2018 to February 2019 with 37 nursing professionals. Two simulation scenarios were applied. As simulations were recorded in audio and video, follow the debriefing with Bom Judgamento. Results: the scenario of assistance to patients in cardiorespiratory arrest was performed seven times and had the participation of 28 professionals. The care scenario aimed at the patient in septic shock occurred three times and involved nine participants. Debriefing with Good Judgment associated with video images favored a reflection by professionals about their actions during the simulations. Conclusion: an in situ simulation in intensive care demonstrated an effective and innovative practice for continuing education with the nursing team. [ABSTRACT FROM AUTHOR]

In Brazil, 67.7% of the municipalities are characterized as small, with a population of less than 20 thousand. The objective of this article is to systematize the experience and identify the challenges and lessons learned in the implementation of the model for strengthening regional governance and organizing the health care network (HCN) in a region of Brazil composed of these municipalities, which present low technical and budgetary capacity, in addition to various fragilities related to the organization of the HCN. With a view to strengthening regional governance and the organization of the primary health care (PHC) work process and, consequently, the workflow with other levels of care, a strategy entitled More Care More Health (Mais Cuidado Mais Saúde) was proposed, developed in partnership with the Pan American Health Organization/World Health Organization (PAHO/WHO) and the Ministry of Health. The project was developed through permanent health education and institutional capacity building in the region of Ivaiporã, state of Paraná, based on workshops and addressing three priority axes: HCN integration, capacity building and information management. The target audience were the extended PHC teams. The project made it possible to develop local and governance capacities through joint reflections on the health care model, its components and the necessary changes in work processes for health promotion with a focus on the quality of life of users. Because it is an experience that considers the weaknesses, needs and autonomy of local actors, the project has a high potential for replication and customization for other regions with similar characteristics inside and outside Brazil. [ABSTRACT FROM AUTHOR]

Objective: to identify documentary evidence on permanent education actions for health managers arising from the information, decision and action needs triggered by the COVID-19 pandemic. Method: Scoping Review according to Joanna Briggs Institute, between December 2019 and July 2022. Results: 11 studies were selected, classified based on the categories proposed in the Health workforce policy and management in the context of the COVID-19 pandemic response, published by the World Health Organization/Pan American Health Organization. The most observed category was Interventions to support health professionals at the individual level. No studies were found with interventions focused on the organizational environment. Final considerations: there was a positive impact of permanent education actions on the improvement of the well-being of health professionals, on the adequate facing of clinical challenges and on the optimization of the care provided to patients during the pandemic. [ABSTRACT FROM AUTHOR]

Objective: to describe the perception of the nursing technician regarding their performance in the bundle of prevention of pneumonia associated with mechanical ventilation in an Intensive Care Unit. Methodology: a descriptive, qualitative study conducted with nursing technicians from an Adult Intensive Care Unit in Porto Alegre. Data collection performed through recorded interviews, following a semi-structured script. Data analyzed from the perspective of thematic analysis of Minayo. Results: the participants were 40 nursing technicians. Four categories emerged: a) the role of the Nursing Technician in the bundle for the prevention of ventilator-associated pneumonia (VAP); b) items that make up the bundle for the prevention of VAP; c) weaknesses in the implementation of the bundle for the prevention of VAP; and d) continuing education on VAP. Final considerations: participants know the prevention measures, recognize their importance and execute them directly and indirectly. The team uses its own mnemonic to memorize the bundle items. [ABSTRACT FROM AUTHOR]

This article has the main objective of reflecting on the constitution of teaching action with children up to 5 years old in early childhood education under the light of the continuing education offered to teachers. In particular, teaching action is only effective when involved in a solid training in relation to the educational intentions with children and in a need to meet the current demands and challenges presented to teaching in contemporary contexts. The opportunity for continuing education favors the teacher with better conditions for a higher quality work. Through a bibliographical study based on Adorno, Benjamin, Kramer, Kishimoto, among others, we found the importance of considering that moments of teacher self-reflection and ethical action by the teacher configure the way for learning to really take place in children's educational quotidian. [ABSTRACT FROM AUTHOR]

Objective: To understand healthcare professionals' perception of best practices in maternal and child health. Materials and methods: This qualitative exploratory-descriptive study was conducted between December 2020 and March 2021. The study corpus consisted of 23 healthcare professionals from southern Brazil. Data were collected using a semi-structured script and coded based on Minayo's thematic content analysis proposed. Results: Data analysis enabled the delimitation of two thematic categories: "best practices in maternal and child health: from idealization to accomplishment" and "strategies to qualify the maternal and child healthcare network." Conclusions: Healthcare professionals recognize the relevance of best practices in maternal and child health, although this process must be expanded and consolidated. Continuing education, hospitality, ambiance, improved access, and the professional-user connection stand out among the qualifying strategies. [ABSTRACT FROM AUTHOR]

The teacher training is not something instantaneous, but something in continuous construction. In this context, this article analyzes the relationship between training and teaching practice on the school floor, given the difficulties faced and the importance of continuing education in the teaching and learning process. For this, bibliographical readings were made in order to build a previous notion about the importance of continuing education; later, the teaching experience at the Municipal School Professora Maria do Carmo Moura was visualized; and finally, the construction of a project with social impact, entitled "What are you hungry for?" was considered. This enabled teacher-student interaction, giving students the opportunity to express their needs and discuss their problems in the school community, considering possible causes and solutions. [ABSTRACT FROM AUTHOR]

Objective: To map the educational strategies directed to health professionals for the prevention of incidents in intensive care units. Method: Integrative review carried out between April and May 2021 in the databases: LILACS, MEDLINE, BDENF and CINAHL. Included studies published between 2016 and 2021 in English, Spanish and Portuguese full texts. Excluded abstracts, editorials, theses and dissertations. Used as descriptors: "health personnel", "continuing education", "medical error", patient safety" and "intensive care units" with Boolean operator "AND" and "OR". The data were organized in a table from the journal, qualis, authors, year of publication, title and educational actions. The contents were compared and grouped by similarity. Results: Educational actions such as training, protocols, classes with interactive discussions, targeted professional support, use of short text messages, videos and playful activity were identified. Conclusion: There was a predominance of educational activities in the traditional way such as training, classes and videos with little interaction of the professional. [ABSTRACT FROM AUTHOR]

It aims to identify central ideas of scientific research in the area of education that address the work of the second teacher who assists students with disabilities in regular education classes in Santa Catarina. To achieve the objective, the research used a systematic review methodology, in the CAPES theses and dissertations catalog database, from March to April 2023 with the descriptor "second professor", 18 dissertations were found. The study points to the challenges that lie in the lack of legislation that establishes the duties and rights of the second teacher; that the head teacher of the class exempts himself from his role as teacher of the student with a second teacher and for the scarcity of pedagogical resources, linked to the precariousness of the teachers' working conditions. Among the verified perspectives and possibilities, the implementation of a continuing education that meets the real needs of the school community on the theme of diversity and inclusion stands out. [ABSTRACT FROM AUTHOR]

This article is part of this author's master's research, and aims to present a discussion about the specific continuing education for Geography teachers on the State Education System of Mato Grosso do Sul, at state schools located in the capital, Campo Grande, understanding that it should enable transformations in the teaching pedagogical practice, since it constitutes a permanent process of construction of pedagogical knowledge, helping teachers to improve their practices. As methodological procedures, in a qualitative approach, we present a bibliographical and documental analysis, having as sources texts and researches that deal with the theme, official statistical data, curriculum used in the continuing education of Geography teachers, projects aimed at these formations, both from the Ministry of Education and from the State Department of Education of Mato Grosso do Sul, and an interview with the superintendent of the Center for Continued Training (CFOR). Subsequently, questionnaires were used in order to understand the difficulties pointed out by the Geography teachers who work for that state system, as well as their perceptions in relation to continuing education actions. The time frame adopted for data analysis are the years 2015 to 2020, in order to verify how continuing education took place in the last half of this decade. As a result, it was possible to understand the complexity of factors that influence the pedagogical practices of Geography teachers, and the understanding that the Secretary of Education has not offered specific training for the curricular components, on the case of this article, Geography. [ABSTRACT FROM AUTHOR]