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

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

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

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

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

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

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

Teacher identity has gained global attention as a construct of interest due to its potential to explain teacher attitudes and behaviors. Despite this growing interest, few studies have explored the implementation of qualitative methodologies in the empirical study of teacher identity. The objective of this study was to investigate how Cultural-Historical Activity Theory (CHAT) and Grounded Theory (GT) are utilized in empirical research on teacher identity. To achieve this, we followed the PRISMA model guidelines for systematic reviews, establishing inclusion and exclusion criteria for the bibliographic search, such as publication date and the nature of the research. The final analysis included 31 research articles. The results identify patterns in the objectives, data collection techniques, and analysis methods used in both approaches within the context of empirical studies on teacher identity. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Revista Médica Clínica Las Condes is the property of Editorial Sanchez y Barcelo 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 Documentos de Enfermeria is the property of Colegio Oficial de Enfermeria de Huelva 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.)

Qualitative research is, par excellence, the scientific inquiry in education; educational theory stands as the sole tool constructed to aid teachers in the full comprehension and assessment of the significant actions of learners and the entire teaching process. Educational research necessitates the development of theories that enrich educational action entirely; this allows the teacher to engage in the formulation of such theory, not merely attempting to understand and adapt it. From this premise, we share the notion that the teacher's engagement in educational research should align with their role and function as educators, rather than as professional researchers, which could distance them from their essential practice of teaching. By turning their professional activity into a reflection and systematization of experiences, it contributes to what is recognized as educational action research, guiding them towards a better understanding of their own domain and a professional code of ethics to enhance the quality of action within it. Therefore, the aim of the study was to explain how the level of development of pedagogical competencies is acquired through an educational intervention that raises awareness among students and encourages constructive participation. The research-action method was employed, with an educational intervention consisting of diagnosing and characterizing the subjects – students; data collection involved the intervention plan of didactic strategies and actions to be carried out by the students, in addition to a post-diagnosis. Data processing was carried out using Dyane version 4.0 software; the results emerged from an integrative approach in empirical, theoretical, and interpretative triangulation. It is concluded that the objective was achieved, and the level of development of pedagogical competencies was recognized through the educational intervention. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 analyzes the inequality in the dissemination of inclusive educational content on social networks such as Instagram, Twitter, and YouTube. It highlights how economic interests and marketing strategies monopolize visibility to the detriment of altruistic content. The importance of a critical digital citizenship is discussed to counteract unequal behaviors and narratives interested in inclusive education. [Extracted from the article]

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

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Medicina Naturista is the property of Sociedad Europea de Medicina Naturista Clasica (Seccion Espanola) 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 Latinoamericana de Hipertension is the property of Revista Latinoamericana de Hipertension and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of 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.)

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

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

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

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

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

Introducción. Las masculinidades representan roles sociales diversos y un estereotipo masculino que limita el desarrollo de tareas domésticas, entre otras, el estar a cargo de la alimentación familiar. Objetivo. Interpretar los relatos de personas mayores sobre el rol de las masculinidades en la transmisión alimentaria familiar. Materiales y Métodos. Estudio exploratorio con enfoque cualitativo utilizando la metodología de la Teoría Fundamentada de Strauss y Corbin. Participaron personas mayores de género masculino, a los que se les aplicó entrevista semiestructurada. Los datos fueron analizados a través de codificación abierta, axial y selectiva, lo que permitió identificar las categorías centrales que fueron la base del levantamiento de teoría que responde al objeto de estudio. La investigación fue avalada por comité de ética científica. Resultados. Se reconoce una cesión social de hábitos, patrones y costumbres alimentarias familiares en este grupo de personas, en especial, en etapas nóveles de su trayectoria vital. Como personas mayores, las masculinidades se adaptan a los cuidados y necesidades de sus respectivos hogares, ayudando en las compras de alimentos, elaborando preparaciones culinarias o reconociendo miembros masculinos de sus familias en el traspaso intergeneracional de saberes alimentarios. Conclusión. Desde los relatos de personas mayores participantes, las masculinidades presentan una dinámica familiar que comienza a desmitificar el rol de género femenino en el traspaso cultural de la alimentación.

Objetivo. Explorar la percepción de los beneficios de participar en un grupo de apoyo de cuidadoras de niños con discapacidad múltiple. Materiales y métodos. Estudio cualitativo, enfoque etnográfico focalizado, realizado de octubre del 2022 a febrero del 2023, muestreo por conveniencia, participaron 20 cuidadoras de niños con discapacidad múltiple. La información se recolectó mediante observación participante, grupos de discusión y entrevistas semiestructuradas. Se realizó análisis temático aplicando las propuestas por Braun y Clark. Resultados. Los temas emergentes fueron: red de apoyo social: integrarse, informarse y ayudarse mutuamente; espacio de aprendizaje: se aprende a cuidar y a cuidarse; promueve el empoderamiento: identificar y enfrentar barreras de acceso. Conclusiones. El grupo de apoyo funciona como una red de apoyo social, proporciona información, reduce la incertidumbre, facilita el afrontamiento y la resiliencia tras el nacimiento y crianza de un hijo con discapacidad múltiple. Espacio donde se aprende a cuidar y a cuidarse a sí mismo y donde se promueve el empoderamiento para la defensa de los derechos de los niños con discapacidad.

Bondades ecosistémicas en demasía, oportunidades recreativas e incluso experiencias culturales - espirituales se fusionan al concebir el término manglar. Para los guayaquileños crecer en medio de esta biodiversidad representa gran parte de su identidad, la nostalgia de la ciudad antigua cuya expansión urbanística no contempló al elemento primordial que ha habitado desde su fundación entre el río Guayas y del Estero. Guayaquil tiene una vida asociada al manglar. A pesar de su riqueza, los manglares no forman parte de declaratoria alguna como patrimonio de la humanidad; no obstante, constan como áreas protegidas del país; y, las actividades humanas asociadas se consideran como patrimonio inmaterial. Es por eso que se propone esta temática como motor de investigación con el objetivo de promover la reivindicación histórica, social y científica al conocer todo lo referente a este ecosistema. La metodología de entrevistas a profundidad de este proyecto fue el insumo para un trabajo investigativo y minucioso que reivindica la participación de la academia como gestora cultural, profundizando en la transmisión de valores y considerando que la cultura es parte de la interacción humana; por tanto, abarca formas, expresiones sociales, costumbres, rituales, vestimenta y normas de comportamiento que son parte del término.

Introducción: El consumo de alcohol es considerado uno de los transcendentales factores de riesgo de discapacidad y muerte prematura. Develar el sentido de la experiencia de la persona consumidora de alcohol en cuanto a las necesidades de cuidado en el contexto hospitalario e incentiva que enfermería brinde un cuidado humano. Objetivo: Comprender las necesidades de cuidado de una persona consumidora de alcohol durante la estancia hospitalaria. Método: Investigación cualitativa fenomenológica. Muestreo por conveniencia, participaron 07 hombres y 02 mujeres que consumen alcohol e ingresaron al hospital. Para recolectar los datos se utilizó una entrevista fenomenológica, previo consentimiento informado. El análisis se realizó mediante el círculo hermenéutico de Martin Heidegger. Resultados: Fueron develadas cinco categorías: 1) Necesidades físicas ante deterioro corporal, 2) Necesidades emocionales y de apoyo con traspaso de energía para vivir, 3) Necesidades de confort humano dentro de la hospitalización, 4) Agradecimiento verbalizado y escrito ante acompañamiento y preocupación, 5) Anhelos de ser cuidado como persona. Conclusiones: Enfermería se encuentra con un ser vulnerable que muestra necesidades físicas debilitadas, necesidades emocionales que requieren apoyo y confort humano, un ser que anhela y agradece al ser enfermera.

Introducción: Las enfermedades crónicas no transmisibles van en aumento, ocasionando discapacidad y dependencia en quien la padece, así como la necesidad de un cuidador. La cronicidad es un concepto que se ha analizado desde la mirada de la persona que la padece, dejando un vacío en la comprensión del significado para el cuidador. Objetivo: Comprender el significado de la cronicidad para las personas con Enfermedades crónicas no transmisibles y sus cuidadores informales. Materiales y métodos: Investigación cualitativa fenomenológica-hermenéutica según la propuesta de Van Manen, muestreo casual orientado por criterio, participaron 10 personas enfermas y 9 cuidadores. Los criterios de rigor de credibilidad y confirmabilidad, confiabilidad y la transferibilidad, garantizaron la calidad del estudio. Resultados: emergieron los siguientes temas: brindar y recibir cuidado como un acto de amor; unión de la familia; enfrentarse a la dureza; recibir, brindar y buscar apoyo; estar pendiente; cambio de vida; proceso de aprendizaje; una compañía para toda la vida; imponer restricciones, limitaciones y pérdidas. Conclusiones: el significado de la cronicidad para los cuidadores y las personas enfermas es complejo, dinámico y multidimensional; por lo tanto, es necesario realizar intervenciones que ayuden a mitigar el impacto que esta produce en la vida de este binomio.

Introducción: Las enfermeras han brindado cuidados a los pacientes con COVID-19, y muchas tuvieron que lidiar con este virus al ser infectadas. Objetivo: Describir las experiencias de las enfermeras en primera línea contagiadas con COVID-19 que recibieron atención domiciliaria. Método: Investigación cualitativa descriptiva, el tamaño de la muestra fue con 12 enfermeras infectadas con COVID-19 que recibieron tratamiento domiciliario en Chiclayo, Perú. El muestreo fue por la técnica de bola de nieve. Para recolectar los datos se utilizó la entrevista semiestructurada a través de los medios virtuales previo consentimiento informado. Resultados: Surgieron tres categorías: a) Incertidumbre ante modo de contagio, medios de diagnóstico, sintomatología y evolución por la COVID-19, b) Cuidados recuperativos en el hogar: tratamiento médico, uso de medicina tradicional y medidas de bioseguridad, y c) Impacto en la vida familiar, laboral, social, emocional y espiritual al sufrir de la COVID-19. Conclusiones: Las enfermeras presentaron síntomas leves de la COVID-19 y se recuperaron en su domicilio, cumplieron con el tratamiento médico, algunas usaron remedios caseros. Practicaron estrictamente las medidas de bioseguridad para evitar que su familia se contagie. Utilizaron la tecnología digital y reforzaron su fe para afrontar el impacto familiar, emocional y social.

Objeto del presente ensayo reflexivo: Mostrar y reflexionar sobre la utilidad que tiene la investigación cualitativa y/o fenomenológica en la atención del paciente que presenta diabetes. Desarrollo: la atención integral de una forma biopsicosocial, cultural y espiritual tanto al paciente como a la familia del mismo por parte del profesional sanitario, juega un papel importante a la hora de tener calidad de vida en el nuevo estilo de vida. Conclusiones y reflexiones finales: La investigación cualitativa en enfermería, ayuda a interpretar el sufrimiento del paciente, su relación con su entorno social y cultural y sus sentimientos e inquietudes dentro de la diabetes.

In the community in La Virgen de Sarapiquí, community outreach projects have been carried out from 2018 to 2024. The projects had the purpose of providing the participants with professional skills for the potential tourist visitation in the area due to the opening of El Ceibo of the Braulio Carrillo National Park. In the last three years, English courses have been taught in the community with the aim of promoting linguistic competences in their tourism ventures. This qualitative research evidences the lived experiences and perceptions of two participants in the process of learning and Practicing English in socio-productive activities, developed under this community outreach framework. For this descriptive case study, data were collected through semi-structured interviews, collages, and reflective narratives. Data were analyzed using thematic analysis and using NVivo as software for data coding. The results obtained include the context of the participants before taking the English courses, the perceptions of these people about the English courses, the experiences lived in the implementation of the language and job projections in relation to English. It was concluded that the learning of English was effective and its use in the socio-productive activities of the participants. Also, extension projects are key in the development of rural communities along with the implementation of project management principles such as quality, complexity, adaptability, and resilience; In addition, rigorous qualitative research allows a systematization with perspectives from the experiences and perceptions of the participants. [ABSTRACT FROM AUTHOR]

One of the demands of the academic community for the selection and accreditation processes of their members is to lead competitive research projects. Many young researchers face the challenge of being a “Principal Investigator” for the first time without prior experience or support. To this end, we believe that it is necessary to share experiences of presenting subsidized projects (also failures) among the academic community. The objective of this article is twofold: on the one hand, to consider the difficulty of structuring research projects to receive grants from the institutions and, on the other, to share and discuss strategies and complexities of the qualitative approach based on the project proposal made by the author. The referred project was presented in the 2021 call for "Proyectos de Generación de Conocimiento " of the Ministry of Science and Innovation of Spain. The proposal is based on the fact that the transition from modernity to post-modernity materialises in different dimensions and processes that are relevant to their study from the social sciences perspective. One of them is the management of imaginaries associated to motherhood as a representative institution of a particular geographical and historical context. Understanding the associated processes, representations and narratives on motherhood is one of the challenges concerning today's society as a whole, not just women and mothers. The general objective of this project is to delve into the narratives of women and mothers who break (or wish to break) with the practices and meanings associated with "traditional motherhood". Thus, we aim to explore the processes of change, continuity, and subversion in the motherhood management within the framework of advanced modern or post-modern societies. [ABSTRACT FROM AUTHOR]

The text contains an analysis and reflection exercise around some components of the epistemic model that delimits the 2022 Curriculum of the Degree in Special Education seen in the light of the complexity paradigm, as well as the relationship it has with the activities of teaching that some teachers still replicate in classrooms at the higher level; The recovery of some professional biographical components allows us to take advantage of this qualitative research tool to recover worrying information about what the teacher thinks and decides regarding his didactic work and the possible contradictions that may arise between the epistemic approach that supports the teacher training and what happens on a daily basis in the classroom; The constant reflection of doing and the presentation of some changes in teaching activities are also presented in this writing. [ABSTRACT FROM AUTHOR]

Introduction: The approval by the Portuguese Parliament, in December 2021, of the law applicable to Surrogate Pregnancy, raises reflection on the practical aspects in which the scheme will be implemented and the necessary guidelines for health professionals involved. For this reason, the following objectives were defined: to analyze a set of recommendations for clinical practice in surrogacy in countries with experience in the procedure and to promote a discussion with experts in Medically Assisted Reproduction. Material and Methods: A documental analysis of publications and official documents on the theme was conducted. This served as a basis for the qualitative design study based on focus groups with different professionals --physicians, and psychologists-- with experience in Medically Assisted Reproduction. The discussion was realized through sessions via Zoom®, held separately with the two focus groups. Results: In the debate, the experts made their appreciation and proposals for improvement concerning the initial version of the document resulting from the document analysis. Conclusion: A consolidated version of the set of guidelines for health professionals was obtained with the dimensions to evaluate and follow up with the surrogate and beneficiaries in Surrogacy. [ABSTRACT FROM AUTHOR]

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

The motivations of mothers of babies up to 2 years old to not offer technology during moments of care, interaction, and entertainment for their babies were investigated, as well as the guidance from professionals on the use of screens received by them. Individual interviews were conducted with eight mothers of babies aged between 3 and 23 months, of whom five were girls. From thematic analysis, it was identified that the participants related the use of screens to the needs of adults, not babies, and reported prioritizing interactive activities with their children. Even without receiving guidance from professionals on the use of screens by babies, the search for scientific knowledge on the subject influenced the choice of some mothers not to offer screens to their children. The results of this research indicate that it was not the guidance of professionals on the use of screens that influenced the participants' choice to do without these technologies but their characteristics. [ABSTRACT FROM AUTHOR]