Musculoskeletal Pain in the Neck and Lower Back Regions among PHC Workers: Association between Workload, Mental Disorders, and Strategies to Manage Pain.

Scientific evidence indicates that workers in the health sector are commonly exposed to work-related musculoskeletal pain. OBJECTIVES: We aimed to identify the relationship between the presence and intensity of musculoskeletal pain in the neck and lumbar regions reported by Primary Health Care (PHC) workers with workloads and occupational risks, analyze musculoskeletal pain in the presence and absence of self-reported mental disorders based on a medical diagnosis, and identify workers' strategies to manage pain. METHOD: This cross-sectional study addressed 338 health professionals working in PHC outpatient services in the extreme South of Brazil. One questionnaire addressed sociodemographic questions concerning occupation, occupational risks, and mental disorders. The Nordic Musculoskeletal Questionnaire was used to assess self-reported musculoskeletal pain. The National Aeronautics and Space Administration Task Load Index (NASA-TLX) measured the workload. A descriptive and inferential analysis was performed using SPSS version 21.0. RESULTS: Most (55.3%) participants reported neck and (64.5%) lower back pain in the previous 12 months, and 22.5% and 30.5% reported intense neck and lower back pain, respectively, in the previous 12 months. The results showed different independent associations with increased musculoskeletal pain among health workers. Dentists presented the highest prevalence of neck pain, while female workers presented the highest prevalence of lower back pain. Furthermore, the perception of ergonomic risk and virtually all self-reported mental disorders (except panic syndrome for neck pain) were associated with pain in the neck and lower back regions and a higher frustration level (mental demand). Additionally, professionals with graduate degrees, nurses, and professionals working the longest in PHC services reported seeking complementary therapies more frequently, while physicians and those with self-reported mental disorders self-medicated more frequently.

O ensino do processo de enfermagem na ótica dos docentes / The teaching of nursing process from the perspective of professors / La enseñanza del proceso de enfermería desde la perspectiva de los docentes

Objetivo: conhecer como vem sendo ensinado o Processo de Enfermagem por docentes. Método: estudo exploratório, descritivo, com abordagem qualitativa. A produção de dados foi realizada por meio da aplicação de um questionário e realização de entrevista semiestruturada. Participaram 14 docentes de uma instituição pública do extremo sul do Rio Grande do Sul, após a aprovação do projeto de pesquisa pelo Comitê de Ética em Pesquisa, parecer 174/2011. Depois de transcritas, as entrevistas foram lidas, relidas e analisadas, com base na análise textual discursiva. Resultados: pôde-se constatar que os docentes não ensinam nem exigem a utilização do Processo de Enfermagem de forma completa pelos discentes. São utilizadas apenas algumas das etapas do Processo de Enfermagem, sendo dada prioridade à evolução de enfermagem. Conclusão: não existe consenso entre os docentes quanto à abordagem de ensino do Processo de Enfermagem. Além disso, há pouca adesão nos cenários de práticas, o que pode dificultar o aprendizado do discente, com repercussões para o futuro profissional.(AU)

Objective: to get to know how Nursing Process is being taught at undergraduate level. Method: this is a descriptive, exploratory, qualitative study. Data were collected through administration of a questionnaire and through semi-structured interviews with 14 professors who taught at a public institution in the South of Rio Grande do Sul. The research project was approved by the Research Ethics Committee, opinion 174/2011. The interviews were first transcribed, then read, reread and analyzed using discursive textual analysis. Results: we found that professors do not teach nor require students to fully use Nursing Process. Only a few steps of nursing process are used and priority is given to the evolution of nursing. Conclusion: There is no consensus among professors as to what approach should be used in the teaching of Nursing Process. In addition, there is poor adherence to it in practical settings, which hinders the learning process and could have repercussions for their future professional lives.(AU)

Objetivo: conocer cómo se enseña el proceso de enfermería. Método: se trata de un estudio exploratorio, descriptivo, cualitativo. La recolección de los datos se llevó a cabo mediante un cuestionario y entrevistas semi-estructuradas a 14 profesores de una institución pública en el sur del estado de Rio Grande do Sul. El proyecto de investigación fue aprobado por el Comité de Ética en Investigación, opinión 174/2011. Una vez transcritas las entrevistas, se procedió a la lectura, relectura y análisis de las mismas, por medio de técnicas de análisis textual discursiva. Resultados: se constató que los profesores no enseñan ni requieren el uso integral del Proceso de Enfermería por los estudiantes. Solamente algunas etapas del proceso de enfermería son utilizadas, dándose prioridad a la evolución de enfermería. Conclusión: no hay consenso entre los profesores sobre qué abordaje debe ser utilizado en la enseñanza del proceso de enfermería. Además, hay poca adherencia al PE en los escenarios de prácticas, lo que puede dificultar el aprendizaje de los estudiantes y tener repercusiones en su futuro desempeño profesional.(AU)