Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study.

BACKGROUND: Critical reflection is an effective learning strategy that enhances clinical nurses' reflective practice and professionalism. Therefore, training programs for nurse educators should be implemented so that critical reflection can be applied to nursing education. This study aimed to investigate the effects of a critical reflection competency program for clinical nurse educators on improving critical thinking disposition, nursing reflection competency, and teaching efficacy. METHODS: A pilot study was conducted using a pre- and post-test control-group design. Participants were clinical nurse educators recruited using a convenience sampling method. The program was conducted once a week for 90 min, with a total of four sessions. The effectiveness of the developed program was verified by analyzing pre- and post-test results of 26 participants in the intervention group and 27 participants in the control group, respectively. The chi-square test, independent t-test, Mann-Whitney U test, and analysis of covariance with age as a covariate were conducted. RESULTS: The critical thinking disposition and teaching efficacy of the intervention group improved after the program, and the differences between the control and intervention groups were statistically significant (F = 14.751, p < 0.001; F = 11.047, p < 0.001). There was no significant difference in the change in nursing reflection competency between the two groups (F = 2.674, p = 0.108). CONCLUSION: The critical reflection competency program was effective in improving the critical thinking disposition and teaching efficacy of nurse educators. Therefore, it is necessary to implement the developed program for nurse educators to effectively utilize critical reflection in nursing education.

Impact of a novel online learning module on specialist palliative care nurses' pain assessment competencies and patients' reports of pain: Results from a quasi-experimental pilot study.

BACKGROUND: Pain is a complex multidimensional phenomenon moderated by consumer, provider and health system factors. Effective pain management cuts across professional boundaries, with failure to screen and assess contributing to the burden of unrelieved pain. AIM: To test the impact of an online pain assessment learning module on specialist palliative care nurses' pain assessment competencies, and to determine whether this education impacted positively on palliative care patients' reported pain ratings. DESIGN: A quasi-experimental pain assessment education pilot study utilising 'Qstream©', an online methodology to deliver 11 case-based pain assessment learning scenarios, developed by an interdisciplinary expert panel and delivered to participants' work emails over a 28-day period in mid-2012. The 'Self-Perceived Pain Assessment Competencies' survey and chart audit data, including patient-reported pain intensity ratings, were collected pre-intervention (T1) and post-intervention (T2) and analysed using inferential statistics to determine key outcomes. SETTING/PARTICIPANTS: Nurses working at two Australian inpatient specialist palliative care services in 2012. RESULTS: The results reported conform to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Guidelines. Participants who completed the education intervention ( n = 34) increased their pain assessment knowledge, assessment tool knowledge and confidence to undertake a pain assessment ( p < 0.001). Participants were more likely to document pain intensity scores in patients' medical records than non-participants (95% confidence interval = 7.3%-22.7%, p = 0.021). There was also a significant reduction in the mean patient-reported pain ratings between the admission and audit date at post-test of 1.5 (95% confidence interval = 0.7-2.3) units in pain score. CONCLUSION: This pilot confers confidence of the education interventions capacity to improve specialist palliative care nurses' pain assessment practices and to reduce patient-rated pain intensity scores.

Influência da prática assistencial em enfermagem no trabalho docente / The impact of nursing care practices on teaching work / La influencia de la práctica asistencial en enfermería en la labor docente

RESUMO: Objetivo: compreender a influência da prática assistencial em enfermagem no trabalho docente. Método: pesquisa qualitativa descritiva e exploratória, com 12 docentes concursados, atuantes nos cursos de graduação e técnico em enfermagem em uma instituição pública de ensino, na região sul do Brasil. Os dados foram coletados de junho a dezembro de 2022 por meio da técnica de grupo focal e entrevistas individuais. Para tratamento dos dados, empregou-se a Análise de Conteúdo Temática de Bardin com o auxílio do software Atlas.ti. Resultados: emergiram duas categorias: experiência profissional na assistência e cuidar como parte do ensino. Considerações finais: o estudo destaca a relevância da prática assistencial na formação docente em enfermagem e alerta sobre os riscos de transferir o cuidado assistencial para a sala de aula, visando preservar o processo de trabalho do docente e a formação de profissionais na área.

ABSTRACT Objective: To understand the impact of nursing care practices on the efficacy of teaching work. Method: A qualitative, descriptive, and exploratory study with 12 professors working in undergraduate and technical nursing courses at a public teaching institution in southern Brazil. Data was collected from June to December 2022 using the focus group technique and individual interviews. Bardin's Thematic Content Analysis was used to process the data using Atlas.ti software. Results: Two categories emerged: professional experience in care and care as part of teaching. Final considerations: The study highlights the relevance of care practice in nursing teacher training and warns of the risks of transferring care to the classroom to preserve the teacher's work process and the training of professionals in the area.

RESUMEN Objetivo: comprender la influencia de la práctica asistencial de enfermería en la labor docente. Método: estudio cualitativo, descriptivo y exploratorio con 12 profesores que trabajan en carreras de enfermería de graduación y tecnicaturas en una institución pública de enseñanza en la región sur de Brasil. Los datos se recopilaron de junio a diciembre de 2022 mediante la técnica de grupos de discusión y entrevistas individuales. Se utilizó el Análisis Temático de Contenido de Bardin para procesar los datos, utilizando el software Atlas.ti. Resultados: surgieron dos categorías: la experiencia profesional en la asistencia y el cuidado como parte de la enseñanza. Consideraciones finales: el estudio destaca la relevancia de la práctica asistencial en la formación docente de enfermería y advierte de los riesgos de trasladar los cuidados asistenciales al aula, con el fin de preservar el proceso de trabajo docente y la formación de los profesionales del área.

Libro "Fractura de cadera en el adulto mayor": recurso de aprendizaje para el médico general / Book "Hip fracture in the elderly": learning resource for the general practitioner

Fundamento: los medios de enseñanza constituyen uno de los ejes vertebrales de las acciones en cualquiera de los niveles de la educación. Objetivo: mostrar los fundamentos teóricos del libro: "Fractura de cadera en el adulto mayor", como recurso de aprendizaje para la superación profesional del médico de familia. Métodos: se realizó una investigación con enfoque cualitativo en la Universidad de Ciencias Médicas "Dr. Zoilo Marinello Vidaurreta" de Las Tunas en el año 2021. Se emplearon métodos del nivel teórico para la fundamentación teórica; y empírico: análisis documental para verificar los nexos y relaciones que se ofrecen en los referentes teóricos relacionados con las características que debe poseer un libro de texto como medio de enseñanza en el proceso docente educativo, su importancia, ventajas y fundamentos. Se utilizó el criterio de expertos para valorar su pertinencia, factibilidad y estructura metodológica. Resultados: se presenta un libro diseñado como recurso del aprendizaje para la superación profesional, contiene las particularidades del contenido que se desea enseñar y lo que necesitan aprender los médicos de familia sobre la atención al adulto mayor con fractura de cadera. Está estructurado en trece capítulos con predominio de interrogantes que son respondidas con precisión y claridad. Se resaltan los fundamentos teóricos que lo sustentan. Conclusiones: se mostraron los principales fundamentos teóricos del libro "Fractura de cadera en el adulto mayor", como medio de enseñanza para la superación profesional del médico de familia y se resaltaron sus principales ventajas como componente didáctico del proceso docente educativo.

Background: the teaching means constitute one of the backbones of the actions at any level of education. Objective: to show the theoretical foundations of the book: "Hip fracture in the elderly", as a learning resource for the professional improvement of the family doctor. Methods: a research with a qualitative approach was carried out at "Dr. Zoilo Marinello Vidaurreta" University of Medical Sciences from Las Tunas in 2021. Theoretical methods were used for the theoretical foundation; and documentary analysis as an empirical one to verify the links and relationships that are offered in the theoretical references related to the characteristics that a textbook must have as a teaching medium in the educational process, its importance, advantages and foundations. Expert criteria were used to assess its relevance, feasibility and methodological structure. Results: a book designed as a learning resource for professional improvement is presented; it contains the particularities of the content to be taught and what family doctors need to learn about care for the elderly with hip fracture. It is structured in thirteen chapters with a predominance of questions which are answered with precision and clarity. Its theoretical foundations are highlighted. Conclusions: the main theoretical foundations of the book "Hip fracture in the elderly" were shown as a teaching tool for the professional improvement of the family doctor and its main advantages as a didactic component of the educational teaching process were highlighted.

Formación docente en los médicos de la atención primaria de salud / Teaching training in primary health care physicians

Fundamento: el nivel académico superior en la atención primaria de salud tiene importante repercusión en la formación de los futuros profesionales, por lo que es necesario atender las necesidades de superación pedagógica con vistas a perfeccionar la competencia y desempeño en esta tarea. Objetivo: diagnosticar las necesidades de superación pedagógica en médicos de la atención primaria de salud pertenecientes al Policlínico Universitario "Juana Naranjo León" de Sancti Spíritus, Cuba. Métodos: se realizó un estudio observacional, descriptivo, de corte transversal. Su contexto fueron los escenarios docentes asistenciales del Policlínico Universitario "Juana Naranjo León" de Sancti Spíritus, en el período comprendido de 2020-2021. Para fundamentar la investigación se utilizaron métodos teóricos (análisis-síntesis e inducción-deducción) y empíricos (revisión documental y cuestionario). Se emplearon procedimientos de estadística descriptiva (frecuencia absoluta y relativa), para el análisis e interpretación de los resultados. Resultados: se evidenció limitada preparación docente e insuficiente desempeño en la formación educativa para garantizar la calidad del proceso enseñanza aprendizaje, a partir de la baja categorización y el escaso número de actividades e investigaciones de corte académico. Conclusiones: el estudio realizado permitió conocer el estado actual de los conocimientos y preparación docente-metodológica del claustro de la institución en el primer nivel de atención médica. Estos profesionales requieren atención prioritaria para el desempeño formativo, y alcanzar con ello la excelencia en el proceso docente-educativo.

Background: the higher academic level in primary health care has an important impact on the training of future professionals, so it is necessary to meet the needs of pedagogical improvement with a view to improving competence and performance in this task. Objective: to diagnose the needs for pedagogical improvement in PHC doctors belonging to the "Juana Naranjo León" University Polyclinic in Sancti Spíritus, Cuba. Methods: an observational, descriptive, cross-sectional study was carried out. Its context was the teaching assistance scenarios of the "Juana Naranjo León" University Polyclinic in Sancti Spíritus, from 2020 to 2021. Theoretical methods were used to support the research: (analysis-synthesis and induction-deduction) and empirical ones (documentary review and questionnaire). Descriptive statistical procedures (absolute and relative frequency) were used for the analysis and interpretation of the results. Results: limited teaching preparation and insufficient performance in educational training were evidenced to guarantee the quality of the teaching-learning process, taking into account the low categorization and the small number of activities and academic research. Conclusions: the study allowed us to know the current state of knowledge and teaching-methodological preparation of the teaching staff of the institution at the first level of medical care, which require priority attention for training performance, and thereby achieve excellence in the teaching-learning process.

Competencias percibidas y necesidades de aprendizaje en enfermeros del Hospital Docente de Oncología "María Curie" / Perceived competencies and learning needs in nurses at the "María Curie" Oncology Teaching Hospital

RESUMEN Fundamento: reviste importancia la permanente superación de los profesionales de la salud sobre la base de la identificación de sus necesidades de aprendizaje. Objetivo: determinar las competencias percibidas y las necesidades de aprendizaje en el personal de enfermería del Hospital Docente de Oncología "María Curie". Métodos: se realizó un estudio descriptivo, transversal con un enfoque cualicuantitativo, en el periodo junio-diciembre de 2021. Fueron utilizados métodos teóricos y empíricos. Se aplicó un cuestionario y los datos obtenidos se resumieron en porcientos, utilizando la estadística descriptiva. Fue empleada además la técnica "lista de habilidades". Resultados: los sujetos estudiados ponderaron sus competencias técnicas, cognitivas y emocionales, en ese orden; sus valoraciones están mediadas por el servicio en el que laboran los profesionales. El 50 % de las necesidades de aprendizaje identificadas se dirige a las competencias emocionales, 30 % a las cognitivas y 20 % a las técnicas. En correspondencia con lo anterior, las necesidades de aprendizaje están dirigidas al conocimiento y control de las emociones, la comunicación y el autocuidado. Conclusiones: se determinaron las necesidades de aprendizaje y las principales competencias cognitivas, técnicas y emocionales percibidas, de los profesionales de enfermería del Hospital Docente de Oncología "María Curie".

ABSTRACT Background: the permanent improvement of health professionals based on the identification of their learning needs is of great importance. Objective: to determine the perceived competencies and learning needs of the nursing staff of the "María Curie" Oncology Teaching Hospital. Methods: a descriptive, cross-sectional study with a qualitative-quantitative approach was carried out from June to December 2021. Theoretical and empirical methods were used. The survey was applied as an empirical method in the form of a questionnaire and the data obtained were summarized in percentages, using descriptive statistics. The skill list technique was also used. Results: the subjects studied stand out their technical, cognitive and emotional skills, in that order. 50% of the identified learning needs are addressed to emotional skills, 30% to cognitive skills and 20% to technical skills. The assessment of competencies is mediated by the service in which the professionals work. In correspondence with the above, the learning needs are directed to the knowledge and control of emotions, communication and self-care. Conclusions: the learning needs and the main perceived cognitive, technical and emotional competencies of the nursing professionals of the "María Curie" Oncology Teaching Hospital were determined.

Marcos históricos e legais da educação profissional técnica de nível médio em enfermagem no Brasil ao longo de 90 anos / Historical and legal landmarks of middle-level technical professional education in nursing in Brazil over 90 years / Hitos históricos y jurídicos de la formación profesional técnica secundaria en enfermería en Brasil a lo largo de 90 años

Objetivo: identificar e descrever os marcos históricos e legais da educação profissional técnica em enfermagem no Brasil de 1931 a 2021. Métodos: pesquisa descritiva, do tipo documental, que utilizou a abordagem sistemática para o método de pesquisa histórica. Resultados: ao longo dos 90 anos investigados, foram localizados 84 documentos, os quais foram sistematizados cronologicamente em cinco períodos históricos. A análise desses documentos evidenciou que a trajetória legal da formação técnica em enfermagem foi marcada por projetos políticos contraditórios, avanços e retrocessos. Considerações finais: o delineamento legal da formação de nível técnico em enfermagem vem sofrendo influência do contexto sociopolítico-econômico do país, o que afeta diretamente os desdobramentos da profissão. Nessa perspectiva, evidencia-se o desafio histórico de alinhar as políticas às necessidades da população. Desse modo, é necessário resgatar o engajamento, principalmente da esfera pública, com uma formação que supere a dualidade da profissão, com competências diversas condizentes às possibilidades da atuação profissional.

Objective: to identify and describe the historical and legal frameworks of technical professional education in nursing in Brazil, from 1931 to 2021. Method: a descriptive and documentary research, which used the systematic approach to the historical research method. Results: over the 90 years investigated, we identified 84 documents, which were chronologically systematized in five historical periods. The analysis of these documents showed that the legal trajectory of technical training in nursing was marked by contradictory political projects, advances and setbacks. Final considerations: the legal design of technical level training in nursing has been influenced by the socio-political-economic context of the country, which directly affects the unfolding of the profession. From this perspective, the historical challenge of aligning policies to the population's needs is evident. Thus, it is necessary to rescue the engagement, especially in the public sphere, with a training that overcomes nursing duality, with diverse skills consistent with the possibilities of professional activity.

Objetivo: identificar y describir los marcos históricos y legales de la formación técnico profesional en enfermería en Brasil, de 1931 a 2021. Método: una investigación descriptiva y documental, que utilizó el enfoque sistemático del método de investigación histórica. Resultados: a lo largo de los 90 años investigados, se localizaron 84 documentos, los cuales fueron sistematizados cronológicamente en cinco periodos históricos. El análisis de estos documentos mostró que la trayectoria legal de la formación técnica en enfermería estuvo marcada por proyectos políticos contradictorios, avances y retrocesos. Consideraciones finales: el diseño legal de la formación de nivel técnico en enfermería ha sido influenciado por el contexto socio-político-económico del país, lo que incide directamente en el desenvolvimiento de la profesión. Desde esta perspectiva, se evidencia el desafío histórico de alinear las políticas a las necesidades de la población. De esta forma, es necesario rescatar el compromiso, especialmente en el ámbito público, con una formación que supere la dualidad de la profesión, con competencias diversas acordes con las posibilidades de la actividad profesional.

Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey.

BACKGROUND: Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. OBJECTIVE: The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. METHODS: A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator's personal social media accounts including Twitter, LinkedIn, and WhatsApp. RESULTS: A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. CONCLUSIONS: Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development.

Coordenação pedagógica na educação profissional técnica em enfermagem: implicações para o Sistema Único de Saúde / coordinación pedagógica en la formación técnica profesional en enfermería: implicaciones para el Sistema Único de Salud / Pedagogical coordination in technical professional education in nursing: implications for the Unified Health System

Objetivo: Refletir sobre as implicações da coordenação pedagógica na educação profissional técnica em enfermagem a partir de vivência em uma disciplina de graduação sobre a formação pedagógica do enfermeiro em consonância com o Sistema Único de Saúde (SUS). Método: Reflexão teórica baseada em portfólio reflexivo para construção do conhecimento sobre a prática pedagógica do enfermeiro/supervisor de estágio. Resultados: A reflexão produzida pela análise do portfólio em relação à coordenação pedagógica para a formação de técnicos de enfermagem no contexto do SUS permitiu que os relatos fossem agrupados em quatro temas: A coordenação pedagógica na lógica da formação em saúde; os papéis e atribuições do coordenador pedagógico; os desafios enfrentados pelo coordenador pedagógico e, finalidades da coordenação pedagógica. Conclusão: A coordenação pedagógica na educação profissional técnica em Enfermagem está presente em ações amplas que influenciam processos de ensino-aprendizagem dos estudantes, a assistência em saúde e os agentes envolvidos(AU)

Objective: Reflect on the implications of pedagogical coordination in technical professional education in nursing from experience in an undergraduate course on the pedagogical training of nurses in line with the Unified Health System, better known by the acronym SUS. Method: Theoretical reflection based on a reflective portfolio to build knowledge about the pedagogical practice of the internship nurse/supervisor. Results: The reflection produced by the analysis of the portfolio in relation to the pedagogical coordination for the training of nursing technicians in the context of the SUS allowed the reports to be grouped into four themes: Defining pedagogical coordination; The roles and responsibilities of the pedagogical coordinator; The challenges faced by the pedagogical coordinator; and, The purpose of pedagogical coordination. Conclusion: Pedagogical coordination in technical professional education in nursing is present in broad actions that influence students' teaching-learning processes, health care and the agents involved.(AU)

Objetivo: Reflexionar sobre las implicaciones de la coordinación pedagógica en la formación técnica profesional en enfermería en un curso de graduación sobre la formación pedagógica del enfermero en consonancia con el Sistema Único de Salud (SUS). Método: Reflexión teórica de un portafolio reflexivo para la construcción de conocimientos sobre la práctica pedagógica de la enfermera/supervisora en prácticas. Resultados: La reflexión que produce el análisis del portafolio en relación a la coordinación pedagógica para la formación de técnicos de enfermería en el contexto del SUS permitió agrupar los informes en cuatro temas: Definición de la coordinación pedagógica; Roles y atribuciones del coordinador pedagógico; Desafíos que enfrenta el coordinador pedagógico y Propósito de la coordinación pedagógica. Conclusión: La coordinación pedagógica en la formación técnica profesional en enfermería está presente en amplias acciones que influencian la enseñanza-aprendizaje, la atención de la salud y los agentes implicados(AU)

Covid-19 e burnout em enfermeiros residentes de um hospital universitário / Covid-19 and burnout in resident nurses at a university hospital / Covid-19 y burnout en enfermeros residentes de un hospital universitario

Objetivo: analisar a ocorrência de burnout em enfermeiros residentes de unidades Covid-19 de um hospital universitário. Método: quantitativo, descritivo do tipo transversal com uma amostra de 40 enfermeiros residentes de um hospital universitário público situado no município do Rio de Janeiro. A coleta de dados foi realizada de outubro a dezembro de 2020, via Google Forms, mediante instrumento de caracterização da amostra e o Maslach Burnout Inventory - Human Services Survey. Resultados: prevaleceram residentes do sexo feminino, casados e maiores de 25 anos. Verificou-se que 12,5% da amostra preencheram os critérios para burnout com risco de desenvolvimento da síndrome devido a altos escores em exaustão emocional (55%), médios em despersonalização (47,5%) e baixa realização profissional (20%). Conclusão: a pandemia aumentou os riscos de burnout na amostra, tornando-se necessário investimentos em suporte social e técnico por parte das instituições formadoras de modo a minimizar o adoecimento.

Objective: to analyze the occurrence of burnout among resident nurses at Covid-19 units of a university hospital. Method: in this quantitative, descriptive, cross-sectional study of a sample of 40 nurses residing in a public university hospital in Rio de Janeiro city, data were collected from October to December 2020 on Google Forms, using an instrument to characterize the sample and the Maslach Burnout Inventory - Human Services Survey. Results: the residents were predominantly female, married and over 25 years old. Scores for emotional exhaustion were high (55%), for depersonalization, average (47.5%) and for professional achievement, low (20%), and 12.5% of the sample met the criteria for burnout with risk of developing the syndrome. Conclusion: the pandemic increased burnout risks in the sample, requiring educational institutions to invest more in social and technical support to minimize illness.

Objetivo: analizar la ocurrencia de burnout en enfermeras residentes en unidades Covid-19 de un hospital universitario. Método: cuantitativo, descriptivo del tipo transversal con una muestra de 40 enfermeros residentes de un hospital universitario público ubicado en la ciudad de Río de Janeiro. La recolección de datos se realizó de octubre a diciembre de 2020, vía Google Forms, utilizando un instrumento para caracterizar la muestra y el Maslach Burnout Inventory - Human Services Survey. Resultados: predominaron residentes del sexo femenino, casadas y mayores de 25 años. Se encontró que el 12,5% de la muestra cumplía con los criterios de burnout con riesgo de desarrollar el síndrome debido a puntuaciones altas en agotamiento emocional (55%), medianas en despersonalización (47,5%) y bajas en realización profesional (20%). Conclusión: la pandemia aumentó los riesgos de burnout en la muestra, volviendo necesario realizar inversiones en apoyo social y técnico por parte de las instituciones educativas para minimizar la enfermedad.

Registered Nurses' Patient Education in Everyday Primary Care Practice: Managers' Discourses.

Nurses' patient education is important for building patients' knowledge, understanding, and preparedness for self-management. The aim of this study was to explore the conditions for nurses' patient education work by focusing on managers' discourses about patient education provided by nurses. In 2012, data were derived from three focus group interviews with primary care managers. Critical discourse analysis was used to analyze the transcribed interviews. The discursive practice comprised a discourse order of economic, medical, organizational, and didactic discourses. The economic discourse was the predominant one to which the organization had to adjust. The medical discourse was self-evident and unquestioned. Managers reorganized patient education routines and structures, generally due to economic constraints. Nurses' pedagogical competence development was unclear, and practice-based experiences of patient education were considered very important, whereas theoretical pedagogical knowledge was considered less important. Managers' support for nurses' practical- and theoretical-based pedagogical competence development needs to be strengthened.

Superación sobre calidad de vida del cuidador familiar: su pertinencia en la profesión de Enfermería / Training in family caregivers' quality of life: relevance of it to the nursing profession

RESUMEN Fundamento: la superación ha de ser una preocupación constante en la profesión de enfermería. Sus modelos y teorías constituyen el sustento de su desempeño asistencial y su actuación en la atención a la calidad de vida, no solo del paciente sino del cuidador familiar. Objetivo: diseñar un curso de superación dirigido a los enfermeros del servicio de hemodiálisis para la atención de la calidad de vida del cuidador familiar, desde modelos teóricos. Métodos: se realizó un estudio prospectivo con enfoque cuanticualitativo en el servicio de hemodiálisis del Hospital Clínico Quirúrgico Universitario "Arnaldo Milián Castro", en Villa Clara, en el curso 2019-2020. Se utilizaron métodos teóricos: histórico-lógico, analítico-sintético, inductivo-deductivo y sistémico-estructural; empíricos: análisis documental, observación no participante y encuesta en forma de cuestionario; y matemático-estadísticos. Resultados: la aplicación de los instrumentos permitió caracterizar a los enfermeros y determinar que existe poco conocimiento sobre las dimensiones de calidad de vida, y nulo con respecto a la satisfacción de las necesidades del cuidador principal, además se reveló desconocimiento sobre las teorías y modelos de la enfermería, por lo que se diseñó un curso de superación el cual fue valorado por evaluadores externos. Conclusiones: el curso resultó pertinente ya que ofrece solución a problemas medulares del desempeño enfermero y su preparación teórico-práctica para la atención al cuidador del paciente en hemodiálisis, responde a sus necesidades y está en correspondencia con las demandas ministeriales.

ABSTRACT Background: training must be a constant concern for nursing profession. Patterns and theories related to it are the basis of care performance and on the way of proceeding in relation to quality of life cares, not only with regard to the patient but also to the family caregiver. Objective: to design a training course aimed at nursing professionals from the hemodialysis service emphasizing on the quality of life of family caregiver, from theoretical models. Methods: a prospective study with a qualitative comparative approach was carried out in the hemodialysis service at the "Arnaldo Milián Castro" Clinical Surgical University Hospital, in Villa Clara, during the 2019-2020 academic year. Theoretical methods were used: historical-logical, analytical-synthetic, inductive-deductive and systemic-structural; empirical methods: documentary analysis, non-participant observation and questionnaire survey; and mathematical-statistical methods. Results: the use of research tools has made possible to characterize nursing professionals and to determine that there is little knowledge in relation to quality of life aspects, and none regarding meeting the needs of the primary caregiver. In addition, a lack of knowledge about the theories and nursing models, was disclosed so a training course was designed, which was assessed by external evaluators. Conclusions: the training course was relevant since solutions to key performance issues for nursing professionals as well as the theoretical and practical training in hemodialysis patient's caregiver health cares, are provided. This training course is according to his/her needs and it is in correspondence with the requirements of the Ministry of Health.

Percepción de los estudiantes de la carrera de Medicina sobre su formación profesional / Medical students' perception of the professional training they were taught

RESUMEN Fundamento: los estudiantes constituyen una fuente de información básica para evaluar la calidad de su formación profesional, señalando sus fortalezas y debilidades, las cuales pueden ser utilizadas con vistas al mejoramiento del proceso formativo. Objetivo: describir la percepción estudiantil sobre la calidad de su formación profesional al terminar el 5to año de la carrera de Medicina del Plan de Estudio Perfeccionado de 2013, en la Facultad de Medicina de la Universidad de Ciencias Médicas de Villa Clara. Métodos: se realizó un estudio descriptivo entre septiembre-noviembre de 2019. Se emplearon métodos teóricos: análisis-síntesis e inducción-deducción; empíricos: análisis de documentos y encuesta en forma de cuestionario a estudiantes y docentes. Para la propuesta de mejora se aplicó la técnica "tormenta de ideas". Resultados: la percepción estudiantil sobre su preparación recibió evaluación de 4, las mayores insuficiencias estuvieron en la realización del examen físico en Cirugía y Urología, algunas formas de organización de la docencia, indicación del tratamiento médico y la realización de habilidades y técnicas diagnósticas y terapéuticas. Entre las barreras más identificadas estuvieron la masividad en las matrículas, el escaso tiempo e insuficiente entrenamiento para alcanzar habilidades prácticas en algunas estancias y la insuficiente función tutorial de algunos docentes. Conclusiones: la percepción estudiantil respecto a la calidad de su formación se puede calificar de buena, aunque se señalaron algunas carencias. El estudio realizado contribuye a continuar perfeccionando el proceso docente educativo en aras de lograr un egresado de las ciencias médicas cada día más competente.

ABSTRACT Background: students are a basic source of information for evaluating the quality of the professional training they were taught, by pointing out their strengths and weaknesses, which can be used to improve the training process. Objective: to describe the student's perception of the quality of the professional training they were taught at the end of the 5th year of the Medical Career according to the 2013 Advanced Study Plan, in the Medical Faculty at the University of Medical Sciences in Villa Clara. Methods: from September to November, 2019, a descriptive study was conducted . Theoretical methods were used: analysis-synthesis and induction-deduction; empirical methods: analysis of documents and questionnaire survey used to collect information from students and teachers. The "brainstorming" technique was used to make it a better proposal. Results: the student's perception of the quality of the professional training they were taught, achieved grade 4. The biggest deficiencies had to do with physical examination performance in Surgery and Urology, some ways through which the teaching learning process is managed, medical prescription and in aspects related with diagnostic and therapeutic skills performance as well as techniques. Among the most important obstacles were: massive number of registrations, the limited time and insufficient training for students to achieve practical skills in some stages and the inadequate tutorial function of some teachers. Conclusions: student's perception of the quality of the professional training they were taught can be considered good, although some shortcomings were noted. Research result is a contribution for a better teaching learning process so as to have an increasingly competent physician.

Nursing education: mapping in the perspective of transformation / Educación en enfermería: el mapa en la perspectiva de la transformación / Educação em enfermagem: mapeamento na perspectiva de transformação

ABSTRACT Objective: to construct a theoretical, field and analysis mapping of nursing education in the context of public education policies in Brazil. Method: a descriptive study with a mixed approach of investigation, having as theoretical-analytical instruments the studies on maps construction (theoretical, field and analytical), which allowed the distribution, imbalances, tendencies and contradictions verification of the phenomenon studied. Results: the disordered expansion of vacancies in nursing has been occurring in a disorganized, asymmetric way and directed to the distancing of the State in the assistance to the educational sector, as well as the consequent privatization of education and reaffirmation of social imbalance of regions with the lowest economic power. Final considerations: the study made technological, scientific and academic contributions possible and showed that public policies directed intense and disorderly expansion of courses/vacancies, indicating the need to establish strategies that can promote actions to strengthen the quality of nursing education.

RESUMEN Objetivo: construir un mapeo teórico, de campo y de análisis del área de la Educación en Enfermería, en el contexto de las políticas públicas de educación, en Brasil. Método: el estudio descriptivo con enfoque mixto de investigación, teniendo como referencial teórico-analítico los estudios sobre la construcción de mapas (teórico, de campo y analítico) que permitieron la verificación de la distribución, desequilibrios, tendencias y contradicciones del fenómeno estudiado. Resultados: la expansión desordenada de vacantes en el área de enfermería viene ocurriendo de forma desorganizada, asimétrica y dirigida al distanciamiento del Estado en la atención al sector educativo, así como la consiguiente privatización de la enseñanza, además de la reafirmación del desequilibrio social de las regiones de menor poder económico. Consideraciones finales: o el estudio posibilitó contribuciones tecnológicas, científicas y académicas, y evidenció que políticas públicas dirigieron intensa y desordenada expansión de cursos/vacantes, indicando la necesidad del establecimiento de estrategias que puedan promover acciones para el fortalecimiento de la calidad de la educación en Enfermería.

RESUMO Objetivo: construir um mapeamento teórico, de campo e de análise da área da Educação em Enfermagem, no contexto das políticas públicas de educação, no Brasil. Método: estudo descritivo com abordagem mista de investigação, tendo como instrumental teórico-analítico os estudos sobre a construção de mapas (teórico, de campo e analítico) que permitiram a verificação da distribuição, desequilíbrios, tendências e contradições do fenômeno estudado. Resultados: a expansão desordenada de vagas na área da Enfermagem vem ocorrendo de forma desorganizada, assimétrica e direcionada ao distanciamento do Estado no atendimento ao setor educacional, assim como a consequente privatização do ensino, além da reafirmação do desequilíbrio social das regiões de menor poder econômico. Considerações finais: o estudo possibilitou contribuições tecnológicas, científicas e acadêmicas, e evidenciou que políticas públicas direcionaram intensa e desordenada expansão de cursos/vagas, indicando a necessidade do estabelecimento de estratégias que possam promover ações para o fortalecimento da qualidade da educação em Enfermagem.

Competencias transversales en la formación de los profesionales médicos. Una revisión / Cross-cutting Competencies in Medical Professional Training. A Review / Competências transversais na formação de profissionais médicos. Uma revisão

El presente artículo discute el proceso de formación del profesional médico en Colombia y sus posibles estrategias de enseñanza y tiene como fin problematizar el documento de política pública Perfiles y competencias profesionales de la salud, elaborado por el Ministerio de Salud y Protección Social y la Academia Nacional de Medicina a través de la selección de las competencias que correspondían con la relación social y la comunicación, propias de la atención médica: reconocimiento del contexto y relaciones interpersonales. Para esto se hizo una revisión documental a través de la búsqueda, selección y análisis de artículos académicos que trabajaran las posibles estrategias de enseñanza de las competencias mencionadas. Como conclusiones destacan la reflexión permanente que se ha hecho sobre el tema, así como la urgencia de trascender de la formación biológica hacia una formación más integral; no obstante, son pocas las reflexiones que concretan propuestas específicas de cómo lograrlo. De igual manera, existe un vacío sobre la definición y los alcances del concepto de integralidad y una falta de consenso en la forma de llamar aquellas competencias que le apuntan a esta.

This article discusses the process of training medical professionals in Colombia and their possible teaching strategies. Besides, it sought to problematize the public policy document "Profiles and Professional Competencies of Health" (Prepared by the Ministry of Health and Social Protection and the National Academy of Medicine) through the selection of competencies that corresponded to the social relationship and communication that constitute medical care: Recognition of Context and Interpersonal Relationships. For this purpose, a documentary review was done through the search, selection, and analysis of academic articles that worked on the possible teaching strategies for the mentioned competences. Among the conclusions, it stands out the permanent reflection that has been done on the subject, as well as the urgency of transcending biological formation towards a more integral formation. However, a few reflections define specific proposals on how to achieve it. Likewise, there is a gap in the definition and scope of the integrality concept or even a consensus about de definitions and concepts that those competences reach out.

Este artigo discute o processo de formação profissional médico na Colômbia e suas possíveis estratégias de ensino e tem como objetivo problematizar o documento de política pública Perfis e competências profissionais em saúde, elaborado pelo Ministério da Saúde e Proteção Social e pela Academia Nacional da Medicina através da seleção das competências que correspondem à relação social e à comunicação, próprias da assistência médica: reconhecimento do contexto e relações interpessoais. Para tanto, foi realizada uma revisão documental por meio da busca, seleção e análise de artigos acadêmicos que trabalharam as possíveis estratégias de ensino das referidas competências. Como conclusões destacam-se a reflexão permanente que se tem feito sobre o assunto, bem como a urgência de transcender a formação biológica para uma formação mais integral; no entanto, poucas reflexões fazem propostas específicas sobre como alcançá-lo. Da mesma forma, há um vazio na definição e abrangência do conceito de integralidade e uma falta de consenso na forma de denominar as competências que apontam para ele