Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

Abordagem de narrativas como método de pesquisa em saúde pública: aproximações conceituais e contribuições da psicanálise / Narrative research in public health: conceptual approximations and contributions from psychoanalysis / Enfoque en narrativas como método de investigación en salud pública: aproximaciones conceptuales y aportaciones del psicoanálisis

Este artigo refere-se à parte de uma pesquisa de doutorado, realizada em hospital de alta complexidade do Sistema Único de Saúde, cujos participantes são os profissionais de saúde. O objetivo deste artigo é analisar o potencial da abordagem das narrativas como método de pesquisa e intervenção nos serviços de saúde, traçando aproximações com a teoria psicanalítica. Sua relevância no campo da Saúde Pública está calcada no reconhecimento do papel do sujeito como agente de mudanças. O texto divide-se em duas partes: na primeira, explora as especificidades do trabalho na área da saúde, o paradigma da saúde pública no que concerne à gestão e possíveis contribuições da clínica ampliada para esse modelo. Na segunda parte, analisa o uso das narrativas como método de pesquisa nesse campo e as aproximações conceituais entre a narrativa em Walter Benjamin e a psicanálise em Freud. Busca na literatura referências sobre experiências análogas que fundamentem a proposta ora realizada e conclui pela importância de, no momento atual, apostar na força germinativa das narrativas como fonte criativa de novas formas de cuidar.(AU)

This article derives from a PhD research conducted with health professionals at a high-complexity public hospital from the Brazilian Unified Health System (SUS). It analyzes the potential of the narrative as a research and intervention method in health services, outlining approximations with psychoanalysis. In the field of Public Health, the narrative approach acknowledges the individual as an agent of change. The text is divided into two parts. The first presents an overview of the peculiarities involved in healthcare, the Public Health paradigm regarding service management and possible contributions from the expanded clinic to this model. The second analyzes the use of narratives as a research method in this field and the conceptual approximations between Benjamin's narrative and Freud's psychoanalysis. It searches the literature for references on similar experiences to support the present proposal and concludes by highlighting the importance of betting on the creative power of narratives as a source for new ways to care.(AU)

Este artículo es parte de una investigación doctoral, realizada con los profesionales de la salud de un hospital de alta complejidad del Sistema Único de Salud de Brasil. Su propósito es analizar el potencial del enfoque en narrativas como método de investigación e intervención en los servicios de salud, esbozando aproximaciones entre las narrativas y la teoría del psicoanálisis. Su relevancia en el campo de la salud pública se basa en el reconocimiento del rol del sujeto como agente de cambio. El texto se divide en dos partes: La primera investiga las especificidades del trabajo en el área de la salud, el paradigma de la salud pública en la gestión de los servicios y las posibles contribuciones de la clínica ampliada a este modelo. En la segunda parte, analiza el uso de narrativas como método de investigación en este campo y las aproximaciones conceptuales entre la narrativa de Walter Benjamin y el psicoanálisis de Freud. Este estudio busca en la literatura referencias sobre experiencias similares que apoyen la propuesta ahora realizada y concluye con la importancia de, en el momento actual, apostar por el poder de las narrativas como fuente creadora de nuevas formas de cuidar.(AU)

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

Parens Patriae and Parental Rights: When Should the State Override Parental Medical Decisions?

Alfie Evans was a terminally ill British child whose parents, clinging to hope, were desperately trying to save his life. Hospital authorities disagreed and petitioned the court to enjoin the parents from removing him and taking him elsewhere for treatment. The court stepped in and compelled the hospital to discontinue life support and claimed that further treatment was not in the child's best interest. This note discusses the heartbreaking stories of Alfie and two other children whose parents' medical decisions on their behalf were overridden by the court. It argues that courts should never decide that death is in a child's best interest and compel parents to withdraw life support from their children. Such a decision is outside the scope of the judiciary. Furthermore, it argues that even in those instances when the court may or must intervene, a new framework is necessary because the current framework used by the court to determine the best interest of the child ignores fundamental realities of child psychology. Too often, as a result of the court's mistaken framework, the court illegitimately trespasses into the parental domain. By adopting a new framework, the court will intervene only when actual abuse or neglect is suspected. In all other cases, judicial restraint will be practiced and the court will show greater deference to the parents' wishes.

Modelos de liderazgo positivo: marco teórico y líneas de investigación / Positive leadership models: theoretical framework and research

El objetivo de este artículo es doble, en primer lugar, se define el marco teórico del liderazgo positivo así como las razones de su aparición. Este surge vinculado al paradigma de la psicología organizacional positiva, en cuyo ámbito, se han desarrollado las diferentes formas de liderazgo que lo integran (i.e. transformacional, de servicio, espiritual, auténtico y positivo). Aunque el constructo no parece unívocamente delimitado, los diferentes tipos que se incluyen bajo esta denominación presentan una gran afinidad y elementos comunes. En segundo lugar, se revisan aspectos prácticos vinculados a la investigación empírica que constatan el impacto de este tipo de liderazgo en las organizaciones y se subraya la relación entre estas formas de liderazgo y variables organizacionales positivas. Finalmente, se analizan futuras líneas de investigación para el desarrollo de este marco conceptual

The objective of this article is twofold; firstly, we set the theoretical boundaries of positive leadership and the reasons for its emergence. It is related to the new paradigm of positive psychology that has recently been shaping the scope of organizational knowledge. This conceptual framework has triggered the development of the various forms of positive leadership (i.e. transformational, servant, spiritual, authentic, and positive). Although the construct does not seem univocally defined, these different types of leadership overlap and share a significant affinity. Secondly, we review the empirical evidence that shows the impact of positive leadership in organizations and we highlight the positive relationship between these forms of leadership and key positive organizational variables. Lastly, we analyse future research areas in order to further develop this concept

En defensa de la ética de las ciencias médicas en Cuba / In the defense of ethics of the medical sciences in Cuba

Me dirijo a usted con mi mayor respeto para expresar mi preocupación por la difusión y práctica de una pseudomedicina en Cuba. En el volumen Medicina sin apellidos, de reciente edición de la Universidad de La Habana, se cuestiona fundamentadamente al "fármaco" de origen cubano Vidatox, del laboratorio Labiofam S.A., por carecer de sustento científico y por formularse según la metodología de la ya bicentenaria práctica denominada Homeopatía. En el contexto de esta revista sería redundante expresar el estado anticientífico de esa práctica. Hace algunas semanas supe que el gobierno cubano había cuestionado el irresponsable intento de la empresa cubana Labiofam S.A. de convertir los nombres de dos figuras latinoamericanas en respectivas marcas comerciales, denunciando además que voceros de dicha empresa habían mentido sobre presuntas aprobaciones de las familias de dichas personalidades para que tal maniobra publicitaria fuera consumada. Véase la nota oficial.A El hecho me condujo a realizar una búsqueda en Internet sobre los productos médicos creados y comercializados por dicha empresa. La indagación arrojó docenas de resultados que dan cuenta de reiteradas declaraciones, ruedas de prensa y anuncios de todo tipo (incluyendo publicidad comercial) a cargo de funcionarios de Labiofam, tanto en Cuba como en diversas latitudes. La mayoría de estas notas se refieren al "medicamento homeopático" (valga el oxímoron) Vidatox 30CH, lo cual me sorprendió después de haber sido claramente cuestionado en el mencionado libro. Los fabricantes de este producto le han atribuido un amplio abanico de propiedades que sugieren su empleo en pacientes con tumores cancerosos. Aunque estas propiedades varían, las que Labiofam ha proclamado de manera sistemática ­según las fuentes...(AU)

En defensa de la ética de las ciencias médicas en Cuba / In the defense of ethics of the medical sciences in Cuba

Me dirijo a usted con mi mayor respeto para expresar mi preocupación por la difusión y práctica de una pseudomedicina en Cuba.En el volumen Medicina sin apellidos, de reciente edición de la Universidad de La Habana, se cuestiona fundamentadamente al “fármaco” de origen cubano Vidatox, del laboratorio Labiofam S.A., por carecer de sustento científico y por formularse según la metodología de la ya bicentenaria práctica denominada Homeopatía. En el contexto de esta revista sería redundante expresar el estado anticientífico de esa práctica. Hace algunas semanas supe que el gobierno cubano había cuestionado el irresponsable intento de la empresa cubana Labiofam S.A. de convertir los nombres de dos figuras latinoamericanas en respectivas marcas comerciales, denunciando además que voceros de dicha empresa habían mentido sobre presuntas aprobaciones de las familias de dichas personalidades para que tal maniobra publicitaria fuera consumada. Véase la nota oficial.AEl hecho me condujo a realizar una búsqueda en Internet sobre los productos médicos creados y comercializados por dicha empresa. La indagación arrojó docenas de resultados que dan cuenta de reiteradas declaraciones, ruedas de prensa y anuncios de todo tipo...

[Bioethics in medical institutions--new custom or help? The example of clinical ethics consultation at a University Medical Center]. / Bioethik in medizinischen Institutionen--Mode oder Hilfe? Das Beispiel der klinischen Ethikberatung eines Universitätsklinikums.

Although ethics committees are well established in the medical sciences for human clinical trials, animal research and scientific integrity, the development of clinical ethics in German hospitals started much later during the first decade of the twenty-first century. Clinical ethics consultation should be pragmatic and problem-centered and can be defined as an ethically qualified and informed conflict management within a given legal framework to deal with and resolve value-driven, normative problems in the care of patients. Clinical ethics consultations enable shared clinical decision-making of all parties (e.g. clinicians, patients, family and surrogates) involved in a particular patient's care. The clinical ethicist does not act as an ethics expert by making independent recommendations or decisions; therefore, the focus is different from other medical consultants. Ethics consultation was first established by healthcare ethics committees (HEC) or clinical ethics consultation (CEC) groups which were called in to respond to an ethically problematic situation. To avoid ethical dilemmas or crises and to act preventively with regard to ethical issues in individual patients, an ethics liaison service is an additional option to ethics case consultations which take place on a regular basis by scheduled ethics rounds during the normal ward rounds. The presence of the ethicist offers some unique advantages: it allows early recognition of even minor ethical problems and accommodates the dynamics of ethical and clinical goal-setting in the course of patient care. Most importantly, regular and non-authoritative participation of the ethicist in normal ward rounds allows continuous ethical education of the staff within the everyday clinical routine. By facilitating clinical ethical decision-making, the ethicist seeks to empower physicians and medical staff to deal appropriately with ethical problems by themselves. Because of this proactive approach, the ethics liaison service can make a significant contribution to preventative ethics in reducing the number of emerging ethical problems to the satisfaction of all parties involved.

Salud escolar para maestros / School health teacher

El libro ofrece seis capítulos, siendo el primero sobre salud holística o integral donde se objetiva el componente biopsicosocial, el segundo se refiere a la salud física con elementos importantes como el desarrollo físico, la nutrición, deportes, e inmunizaciones. En el tercero, se aborda la salud psicosocial considerándose estilos de vida, habilidades sociales, convivencia, resiliencia, desarrollo psicológico, problemas en el aula, accidentes y conducta de riesgo. El cuarto, nos introduce en la salud mental considerando el grupo social del niño, su temperamento y sus rasgos de personalidad, y la patología que incluye depresión, ansiedad, ideación suicida, trastornos de conducta alimentaria, conducta disocial, adicciones, y se finaliza con la promoción de la salud mental en la escuela. El quinto, se refiere a la salud sexual y reproductiva considerando higiene, orientación sexual y sexualidad; prevención de las enfermedades de transmisión sexual; violencia sexual y patología de órganos sexuales. Y por último , con el capítulo seis sobre ética, en el que consideramos los valores, el concepto de ciudadanía, ética del conflicto, paternidad responsable y corrupción

Salud escolar para maestros / School health teacher

El presente libro ofrece seis capítulos, siendo el primero sobre salud holística o integral donde se objetiva el componente biopsicosocial, el segundo se refiere a la salud física con elementos importantes como el desarrollo físico, la nutrición, deportes, e inmunizaciones. En el tercero, se aborda la salud psicosocial considerándose estilos de vida, habilidades sociales, convivencia, resiliencia, desarrollo psicológico, problemas en el aula, accidentes y conducta de riesgo. El cuarto, nos introduce en la salud mental considerando el grupo social del niño, su temperamento y sus rasgos de personalidad, y la patología que incluye depresión, ansiedad, ideación suicida, trastornos de conducta alimentaria, conducta disocial, adicciones, y se finaliza con la promoción de la salud mental en la escuela. El quinto, se refgiere a la salud sexual y reproductiva considerando higiene, orientación sexual y sexualidad; prevención de las enfermedades de transmisión sexual; violencia sexual y patología de órganos sexuales. Y por último , con el capítulo seis sobre ética, en el que consideramos los valores, el concepto de ciudadanía, ética del conflicto, paternidad responsable y corrupción(AU)

Priority setting and the ethics of resource allocation within VA healthcare facilities: results of a survey.

BACKGROUND: Setting priorities and the subsequent allocation of resources is a major ethical issue facing healthcare facilities, including the Veterans Health Administration (VHA), the largest integrated healthcare delivery network in the United States. Yet despite the importance of priority setting and its impact on those who receive and those who provide care, we know relatively little about how clinicians and managers view allocation processes within their facilities. PURPOSE: The purpose of this secondary analysis of survey data was to characterize staff members' perceptions regarding the fairness of healthcare ethics practices related to resource allocation in Veterans Administration (VA) facilities. The specific aim of the study was to compare the responses of clinicians, clinician managers, and non-clinician managers with respect to these survey items. METHODS: We utilized a paper and web-based survey and a cross-sectional design of VHA clinicians and managers. Our sample consisted of a purposive stratified sample of 109 managers and a stratified random sample of 269 clinicians employed 20 or more hours per week in one of four VA medical centers. The four medical centers were participating as field sites selected to test the logistics of administering and reporting results of the Integrated Ethics Staff Survey, an assessment tool aimed at characterizing a broad range of ethical practices within a healthcare organization. RESULTS: In general, clinicians were more critical than clinician managers or non-clinician managers of the institutions' allocation processes and of the impact of resource decisions on patient care. Clinicians commonly reported that they did not (a) understand their facility's decision-making processes, (b) receive explanations from management regarding the reasons behind important allocation decisions, or (b) perceive that they were influential in allocation decisions. In addition, clinicians and managers both perceived that education related to the ethics of resource allocation was insufficient and that their facilities could increase their effectiveness in identifying and resolving ethical problems related to resource allocation. CONCLUSION: How well a healthcare facility ensures fairness in the way it allocates its resources across programs and services depends on multiple factors, including awareness by decision makers that setting priorities and allocating resources is a moral enterprise (moral awareness), the availability of a consistent process that includes important stakeholder groups (procedural justice), and concurrence by stakeholders that decisions represent outcomes that fairly balance competing interests and have a positive net effect on the quality of care (distributive justice). In this study, clinicians and managers alike identified the need for improvement in healthcare ethics practices related to resource allocation.

"Like shining from shook foil". A "virtuous organization" is prepared to treat both the body and the soul.

The Catholic health care ministry is about mission, and the role of organizational ethical reflection is to encourage people in the ministry to think about the institutional performance and practice of medicine within a ministry of the Catholic Church. By engaging a creative process that identifies the needs of people served by Catholic health care, institutions are able to mediate the healing and redeeming power of Jesus, thereby creating virtuous organizations. To depict the mission of Catholic health care as an extension of the healing ministry of Jesus is to evoke explicitly Catholic theological language, and such language is appropriate because Catholic health care is a ministry of the Catholic Church. The church itself is the embodiment of the healing and redeeming ministry of Jesus, and the institutional ministries it has created over time need to bear witness to this fundamental reason for their existence.

Whistleblowing and organizational ethics.

The purpose of this article is to discuss an external whistleblowing event that occurred after all internal whistleblowing through the hierarchy of the organization had failed. It is argued that an organization that does not support those that whistle blow because of violation of professional standards is indicative of a failure of organizational ethics. Several ways to build an ethics infrastructure that could reduce the need to resort to external whistleblowing are discussed. A relational ethics approach is presented as a way to eliminate the negative consequences of whistleblowing by fostering an interdependent moral community to address ethical concerns.

Principios bioéticos para la práctica de investigación de enfermería / Bioethical principles for researching practice in nursing

La confusión de valores en un mundo globalizado, ha trascendido a la dinámica de una sociedad posmoderna, en la que priva lo artificial sobre lo natural, y donde la técnica erosiona el principio del valor, relativamente a los aspectos éticos. En este contexto, es esencial rescatar los conceptos éticos que fundamentan los actos humanos, en una dualidad del bien o del mal. Así como, de los principios bioéticos inherentes a los problemas generados por el vertiginoso avance de la ciencia y la técnica; los cuales, atañen a todos los seres humanos en una sociedad posmodernista, respecto a diversas interrogantes morales como, el utilizar la tecnología para mantener a las personas con vida, la eutanasia y el aborto, entre otros. Ante estos dilemas, el deber del personal de salud, es tomar decisiones informadas y con plena conciencia ética, que implican la responsabilidad de proporcionar cuidados de salud, no sólo técnicamente bien realizados, sino con base en los principios éticos. El personal de enfermería, frecuentemente enfrenta dilemas de carácter moral, dada su participación en estudios de investigación como autores o colaboradores, por tanto, debe considerar los aspectos bioéticos inherentes, sobre todo en aquellas investigaciones que involucran a seres humanos, sin olvidar que sus intervenciones para mejorar la práctica de salud, deberán dirigirse en beneficio de los mismos.

The confusion of values in a globalize world has transcended to the dynamic of a postmodern society where artificial is predominant over natural things, and where technique is wearing away the principle or worth, relatively to ethical aspects. In this context, it is essential to rescue the ethical concepts that found the human acts, in a duality of good and bad, as well as the bioethical principles inherent to problems generated by the swift advance of science and technique, which care to all human beings in a post-modernist society, related to diverse questionings like using technology to keep people alive, euthanasia, and abortion, among others. Facing these dilemmas, the health personnel's duty is making informed decisions with wise, ethical conscience that implies the responsibility to delivery health care which are not only technically well done, but also with the base of ethical principles. Frequently, nursing staff face dilemmas of moral character; given their participation in research as authors or collaborators. Hence, they should consider the inherent, overall in those researches involving human beings, without forgetting that their interventions to improve the practices of health will have to direct to benefit themselves.