Effect of graphene on setting and mechanical behaviour of tricalcium phosphate bioactive cements.

The potential reinforcing effect of graphene on calcium phosphate cements (CPCs) for injectable bone substitutes and scaffolds is presented. The influence of graphene (0-3.84 vol%) on the microstructural development during setting and the resultant mechanical properties of CPCs constituted by α + ß-tricalcium phosphate is analysed. Optimum setting conditions were established using uniaxial compression strength of CPC and composites with pristine and functionalized graphene and liquid/solid ratios (L/S = 0.5-0.6 mL/g) that allowed the mixing and spatulation of the powders. Tensile strength of optimised materials has been determined using the Diametric Compression of Discs Test (DCDT). X-ray diffraction, Raman spectroscopy and FE-SEM-EDS on fracture surfaces were used to investigate phase composition and morphological changes in set specimens. Strengthening occurs for functionalized graphene additions up to 1.96 vol% due to different toughening mechanisms. Crack deflection, bridging and branching by graphene and, finally, the pull-out of the unbroken graphene sheets have been identified. Interlayer sliding between the graphene before pulling-out is an additional toughening process. Main effect of graphene on strength is the increase of reliability.

[Criteria valued in the nurse selection process in the health area of Lleida (Spain)]. / Criterios que se valoran en los procesos de selección de enfermeras en el Area de Salud de Lleida.

OBJECTIVE: To determine the factors valued by persons taking part in the process of selecting and hiring university nursing graduates. An additional aim was to identify how the need for new specialties is evaluated. METHOD: A cross-sectional study was carried out. From April 2005 to April 2006 we contacted all persons involved in the selection and hiring of nursing graduates in the health area of Lleida (Spain) and gave them a self-administered questionnaire. The questionnaire included items on training, other aspects unrelated to training and issues related to the activation of new specialties. RESULTS: Thirty-four persons involved in the selection and hiring process (89.5%) believed that the most important factor was the training profile. High scores were assigned to attitudes (6/6), competence in drug administration (5.8/6), and consideration of emotional, physical and personal care (5.7/6). Ninety percent of those interviewed agreed on the current need for the new law on specialties. All the specialties obtained a high score based on current need. The 2 most highly scored specialties were those already developed (mental health and midwifery). CONCLUSIONS: The most highly valued aspect of training was attitudes. This finding should be kept in mind in the training of university nursing graduates. Competencies such as participation in teaching and directing or coordinating groups are insufficiently valued. The need to activate all the specialties is positively valued.

Criterios que se valoran en los procesos de selección de enfermeras en el Área de Salud de Lleida / Criteria valued in the nurse selection process in the health area of Lleida (Spain)

Objetivo. Conocer qué aspectos valoran las personas que intervienen en el proceso de selección y contratación de diplomados universitarios en enfermería (DUE). También se quiere saber cómo valoran la necesidad de nuevas especialidades. Método. Se realizó un estudio transversal. Desde abril de 2005 a abril de 2006 se contactó personalmente y se entregó un cuestionario autocumplimentado a todos los implicados en el proceso de selección y contratación de DUE del Área de Salud de Lleida. El cuestionario incluyó variables acerca de aspectos relacionados con la formación de grado, aspectos ajenos a esta formación y aspectos relacionados con la activación de nuevas especialidades. Resultados. El 89,5% (34 personas) opinó que realmente se pide un perfil de formación en el proceso de selección. Cabe destacar la alta puntuación asignada a las actitudes (6/6) y las competencias acerca de la administración de fármacos (5,8/6) y la consideración de cuidados emocionales, físicos y personales (5,7/6). El 90% estaba de acuerdo acerca de la necesidad actual de la nueva ley de especialidades. Todas las especialidades obtuvieron una puntuación alta acerca de su necesidad actual. Las 2 especialidades más puntuadas fueron las que ya están desarrollándose (salud mental y matrona). Conclusiones. Las actitudes son el aspecto básico de la formación más valorado y deberían tenerse muy en cuenta en el proceso de formación de DUE. Competencias como participación en la docencia y dirigir y coordinar grupos no se valoran suficientemente. Se valora positivamente la necesidad de activación de todas las especialidades

Objective. To determine the factors valued by persons taking part in the process of selecting and hiring university nursing graduates. An additional aim was to identify how the need for new specialties is evaluated. Method. A cross-sectional study was carried out. From April 2005 to April 2006 we contacted all persons involved in the selection and hiring of nursing graduates in the health area of Lleida (Spain) and gave them a self-administered questionnaire. The questionnaire included items on training, other aspects unrelated to training and issues related to the activation of new specialties. Results. Thirty-four persons involved in the selection and hiring process (89.5%) believed that the most important factor was the training profile. High scores were assigned to attitudes (6/6), competence in drug administration (5.8/6), and consideration of emotional, physical and personal care (5.7/6). Ninety percent of those interviewed agreed on the current need for the new law on specialties. All the specialties obtained a high score based on current need. The 2 most highly scored specialties were those already developed (mental health and midwifery). Conclusions. The most highly valued aspect of training was attitudes. This finding should be kept in mind in the training of university nursing graduates. Competencies such as participation in teaching and directing or coordinating groups are insufficiently valued. The need to activate all the specialties is positively valued

Proceso de cambio para el diseño de grado en Enfermería / The process of change for designing the Nursing degree

El camino hacia la Convergencia Europea de la Enseñanza Superior obliga a las instituciones a reformar los planes de estudios, teniendo en cuenta que se avanza hacia un nuevo paradigma docente centrado en el aprendizaje donde el estudiante debe tomar la responsabilidad de su propia enseñanza, desarrollando estrategias que encuentra efectivas para cumplir sus objetivos. Este proceso de cambio obliga a los profesores a explorar metodologías que favorezca la integración y el aprendizaje de por vida. El artículo presenta las acciones del proceso de cambio que la Escuela de Enfermería de la Universitat de Lleida ha llevado a cabo durante los dos últimos años para innovar el plan de estudios acorde al proceso Bolonia, en colaboración con las Universidades Rovira i Virgili (Tarragona) y Girona, con el asesoramiento de la Oficina de Educación en Ciencias de la Salud de la Universidad de La Frontera (Temuco, Chile)

The road to the European Convergence in Higher Education compels institutions to modify academic curricula, taking into account that advances made towards a new academic paradigm that focuses on a type of learning where the students must assume responsibility for their own learning, developing effective strategies to meet objectives. This process of change compels academic staff to explore methodologies that foster integration and learning for life. This paper presents the actions integrated in the change process that the Nursing School at the University of Lleida has carried out in the last two years to innovate their academic curricular, in accordance with the Bologna process and in collaboration with the University of Rovira i Virgili (Tarragona) and the University of Girona, under the guidance of the Education Office in Health Science from the University of La Frontera (Temuco, Chile)