Ambiente de ensino-aprendizagem na formação inicial universitária / Teaching-learning environment in initial university training in physical education

ABSTRACT This study aimed to analyze the perceptions of university Physical Education students at different progression levels in the programs regarding the teaching-learning environment in the initial training. In total, 273 students (Bachelor's program n = 150; Licentiate program n = 123) from the Licentiate Program in Physical Education of a public university in Santa Catarina, Brazil, participated in this study, responding to the adapted version of the Assessment Questionnaire of the Perceived Environment in the Initial Training in Physical Education. The Chi-square test was used to analyze the associations between the student progression levels in the programs and their perceptions about the initial training environment. The results indicated the predominance of practical classes/experiences and written theoretical evaluations, especially in the initial phases. The infrequent observation experiences and learning through practice or observation were the assumed roles, made evident primarily in the final semesters. Although the students perceived themselves as active regarding their participation levels, they indicated that the professors are the ones responsible for making the decisions. It is concluded that the initial training in Physical Education requires reconfiguring certain teaching-learning practices to increase student involvement and responsibility for their own training process.

RESUMO Objetivou-se analisar as percepções de estudantes universitários de Educação Física em distintos níveis de progressão no curso, sobre o ambiente de ensino-aprendizagem na formação inicial. Participaram 273 estudantes (Bacharelado n=150; Licenciatura n=123) do curso de licenciatura em Educação Física de uma universidade pública de Santa Catarina, Brasil, os quais responderam à versão adaptada do Questionário de Avaliação do Ambiente Percebido da Formação Inicial em Educação Física. O teste Qui-quadrado foi utilizado para analisar as associações entre o nível de progressão discente nos cursos e suas percepções sobre o ambiente de formação inicial. Os resultados indicaram a predominância de aulas/vivências práticas e de avaliações teóricas escritas, especialmente nas fases iniciais. As experiências poucos frequentes de observação, e o aprendizado pela prática ou por observação foi o papel assumido, especialmente evidenciados nos semestres finais. Apesar de os estudantes terem se percebido ativos quanto ao seu nível de participação, indicaram que os professores são os principais responsáveis por tomar as decisões. Conclui-se que a formação inicial em Educação Física necessita reconfigurar determinadas práticas de ensino-aprendizagem para aumentar o envolvimento e a responsabilidade discentes pelo próprio processo formativo.

The Influence of Dentists' Profile and Health Work Management in the Performance of Brazilian Dental Teams.

To evaluate the association between dentists' profile and health work management with the performance of primary care dental teams in the Brazilian National Health System, both nationally and regionally. Secondary data analysis from a Brazilian National Programme that evaluated 18,114 Brazilian dental teams, working in the public sector, between 2013 and 2014. Twenty-four independent variables taken from dentists' profile and dental team management characteristics were analysed to assess their influence on reported "dental team performance." An estimated score was generated from their performance on 20 dental procedures by an item response theory model. Multiple linear regression models were performed for each Brazilian geographical region, separately and for the whole of Brazil. p values ≤ 0.05 were considered significant. Two variables related to dentists' profile, "having graduate studies" (ß = 0.151) and "undertaking continuing professional development training" (ß = 0.101), were associated with enhanced dental team performance in all five Brazilian geographical regions and nationally. The dental team management variables of "having a flexible dental appointment list" (ß = 0.218) and "monitoring oral health indicators" (ß = 0.132) also contributed to improve team performance in each of the regions and nationally. Dentists' profile influenced the performance of dental teams from south region more than the other regions. The findings suggest that continuing professional development, including postgraduate education, and strategic management characteristics are important for primary dental care performance and should be reflected in health policy initiatives in support of quality care. Regional factors could be considered for health care management.

Adequate emergency department resource usage: Applying simulation-based workshop to improve teaching competence among elementary and junior high school teachers in Taiwan.

INTRODUCTION: More than 80% of patients who visited Emergency Department (ED) was not urgent in Taiwan in 2019. It causes insufficient medical services and a latent fiscal threat to the Nation Health Insurance (NHI). This study adopted simulation-based educating modules to explore the effect in teaching competence among primary and middle school teachers for efficient AEDRU (adequate emergency department resource usage) education in the future. METHOD: The subjects were 414 elementary and junior high school teachers in Taiwan. 214 participants attended the simulation-based workshop as the simulation-based group, whereas 200 participants took an online self-learning module as the self-learning group. The workshop was created by an expert panel for decreasing the unnecessary usage amount of ED medial resources. The materials are lecture, board games, miniature ED modules, and simulation-based scenarios. A teaching competence questionnaire including ED knowledge, teaching attitude, teaching skills, and teaching self-efficacy was conducted among participants before and after the intervention. Data were analyzed via McNemar, paired t test and the generalized estimating equations (GEE). RESULTS: The study showed that teachers who participated in the simulation-based workshop had improved more in teaching competence than those who received the online self-learning module. In addition, there were significant differences between the pre-test and post-test among the two groups in teaching competence. CONCLUSION: The simulation-based workshop is effective and it should be spread out. When students know how to use ED medical resources properly, they could affect their families. It can help the ED service to be used properly and benefits the finance of the NHI. The health care cost will be managed while also improving health.

Skill-driven recommendations for job transition pathways.

Job security can never be taken for granted, especially in times of rapid, widespread and unexpected social and economic change. These changes can force workers to transition to new jobs. This may be because new technologies emerge or production is moved abroad. Perhaps it is a global crisis, such as COVID-19, which shutters industries and displaces labor en masse. Regardless of the impetus, people are faced with the challenge of moving between jobs to find new work. Successful transitions typically occur when workers leverage their existing skills in the new occupation. Here, we propose a novel method to measure the similarity between occupations using their underlying skills. We then build a recommender system for identifying optimal transition pathways between occupations using job advertisements (ads) data and a longitudinal household survey. Our results show that not only can we accurately predict occupational transitions (Accuracy = 76%), but we account for the asymmetric difficulties of moving between jobs (it is easier to move in one direction than the other). We also build an early warning indicator for new technology adoption (showcasing Artificial Intelligence), a major driver of rising job transitions. By using real-time data, our systems can respond to labor demand shifts as they occur (such as those caused by COVID-19). They can be leveraged by policy-makers, educators, and job seekers who are forced to confront the often distressing challenges of finding new jobs.

Educational needs of fertility healthcare professionals using ART: a multi-country mixed-methods study.

RESEARCH QUESTION: What are the most pressing educational needs of fertility healthcare professionals using assisted reproductive technologies (ART)? DESIGN: This mixed-methods study combined qualitative interviews with quantitative surveys. Participants included physicians and nurses specialized in reproductive endocrinology or in obstetrics/gynaecology, and laboratory specialists, with a minimum of 3 years of experience, practising in Australia, Brazil, Canada, China, France, Germany, India, Italy, Japan, Mexico, Spain or the UK. Maximum variation purposive sampling was used to ensure a mix of experience and settings. Interviews were transcribed and coded through thematic analysis. Quantitative data were analysed using frequency tables, cross-tabulations and chi-squared tests to compare results by reimbursement context. RESULTS: A total of 535 participants were included (273 physicians, 145 nurses and 117 laboratory specialists). Knowledge gaps, skills gaps and attitude issues were identified in relation to: (i) ovarian stimulation (e.g. knowledge of treatments and instruction protocols for ovarian stimulation), (ii) embryo culture and cryopreservation/vitrification (e.g. diverging opinions on embryo freezing, (iii) embryo assessment (e.g. performing genetic testing), (iv) support of luteal phase and optimizing pregnancy outcomes (e.g. knowledge of assessment methods for endometrial receptivity), and (v) communication with patients (e.g. reluctance to address emotional distress). CONCLUSIONS: This descriptive, exploratory study corroborates previously reported gaps in fertility care and identifies potential causes of these gaps. Findings provide evidence to inform educational programmes for healthcare professionals who use ART in their practice and calls for the development of case-based education and interprofessional training programmes to improve care for patients with fertility issues.

Knowledge, Attitude, and Practice towards Labor Pain Management and Associated Factors among Skilled Birth Attendants Working at Hospitals Found in Central, West, and North Gondar Zones, Northwest Ethiopia, 2019: A Multicenter Cross-Sectional Study.

Introduction: Delivery of the infant into the arms of a conscious and pain-free mother is the most exciting and rewarding moment in maternal care services. Physical and mental care of women during delivery requires good knowledge and a positive insight to the needs and rights of the mothers. Little was known regarding skilled birth attendants' knowledge, attitude, and practice towards labor pain management in the study area. Hence, the current study aimed at assessing knowledge, attitude, and practice, and associated factors towards labor pain management among skilled birth attendants working at hospitals found in central, west, and north Gondar zones, northwest Ethiopia, 2019. Method: A multicenter institution-based cross-sectional study was conducted from June 1 to 30, 2019. A census sampling technique was used to include a total of 336 skill birth attendants. A pretested standardized self-administered questionnaire was used to collect the data. The data were then entered into Epi Info 7.1.2 and exported to SPSS version 25 for analysis. Multivariable logistic regression analyses were undertaken to identify factors associated with outcome variables. The level of significance of the study was declared based on adjusted odds ratio with 95% confidence interval at a p value of ≤0.05. Result: The proportion of skill birth attendants having good knowledge, a favorable attitude, and a good practice on labor pain relief methods was 47%, 41.96%, and 57.14%, respectively. Age of ≤30 years (AOR = 5.43; 95% CI: 1.25, 23.53), educational status of 2nd degree and above (AOR = 3.56; 95% CI: 1.32, 9.60), working at a private primary hospital (AOR: = 6.55; 95% CI: 2.15, 19.93), and working at a referral hospital (AOR = 2.24 : 95% CI: 1.01, 4.93) are factors significantly associated with good knowledge while having good knowledge on labor pain relief methods (AOR = 2.26; 95% CI: 1.42, 3.60) and working at private primary hospitals (AOR = 7.01; 95% CI: 1.92, 25.65) had statistically significant association with favorable attitude and good practice on labor pain relief methods, respectively. Conclusion and Recommendations. Poor knowledge, unfavorable attitude, and poor practice towards labor pain management were found in this study. Strengthening the capacity of public health facilities and providing continuous professional development (CPD) training for the skilled birth attendants would be helpful in improving knowledge, attitude, and practice towards labor pain management.

Attitude towards professional practice among community pharmacists' in Kuala Lumpur, Malaysia / Actitud hacia la práctica profesional entre los farmacéuticos comunitarios en Kuala Lumpur, Malasia

OBJECTIVES: This study was directed to evaluate community pharmacists' attitudes towards professional practice and determine their observed competence in various pharmaceutical activities. METHODS: A cross-sectional study conducted in the city of Kuala Lumpur. The questionnaire contained 40 questions splitted into six sections that addressed several aspects of practice and demographic information. The study was involved in 223 licensed pharmacists who work in community pharmacies. Data were analyzed by using SPSS. Chi-square and Pearson's correlation tests were used for statistical significance for dichotomous data. Key findings: Among the 233 respondents in managerial activities, 194 (87%) achieved the score good, and 5 (2.2%) had the score poor. In dispensing activities, 199 (89.2%) achieved the score good, and 5 (2.2%) had the score poor. In pharmaceutical care activities, 209 (93.7%) got the score good, and 4 (1.8%) got the score poor. In inter/intra professional activities, 108 (48.4%) got the score good, and 10 (4.5%) got the score poor. In public health activities, 153 (68.6%) got the score good, and 6 (2.7%) got the score poor whereas in the maintenance of competency activities, 160 (71.7%) got the score good, and 3 (1.3%) got the score poor. CONCLUSIONS: The highest of participants got a good attitude was 93.7% for pharmaceutical care activities while the highest of participants got poor attitude was 4.5% for inter/intra professional activities. The majority of the participants are accepting the activities to maintain competence

OBJETIVOS: Este estudio se dirigió a evaluar las actitudes de los farmacéuticos comunitarios hacia la práctica profesional y determinar su competencia observada en diversas actividades farmacéuticas. MÉTODOS: estudio transversal realizado en la ciudad de Kuala Lumpur. El cuestionario contenía 40 preguntas divididas en seis secciones que abordaban varios aspectos de la práctica y la información demográfica. En el estudio participaron 223 farmacéuticos con licencia que trabajan en farmacias comunitarias. Los datos se analizaron utilizando SPSS. Se utilizaron pruebas de correlación de Chi-cuadrado y Pearson para determinar la significación estadística de los datos dicotómicos. Hallazgos clave: Entre los 233 encuestados en actividades de gestión, 194 (87%) obtuvieron una puntuación buena y 5 (2,2%) obtuvieron una puntuación mala. En las actividades de dispensación, 199 (89,2%) obtuvieron la puntuación buena y 5 (2,2%) obtuvieron la puntuación mala. En las actividades de atención farmacéutica, 209 (93,7%) obtuvieron una buena puntuación y 4 (1,8%) obtuvieron una mala puntuación. En actividades inter / intraprofesionales, 108 (48,4%) puntuaron bien y 10 (4,5%) puntuaron mal. En las actividades de salud pública, 153 (68,6%) obtuvieron la puntuación buena y 6 (2,7%) obtuvieron la puntuación mala, mientras que en las actividades de mantenimiento de competencias, 160 (71,7%) obtuvieron la puntuación buena y 3 (1,3%) obtuvieron el puntaje pobre. CONCLUSIONES: La mayor parte de los participantes obtuvo una buena actitud fue del 93,7% para las actividades de atención farmacéutica mientras que la mayor de los participantes obtuvo una mala actitud fue del 4,5% para las actividades inter / intraprofesionales. La mayoría de los participantes aceptan las actividades para mantener la competencia

Nursing Experts, Hygienic Modernity, and Nation Building: The Case of Nursing in Ethiopia in the Post-Colonial Era.

This is a tale in three parts. It begins with an exploration of the story of Princess Tsahai, daughter of Haile Selassie, and the highly successful British campaign led by suffragette E. Sylvia Pankhurst to bring British-style nursing and medicine to Ethiopia in the 1940s and 1950s. Second, it examines the role of foreign women, most notably Swedish missionary nurses, in building health services and nursing capacity in the country. Finally, it examines the way in which nursing brought together gendered notions of expertise and geopolitical pressures to redefine expectations for Ethiopian women as citizens of the new nation-state.

Prácticas de enfermeras en la prevención de caídas de mayores hospitalizados asociadas al conocimiento y actitudes / Practices of nurses in the prevention of falls of hospitalized elderly associated with knowledge and attitudes

OBJETIVO: Analizar la asociación de las prácticas de las enfermeras en la prevención de caídas de adultos mayores hospitalizados con su conocimiento y actitudes. METODOLOGÍA: Estudio transversal, analítico, realizado con 76 enfermeras en seis hospitales de Cuiabá, estado de Mato Grosso, Brasil. Los datos fueron recolectados por medio de entrevista con cuestionario validado y analizados mediante prueba de la χ2 de Pearson, con un nivel de significación del 5% y regresión de Poisson. RESULTADOS: Se constató que el 89,5% de las enfermeras tienen conocimientos insuficientes, un 52,6% actitud favorable y un 61,8% realiza prácticas preventivas. Hubo asociación entre las prácticas preventivas de caídas realizadas por las enfermeras y el conocimiento suficiente. CONCLUSIONES: La mayoría de las enfermeras tienen conocimiento insuficiente sobre caídas y su prevención; sin embargo, sus actitudes son favorables. Las enfermeras con conocimiento suficiente adoptan más medidas preventivas que aquellas con conocimiento insuficiente

OBJECTIVE: To analyze, through their knowledge and attitudes, the association of nurses' practices in the prevention of falls of hospitalized elderly. METHODOLOGY: A transversal and analytical study, performed with 76 nurses at six hospitals in Cuiabá state of Mato Grosso, Brasil. Data were collected through an interview with a validated questionnaire and analyzed using Pearson's chi-square (χ2) test with significance level of 5% and Poisson regression. RESULTS: It was verified that 89.5% of the nurses had insufficient knowledge, 52.6% had a favorable attitude and 61.8% had preventive practices. There was an association between the preventive practices of falls performed by nurses and sufficient knowledge. CONCLUSIONS: Most nurses have insufficient knowledge about falls and their prevention, however their attitudes are favorable. Nurses with sufficient knowledge adopt more preventive measures than those with insufficient knowledge

Mentorship on malaria microscopy diagnostic service in Ethiopia: baseline competency of microscopists and performance of health facilities.

BACKGROUND: In Ethiopia, malaria cases are declining as a result of proven interventions, and in 2017 the country launched a malaria elimination strategy in targeted settings. Accurate malaria diagnosis and prompt treatment are the key components of the strategy to prevent morbidity and stop the continuation of transmission. However, the quality of microscopic diagnosis in general is deteriorating as malaria burden declines. This study was carried out to evaluate the competency of microscopists and the performance of health facilities on malaria microscopic diagnosis. METHODS: A cross-sectional study was conducted from 1 August to 30 September, 2019 in 9 regional states and one city administration. A standard checklist was used for on-site evaluation, archived patient slides were re-checked and proficiency of microscopists was tested using a WHO-certified set of slides from the national slide bank at the Ethiopian Public Health Institute (EPHI). The strength of agreement, sensitivity, specificity, and positive and negative predictive values were calculated. RESULTS: In this study, 102 health facilities (84 health centres and 18 hospitals) were included, from which 202 laboratory professionals participated. In slide re-checking, moderate agreement (agreement (A): 76.0%; Kappa (K): 0.41) was observed between experts and microscopists on malaria detection in all health facilities. The sensitivity and specificity of routine slide reading and the re-checking results were 78.1 and 80.7%, respectively. Likewise, positive predictive value of 65.1% and negative predictive value of 88.8% were scored in the routine diagnosis. By panel testing, a substantial overall agreement (A: 91.8%; K: 0.79) was observed between microscopists and experts in detecting malaria parasites. The sensitivity and specificity in the detection of malaria parasites was 92.7 and 89.1%, respectively. In identifying species, a slight agreement (A: 57%; K: 0.18) was observed between microscopists and experts. CONCLUSION: The study found significant false positive and false negative results in routine microscopy on slide re-checking of Plasmodium parasites. Moreover, reduced grade in parasite species identification was reported on the panel tests. Implementing comprehensive malaria microscopy mentorship, in-service training and supportive supervision are key strategies to improve the overall performance of health facilities in malaria microscopy.

Point of care ultrasound knowledge among resident doctors in Madrid's university hospitals. Influence of the induction in emergency departments with point of care ultrasound practice / Grado de conocimiento de la ecografía a pie de cama, entre una muestra de médicos residentes de hospitales universitarios de Madrid. Influencia de la inducción en los servicios de urgencias con uso habitual de ecografía a pie de cama

BACKGROUND: Point of care ultrasound study (POCUS) is a relatively new technique in Spanish Emergency Departments (EDs). Nonetheless, its use is increasing, and the number of emergency doctors and the number of papers published in our country has skyrocketed in last decade. Despite this fact, there is still no evidence of how POCUS is taught in our medical schools. OBJECTIVE: To ascertain the level of knowledge about POCUS in first year resident doctors of three hospitals in Madrid, and one year after having worked in ED with POCUS practice. METHODS AND STUDY DESIGN: The study looked at demographic aspects, POCUS knowledge, and opinions about its usefulness in the ED, prior to and after working in ED with routine use of POCUS. RESULTS: Of the 265 questionnaires, 197 were first-year residents (Group 1) and 68 second-year residents (Group 2). Another 55 senior medical students completed the questionnaire (Group 3). The majority of Groups 1 and 3 stated to have a very low POCUS level. Almost three-quarters (73%) of Group 2 stated having an intermediate or high level, and 26% even declared having full knowledge. More than half of the students agreed that POCUS was a useful tool in ED. CONCLUSIONS: There is a low level of knowledge about POCUS among first-year residents. After working in POCUS qualified EDs, these resident doctors state both the importance and their higher level of knowledge of POCUS

INTRODUCCIÓN: La ecografía a pie de cama (EPC) es una técnica diagnóstica cada día más utilizada por los médicos urgenciólogos en los servicios de urgencias hospitalarios españoles. No obstante, desconocemos el nivel de la EPC de nuestros médicos residentes de primer año (R1). OBJETIVO: Determinar el nivel de conocimientos sobre la EPC de los R1, en 3 hospitales universitarios de Madrid, y el conocimiento un año después de haber trabajado en servicios de urgencias con utilización habitual de la EPC. MÉTODOS: Nuestra encuesta investigaba datos demográficos, nivel previo de conocimiento de la EPC y opinión acerca de su utilidad en el servicio de urgencias. También se aplicó la encuesta a 55 estudiantes de medicina del último curso (EM6). RESULTADOS: De 265 encuestas: 197 fueron de R1 y 68 de R2. También se pasó la encuesta a otros 55 estudiantes de medicina del último curso (EM6). La mayoría de los R1 y EM6, revelaron un nivel previo muy bajo de conocimientos de la EPC. En cambio, el 73% de los R2, manifestaron un nivel intermedio o alto, e incluso un 26% declararon un conocimiento amplio. Más de la mitad de los encuestados manifestó estar de acuerdo en que la EPC era una herramienta muy útil en el servicio de urgencias. CONCLUSIONES: Existe un bajo nivel de conocimientos sobre la EPC entre los R1. Después de haber trabajado en servicios de urgencias con práctica habitual de EPC, estos mismos médicos residentes, reconocieron tanto la importancia de la EPC como su alto nivel de conocimientos de la EPC

Percepciones de estudiantes y docentes acerca de las competencias del tutor clínico en odontología: estudio descriptivo / Perceptions of students and teachers about the competences of the clinical tutor in Dentistry: a descriptive study

INTRODUCCIÓN: La tutoría clínica se define hoy como una actividad académica, que constituye un campo de transformación del conocimiento que implica a los estudiantes y docentes. El presente estudio describe las percepciones acerca de las competencias en la conducción del proceso tutorial de los protagonistas respecto a este espacio de verdadera transformación y crecimiento en este proceso educativo. Sujetos y métodos: Estudio descriptivo en el cual la variable percepción de la competencia docente del tutor clínico se evaluó en estudiantes y docentes del ciclo clínico de la Facultad de Odontología de la Universidad Finis Terrae, en Chile. La percepción se operacionalizó en tres factores y se evaluó por medio de dos instrumentos: el Council of European Chief Dental Officers (estudiantes) y el Knowledge and Prior Study Inventory (docentes). Los datos se analizaron a través de medidas de tendencia central y la prueba no paramétrica t de Student. RESULTADOS: La percepción de los docentes y la de los estudiantes respecto a las competencias para conducir la tutoría clínica presentan diferencias significativas en dos de los tres factores, como también en el desglose de ítems por factor, lo que da cuenta de los aspectos en los cuales las autopercepciones de los docentes son mejores que las percepciones de los estudiantes. CONCLUSIÓN: Se reconocen deficiencias del ejercicio del tutor que son percibidas por los estudiantes y que podrían ser mejoradas, como la autonomía, el razonamiento clínico y la efectividad de la retroalimentación, por lo que se sugiere diseñar un programa de capacitación sobre competencias docentes dirigido a tutores clínicos que responda a las debilidades percibidas

INTRODUCTION: Clinical tutoring/mentoring is defined today as an academic activity, which constitutes a transformation of knowledge field that involves students and teachers. The present study describes the perceptions about the competencies in the conduct of the tutorial process of the protagonists regarding this space of true transformation and growth of this educational process. Subjects and methods: Descriptive study in which the variable perception of the clinical tutor's teaching competence was evaluated in students and teachers of the clinical cycle of the Faculty of Dentistry of the Finis Terrae University, Chile. The perception was operationalized in three factors, and was evaluated by means of two instruments: CECD-O (students) and KPSI (teachers). The data were analyzed through measures of central tendency and the non-parametric Student's t test. RESULTS: The perception of teachers and students regarding the skills to conduct clinical tutoring, shows significant differences in two of the three factors, as well as in the breakdown of items by factor, accounting on the aspects in which the teachers'self-perceptions they are better than those perceived by students. CONCLUSION: There are recognized deficiencies in the tutor's exercise that are perceived by the students and that could be improved, such as autonomy, clinical reasoning and feedback effectiveness, which is why it is suggest designing a training program on teaching competencies aimed at clinical tutors in response to perceived weaknesses

DOCENTIAZ, evaluando al profesorado de la Facultad de Medicina y Enfermería / DOCENTIAZ, evaluating the academic staff of Medicine and Nursing Faculty

Entre las finalidades más importantes de la educación superior figura lograr una enseñanza de calidad, y la evaluación de la actividad docente es un objetivo fundamental. El programa DOCENTIAZ es la herramienta certificada por UNIBASQ para la evaluación del profesorado de la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) y engloba tres dimensiones: planificación y desarrollo del proceso de enseñanza-aprendizaje (el 50% de la nota final), resultados (tasas de éxito, encuesta de opinión del alumnado; 20%) y desarrollo profesional docente (30%). A lo largo de las nueve convocatorias del programa, se ha evaluado al 33% del profesorado de la Facultad de Medicina y Enfermería (media de la UPV/EHU: 45,4%). Las notas medias alcanzadas en las tres dimensiones fueron 40,1, 18,4 y 20, respectivamente, y la nota global, 84,4 sobre 100. Las categorías académicas evaluadas fueron, en orden decreciente: colaborador/a, agregado/a, adjunto/a, titular de escuela universitaria, ayudante, titular de universidad y catedrático/a. De los 15 departamentos con sede en la facultad, tres obtuvieron la excelencia. Los programas de evaluación de la actividad docente aportan información fiable y contrastada que facilita el desarrollo de la carrera académica y la acreditación de las titulaciones. En las próximas convocatorias se pretende aumentar el porcentaje de participación del profesorado en el programa

Among the most important objectives of Higher Education is to achieve quality in teaching, being its evaluation a fundamental objective. The DOCENTIAZ program is the tool certified by UNIBASQ for the evaluation of the academic staff of the UPV/EHU that encompasses three dimensions: planning and development of the teaching-learning process (50% of the final qualification), results (success rates, student opinion survey) (20%) and professional teacher development of the staff (30%). Throughout the nine calls of the program, 33% of the academic staff of the Faculty of Medicine and Nursing was evaluated (average UPV/EHU: 45.4%). The average scores reached in the three dimensions were 40.1, 18.4 and 20, respectively, being the overall score of 84.4 out of 100. The academic categories evaluated were in decreasing order: lecturer (colaborador), lecturer (agregado), lecturer (adjunto), University school lecturer, assistant lecturer, University lecturer and professor. Of the 15 departments, three obtained excellence. The evaluation programs of the teaching activity provide reliable and contrasting information that facilitates the development of the academic career and accreditation of the degrees. In the next calls, it is intended to increase the percentage of participation of teachers in the program

A study of statistics knowledge among nurse faculty in schools with research doctorate programs.

Statistics knowledge is essential for nursing faculty in both teaching and research roles. In the teaching role when discussing nursing research, nursing faculty are confronted with statistical concepts and statistical methods applications. Knowledge of fundamental statistical concepts is needed so that nursing faculty can understand and critically evaluate the literature. The purpose of this study was to assess nursing faculty knowledge of fundamental statistical concepts. A probability sample with a 7.7% response rate yielded participation from 164 nursing faculty from 26 accredited schools. Results showed that most faculty members (91.5%) read peer-reviewed health-related scientific journal articles. On average, nursing faculty answered 5.1 (SD = 1.6) out of 8 statistical knowledge questions correctly. Problematic concepts included randomization (43.3% correct), and interpreting a confidence interval (42.7%) and odds ratio (33.5%). The results of this study may be used to improve statistics education and training for future nursing faculty and strengthen scholarship for nursing faculty conducting research.

Health sciences librarian competency perceptions: a survey of national community college librarians.

OBJECTIVE: The primary objective of this study was to determine how community college health sciences librarians perceive their proficiencies in the essential skills, knowledge, and abilities necessary for the practice of a health information professional as defined by the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success. A secondary objective was to determine their current level of engagement with the professional community and identify barriers to further professional development. METHODS: A survey was posted to various email discussion lists, and volunteer follow-up interviews were conducted. RESULTS: The survey was completed by seventy-five community college health sciences librarians, and seven follow-up interviews were performed. Survey results indicated that community college health sciences librarians perceived themselves as having intermediate or advanced intermediate proficiency in the six MLA competencies. Survey and interview results indicated that community college health sciences librarians were engaged with the profession and faced the same barriers to continued professional development and continued education as other academic librarians. CONCLUSION: The results affirm that community college librarians who are responsible for collections and services in the health sciences meet the MLA competencies, which fills a gap in the literature regarding how these librarians develop professional competencies and are involved in professional associations. The results suggest that community college librarians can improve their skill levels by continuing their education and following trends in the literature.

Developing interprofessional collaborative practice competencies in rural primary health care teams.

BACKGROUND: Leaders from a university, Area Health Education Center, and primary care centers (PCCs) collaborated to integrate Interprofessional Collaborative Practice (IPCP) in PCCs. PURPOSE: Describe the facilitators and barriers of IPCP implementation in rural clinics and the impact on decision-making and safety culture. METHODS: The implementation team used engagement strategies to support the development of IPCP. PCC team participants completed surveys measuring collaboration and satisfaction with care decisions and safety culture. Qualitative data were analyzed to describe facilitators and barriers to IPCP. FINDINGS: Significant improvement (p < .035) in the Global Amount of Collaboration made over time. Barriers to IPCP included high turnover, hierarchical culture, lack of role clarity, competing time demands, limited readiness for change, and physical space limitations. Facilitators included structured huddles, alignment of IPCP with organizational goals, and academic-practice partnership. DISCUSSION: Partnering with academic-practice partnerships may facilitate collaboration and team learning as PCCs incorporate IPCP into practice.

Impact of clinical photographs on the accuracy and confidence in the histopathological diagnosis of mycosis fungoides.

BACKGROUND: The histopathological diagnosis of MF is challenging, and there is significant overlap with benign inflammatory processes. Clinical features may be relevant in the assessment of skin biopsies. METHODS: We provided photomicrographs to board-certified dermatopathologists and one hematopathologist with and without accompanying clinical photographs and assessed accuracy and confidence in diagnosing MF. RESULTS: We found that access to clinical photographs improved diagnostic accuracy in both MF and non-MF (distractors); the degree of improvement was significantly higher in the non-MF/distractor category. Across all categories, diagnostic confidence level was higher when clinical images were available. CONCLUSION: These findings suggest that clinical images are useful in making an accurate diagnosis of MF, and may be particularly helpful in ruling it out when an inflammatory disorder is clinically suspected.

Reliability and Validity of a Further Tested Appreciative Management Scale.

BACKGROUND AND PURPOSE: Managers need evidence-based methods to evaluate their management skills. To further test the appreciative management scale (AMS 1.0) to create a practical instrument to be used in evaluating appreciative management. METHODS: For further testing, a new survey was conducted among social and healthcare managers (n = 734) in Finland. Confirmatory factor analysis (CFA) was used to assess the scale validity and Cronbach's alpha coefficients the internal consistency. RESULTS: The validated AMS 2.0 scale includes 24 items. The values measuring validity and reliability were good, with an Rool Mean Square Error of Approximation (RMSEA) of 0.072, Average Variance Extracted (AVE) values between 0.532 and 0.634, and Composite Reliability (CR) values ranging between 0.850 and 0.914. The Cronbach's alpha of the whole scale was 0.944. CONCLUSIONS: AMS 2.0 is a reliable and valid means to measure appreciative management as proved by confirmatory factor analysis.

Emergencies within hospital wards: An observational study of the non-technical skills of medical emergency teams.

BACKGROUND: Medical emergency teams are essential in responding to acute deterioration of patients in hospitals, requiring both clinical and non-technical skills. This study aims to assess the non-technical skills of medical emergency teams during hospital ward emergencies and explore team members perceptions and experiences of the use non-technical skills during medical emergencies. METHODS: A multi-methods study was conducted in two phases. During phase one observation and assessment of non-technical skills used in medical emergencies using the Team Emergency Assessment Measure (TEAM™) was conducted; and in the phase two in-depth interviews were undertaken with medical emergency team members. RESULTS: Based on 20 observations, mean TEAM™ ratings for non-technical skill domains were: 'leadership' 5.0 out of 8 (±2.0); 'teamwork' 21.6 out of 28 (±3.6); and 'task management' 6.5 out of 8 (±1.4). The mean 'global' score was 7.5 out of 10 (±1.5). The qualitative findings identified three areas, 'individual', 'team' and 'other' contributing factors, which impacted upon the non-technical skills of medical emergency teams. CONCLUSION: Non-technical skills of hospital medical emergency teams differ, and the impact of the skill mix on resuscitation outcomes was recognised by team members. These findings emphasize the importance non-technical skills in resuscitation training and well-developed processes for medical emergency teams.

Avaliação das competências andragógicas dos docentes do nível técnico de enfermagem / Evaluación de las competencias andragógicas de los professores del nível técnico de enfermeira / Assessment of the andragogical skills of teachers at the level nursing technician

Resumo Objetivos Identificar como o enfermeiro docente do nível técnico de enfermagem avalia suas competências andragógicas como facilitador de aprendizagem, para o exercício da docência. Método Estudo transversal com abordagem quantitativa, desenvolvido com 73 enfermeiros docentes, em 30 unidades de uma instituição de nível técnico de enfermagem do Estado de São Paulo. Os dados foram coletados no período de setembro a dezembro de 2019. Foi aplicada a Escala de Classificação Autodiagnóstica de Competências para o Papel do Educador/Instrutor de Adultos. Foi utilizado teste Wilcoxon. Resultados Amostra predominantemente feminina (72,6%), com média de idade de 40,3 anos (DP=7,4) e tempo de atuação docente de 9,7 anos (DP=6,3). Os docentes consideraram que seu nível atual de competência encontra-se em moderado conhecimento para o desenvolvimento de cada competência, enquanto o nível que desejava atuar com adultos em processos de ensino e aprendizagem deveria estar em alto conhecimento. Conclusão e implicações para a prática Os docentes consideraram-se abaixo do nível desejado, em todos os itens avaliados nas competências andragógicas, como facilitadores de aprendizagem para o exercício da docência. O estudo apresenta grande relevância de inovação, pois não há disponível na literatura qualquer estudo que avalie as competências andragógicas dos docentes do nível técnico de enfermagem.

Resumen Objetivo Identificar cómo el enfermero docente del nivel técnico de enfermería evalúa sus habilidades andragógicas como facilitador del aprendizaje para el ejercicio de la enseñanza. Método Estudio descriptivo transversal con enfoque cuantitativo, desarrollado con 73 enfermeras docentes en 30 unidades de una institución de nivel técnico de enfermería en el Estado de São Paulo. Los datos se recogieron de septiembre a diciembre de 2019. Se aplicó la Escala de calificación de aptitudes de autodiagnóstico para la función de educador/instructor de adultos. Se utilizó la prueba de Wilcoxon. Resultados Muestra predominantemente femenina (72,6%), con una edad media de 40,3 años (DE = 7,4) y experiencia docente de 9,7 años (DE = 6,3). Los docentes consideraron que su nivel actual de competencia es de conocimiento moderado para el desarrollo de cada competencia, mientras que el nivel que deseaba trabajar con adultos en los procesos de enseñanza y aprendizaje debía ser de conocimiento alto. Conclusiones e implicaciones para la práctica Los profesores se consideraron por debajo del nivel deseado, en todos los ítems evaluados en las competencias andragógicas, como facilitadores de aprendizaje para el ejercicio de la docencia. El estudio presenta gran relevancia teniendo como característica la innovación, ya que no existe ningún estudio disponible en la literatura que evalúe las competencias andragógicas de los profesores de enfermería a nivel técnico.

Abstract Objective To identify how the teaching nurse of the technical level of nursing evaluates his/her andragogical skills as a facilitator of learning, for the exercise of teaching. Method A cross-sectional study with a quantitative approach, developed with 73 teaching nurses, in 30 units of a technical nursing level institution in the State of São Paulo. The data was collected from September to December 2019. The Self-diagnostic Classification Scale of Competencies for the Educator of Adults Role was applied. Wilcoxon's test was used. Results A predominantly female sample (72.6%), with a mean age of 40.3 years (SD=7.4) and teaching time of 9.7 years (SD=6.3). The teachers considered that their current level of competence is in moderate knowledge for the development of each skill, while the level that they wanted to work with adults in teaching and learning processes should be in high knowledge. Conclusions and implications for practice The teachers considered themselves below the desired level, in all the items evaluated in the andragogical skills, as learning facilitators for the teaching exercise. The study presents great innovation relevance, because there is not available in the literature any study that evaluates the andragogical competences of the teachers of the technical nursing level.