RESUMEN
El objetivo de esta investigación fue Identificar el Nivel de conocimientos y prácticas del profesional de enfermería en la administración de medicamentos parenterales en el servicio de Urgencias del Hospital General Materno Infantil San Pablo, 2019. Se realizó un estudio descriptivo de corte transversal, en el Hospital General Materno Infantil San Pablo, la muestra estuvo conformada por profesionales de enfermería en el servicio de Urgencias de los diferentes turnos. Se utilizó como técnica la encuesta y como instrumento de estudio el cuestionario. Los resultados se presentaron en gráficos, en cuanto al conocimiento de los profesionales de enfermería sobre la administración de medicamentos parenterales. Se concluye que los profesionales de enfermería del área de urgencias poseen bastante conocimiento y prácticas sobre la administración de medicamentos parenterales.
The objective of this research was to identify the level of knowledge and practices of the nursing professional in the administration of parenteral medications in the Emergency Department of the Hospital General Materno Infantil San Pablo, 2019. A descriptive crosssectional study was carried out at the Hospital General Materno Infantil San Pablo, the sample was made up of nursing professionals in the Emergency service of the different shifts. The survey was used as a technique and the questionnaire as a study instrument. The results were presented in graphs, regarding the knowledge of nursing professionals about the administration of parenteral drugs. It is concluded that nursing professionals in the emergency area have enough knowledge and practices on the administration of parenteral drugs.
Asunto(s)
Humanos , Masculino , Femenino , Preescolar , Niño , Infusiones Parenterales , Paraguay , Preparaciones Farmacéuticas , Conocimiento , Rol de la EnfermeraRESUMEN
This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014).