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Licere (Online) ; 24(02): 418-436, 20210630.
Artículo en Portugués | LILACS | ID: biblio-1282959


A eficácia das práticas corporais, atividades físicas e esportivas regulares é cientificamente comprovada como vetor de saúde e devem ser fomentadas em todos os ambientes. O objetivo é investigar se, no Século XXI, o governo federal brasileiro formulou políticas públicas que as contemplem no âmbito da Educação Básica em prol da saúde. Metodologicamente é um estudo exploratório documental. Como resultados, a Vigilância de Fatores de Risco e Proteção para Doenças Crônicas por Inquérito Telefônico, Pesquisa Nacional de Saúde, Pesquisa Nacional por Amostra de Domicílios Contínua e Pesquisa Nacional de Saúde do Escolar são os inquéritos que subsidiam aspolíticas públicas. Conclui que, alinhado com a Política Nacional de Promoção de Saúde de 2006, 2014 e 2017, Lei do SUS, Lei de Diretrizes e Bases da Educação e a Constituição/1988, o Programa Saúde na Escola é a principal política pública interfederativa que as contemplam.

The effectiveness of body practices, regular physical activity and sports is scientifically demonstrated as a health vector and should be adopted in all environments. The goal is to investigate if, in the 21st Century, the Brazilian federal government created public policies that include these practices and activities in the scope of Basic Education in favor of health. Methodologically it is an exploratory documentary study. As a result, Surveillance of Risk Factors and Protection for Chronic Diseases by Telephone Survey, National Health Survey, National Continuous Household Sample Survey and National School Health Survey are the surveys that support public policy and that, in line with The National Health Promotion Policy of 2006, 2014 and 2017, with the SUS Law, the Education Guidelines and Bases Law and the Federal Constitution / 1988, the Health at School Program is the main interfederative and intersectoral public policy.

Educación , Política Pública
Lancet Oncol ; 22(8): e369-e376, 2021 08.
Artículo en Inglés | MEDLINE | ID: mdl-34216541


Low-income and middle-income countries (LMICs) have a disproportionately high burden of cancer and cancer mortality. The unique barriers to optimum cancer care in these regions necessitate context-specific research. The conduct of research in LMICs has several challenges, not least of which is a paucity of formal training in research methods. Building capacity by training early career researchers is essential to improve research output and cancer outcomes in LMICs. The International Collaboration for Research methods Development in Oncology (CReDO) workshop is an initiative by the Tata Memorial Centre and the National Cancer Grid of India to address gaps in research training and increase capacity in oncology research. Since 2015, there have been five CReDO workshops, which have trained more than 250 oncologists from India and other countries in clinical research methods and protocol development. Participants from all oncology and allied fields were represented at these workshops. Protocols developed included clinical trials, comparative effectiveness studies, health services research, and observational studies, and many of these protocols were particularly relevant to cancer management in LMICs. A follow-up of these participants in 2020 elicited an 88% response rate and showed that 42% of participants had made progress with their CReDO protocols, and 73% had initiated other research protocols and published papers. In this Policy Review, we describe the challenges to research in LMICs, as well as the evolution, structure, and impact of CReDO and other similar workshops on global oncology research.

Investigación sobre Servicios de Salud , Oncología Médica/educación , Neoplasias , Creación de Capacidad , Países en Desarrollo , Educación , Humanos , India
Nutrients ; 13(6)2021 Jun 16.
Artículo en Inglés | MEDLINE | ID: mdl-34208675


Malnutrition risk is identified in over one-third of inpatients; reliance on dietetics-delivered nutrition care for all "at-risk" patients is unsustainable, inefficient, and ineffective. This study aimed to identify and prioritise low-value malnutrition care activities for de-implementation and articulate systematised interdisciplinary opportunities. Nine workshops, at eight purposively sampled hospitals, were undertaken using the nominal group technique. Participants were asked "What highly individualised malnutrition care activities do you think we could replace with systematised, interdisciplinary malnutrition care?" and "What systematised, interdisciplinary opportunities do you think we should do to provide more effective and efficient nutrition care in our ward/hospital?" Sixty-three participants were provided five votes per question. The most voted de-implementation activities were low-value nutrition reviews (32); education by dietitian (28); assessments by dietitian for patients with malnutrition screening tool score of two (22); assistants duplicating malnutrition screening (19); and comprehensive, individualised nutrition assessments where unlikely to add value (15). The top voted alternative opportunities were delegated/skill shared interventions (55), delegated/skill shared education (24), abbreviated malnutrition care processes where clinically appropriate (23), delegated/skill shared supportive food/fluids (14), and mealtime assistance (13). Findings highlight opportunities to de-implement perceived low-value malnutrition care activities and replace them with systems and skill shared alternatives across hospital settings.

Desnutrición/dietoterapia , Terapia Nutricional/métodos , Adulto , Educación , Femenino , Humanos , Pacientes Internos , Masculino , Desnutrición/diagnóstico , Desnutrición/prevención & control , Persona de Mediana Edad , Nutricionistas , Grupo de Atención al Paciente , Evaluación de Programas y Proyectos de Salud
MMWR Morb Mortal Wkly Rep ; 70(26): 953-958, 2021 Jul 02.
Artículo en Inglés | MEDLINE | ID: mdl-34197363


In response to the COVID-19 pandemic, schools across the United States began transitioning to virtual learning during spring 2020. However, schools' learning modes varied during the 2020-21 school year across states as schools transitioned at differing times back to in-person learning, in part reflecting updated CDC guidance. Reduced access to in-person learning is associated with poorer learning outcomes and adverse mental health and behavioral effects in children (1-3). Data on the learning modes available in 1,200 U.S. public school districts (representing 46% of kindergarten through grade 12 [K-12] public school enrollment) from all 50 states and the District of Columbia during September 2020-April 2021 were matched with National Center for Education Statistics (NCES) demographic data. Learning mode access was assessed for K-12 students during the COVID-19 pandemic, over time and by student race/ethnicity, geography, and grade level group. Across all assessed racial/ethnic groups, prevalence of virtual-only learning showed more variability during September-December 2020 but declined steadily from January to April 2021. During January-April 2021, access to full-time in-person learning for non-Hispanic White students increased by 36.6 percentage points (from 38.0% to 74.6%), compared with 31.1 percentage points for non-Hispanic Black students (from 32.3% to 63.4%), 23.0 percentage points for Hispanic students (from 35.9% to 58.9%) and 30.6 percentage points for students of other races/ethnicities (from 26.3% to 56.9%). In January 2021, 39% of students in grades K-5 had access to full-time in-person learning compared with 33% of students in grades 6-8 and 30% of students in grades 9-12. Disparities in full-time in-person learning by race/ethnicity existed across school levels and by geographic region and state. These disparities underscore the importance of prioritizing equitable access to this learning mode for the 2021-22 school year. To increase equitable access to full-time in-person learning for the 2021-22 school year, school leaders should focus on providing safety-optimized in-person learning options across grade levels. CDC's K-12 operational strategy presents a pathway for schools to safely provide in-person learning through implementing recommended prevention strategies, increasing vaccination rates for teachers and older students with a focus on vaccine equity, and reducing community transmission (4).

COVID-19/epidemiología , Educación/métodos , Educación/organización & administración , Aprendizaje , Estudiantes/psicología , Adolescente , Niño , Grupos de Población Continentales/psicología , Grupos de Población Continentales/estadística & datos numéricos , Escolaridad , Grupos Étnicos/psicología , Grupos Étnicos/estadística & datos numéricos , Geografía , Humanos , Estudiantes/estadística & datos numéricos , Estados Unidos/epidemiología
J Sch Health ; 91(8): 670-676, 2021 08.
Artículo en Inglés | MEDLINE | ID: mdl-34155651


BACKGROUND: The relationship between health and learning generally goes without question in developed countries, and has a philosophic, economic, and statutory basis. Historically, school health and school health education have evolved in response to addressing the public health needs of the times. Health literacy skills are more important now than ever. Living in an ongoing COVID-19 global pandemic reminds us of the vital role of being in control of our health, wherein health literacy plays a "life or death" role in our daily lives. METHODS: Considering the evolution of school health education, we examine the significance of health literacy in our society and schools in contemporary times. RESULTS: We must take a critical look at a place for education for health literacy and why it should be an innovative path in adaptive, reimagined, and revitalized schools. CONCLUSIONS: It is time to rebrand school health in general, and school health education specifically. Improved health literacy is an asset leading to greater opportunities for health and life-long learning.

Educación , Alfabetización en Salud , Instituciones Académicas , Humanos
Kennedy Inst Ethics J ; 31(2): 199-222, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34120954


In the face of the increasing substitution of free speech for academic freedom, I argue for the distinctiveness and irreplaceability of the latter. Academic freedom has evolved alongside universities in order to support the important social purpose universities serve. Having limned this evolution, I compare academic freedom and free speech. This comparison reveals freedom of expression to be an individual freedom, and academic freedom to be a group-differentiated freedom with a social purpose. I argue that the social purpose of academic freedom behooves an inclusive approach to group differentiation.

Educación/normas , Docentes/normas , Libertad , Habla , Estudiantes , Universidades/normas , Educación/historia , Guías como Asunto , Historia del Siglo XIX , Historia del Siglo XX , Humanos , Autonomía Profesional
J Learn Disabil ; 54(5): 388-399, 2021 09.
Artículo en Inglés | MEDLINE | ID: mdl-34137328


As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations' youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research. Using a framework of self-leadership, in this feature article, we provide reflections to guide discussion among scholars involved in school-based research during and after the COVID-19 pandemic. Based on lessons learned in our own mentee-mentor relationships and from our collective experiences, the purpose of this article is to offer considerations primarily for early-career scholars, but also to engage dialogue among mid- and late-career scholars to promote school-based inquiry in this defining moment in history, at a time when educators are concerned with mitigating learning loss. We focus on (a) revisiting and refining programmatic lines of inquiry, (b) crafting articles to disseminate lessons learned from research conducted to date-including those with lost time points, (c) retooling in a focused area of inquiry (e.g., methodology), (d) conceptualizing future studies featuring procedures that do-and do not-allow for interpersonal contact, and (e) appreciating and acknowledging individuals who have facilitated inquiry. We conclude with a note of encouragement and call to action for future educational research.

COVID-19 , Educación , Investigadores , Investigación , Instituciones Académicas , Ética en Investigación , Guías como Asunto , Humanos , Investigación/normas , Proyectos de Investigación/normas , Investigadores/ética , Investigadores/normas
J Neuroimmune Pharmacol ; 16(3): 519-530, 2021 09.
Artículo en Inglés | MEDLINE | ID: mdl-34181181


This brief report collects the program and abstracts of the Society on NeuroImmune Pharmacology (SNIP) COVID-19 Virtual Workshop held on April 9, 2021. The workshop consisted of four symposia: Symposium 1: Molecular approaches to COVID-19 pathogenesis and underlying mechanisms; Symposium 2: Therapeutic and vaccine approaches to COVID-19; Symposium 3: Early Career Investigator talks; and Symposium 4: Diversity and Inclusion SNIP Committee (DISC) program: Well-being and reflections. The workshop also featured four special talks on COVID-19 and funding opportunities from the National Institute on Alcohol Abuse and Alcoholism (NIAAA); COVID-19 and funding opportunities from the National Institute on Drug Abuse (NIDA); opportunities from NIH for early career investigator (ECI) fellows; and neurologic and psychiatric complications of SARS-CoV-2 infection. Presenters included NIH officials, SNIP members, and non-member scientists whose abstracts were submitted and accepted for inclusion in the virtual event hosted by the University of Nebraska Medical Center via Zoom webinar. A special theme issue of SNIP's official journal, the Journal of Neuroimmune Pharmacology (JNIP), will collect select papers from the workshop along with other related manuscripts in a special theme issue titled "Neuroimmune Pharmacology of SARS-CoV-2."

COVID-19/tratamiento farmacológico , COVID-19/inmunología , Educación/tendencias , Neuroinmunomodulación/inmunología , Sociedades Científicas/tendencias , Antivirales/administración & dosificación , Antivirales/inmunología , Educación/métodos , Humanos , Factores Inmunológicos/administración & dosificación , Factores Inmunológicos/inmunología , Neuroinmunomodulación/efectos de los fármacos
Clin Nurse Spec ; 35(4): 208-214, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34077162


PURPOSE: The US military healthcare services provide the highest level of trusted medical care to its members and to the world population during catastrophic events. These services can be difficult, making moral and ethical situations commonplace. Moral distress results when actions are inconsistent with personal or professional beliefs, resulting in a loss of moral integrity. Moral distress research is well established in the civilian literature and results in poor outcomes and increased expenses. There is little research studying moral distress in military providers. DESCRIPTION OF THE PROJECT: A clinical nurse specialist-led workshop was conducted with military and civilian experts. The expert panel reviewed the literature, examined instruments, and reviewed tool items for applicability to military healthcare providers. OUTCOME: The team determined the existing civilian moral distress tool was applicable to military providers. Twelve additional items were added to the modified tool. A tool testing plan was developed to test the tool in military critical care nurses on the last day of the workshop for the next phase of this project. CONCLUSION: The civilian moral distress tool was adapted for a military version and will be tested in the next phase of the project.

Enfermería de Cuidados Críticos , Educación/organización & administración , Enfermería Militar , Principios Morales , Distrés Psicológico , Humanos , Enfermeras Clínicas
Adv Physiol Educ ; 45(3): 464-465, 2021 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-34124957
Medicine (Baltimore) ; 100(23): e26177, 2021 Jun 11.
Artículo en Inglés | MEDLINE | ID: mdl-34114999


BACKGROUND: Rational emotive education (REE) program aims to improve the behavioral and mental health of students. This study objective was to evaluate the effect of an REE program on stress among undergraduate students of religious education program in Nigerian Universities. METHOD: One hundred and fifty (150) religious education undergraduates who had high level of stress participated in the study. Participants were assigned to 2 different groups. The treatment group had 75 participants and while control group also had 75 participants. Data collection was done using the Perceived Stress Scale (PSS-10) while data analysis was done using independent sample t test and paired t test statistics at .05 probability level. RESULTS: The REE program resulted in a significant decrease in level of stress among undergraduate students of religious education program in the treatment group compared with those students in the control group. Also, the effect of the REE program was maintained during the follow-up among undergraduate students of religious education program exposed to it. CONCLUSION: The REE program can be used to assist undergraduate students of religious education program to manage their stress.

Educación/métodos , Religión , Estrés Psicológico/terapia , Estudiantes/psicología , Enseñanza/normas , Educación/normas , Educación/estadística & datos numéricos , Humanos , Nigeria , Psicometría/instrumentación , Psicometría/métodos , Estrés Psicológico/psicología , Estudiantes/estadística & datos numéricos , Enseñanza/psicología , Enseñanza/estadística & datos numéricos
Sci Prog ; 104(2): 368504211019854, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34061685


COVID-19, caused by the severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), was declared a pandemic by the World Health Organization (WHO) on the 11th of March 2020, leading to some form of lockdown across almost all countries of the world. The extent of the global pandemic due to COVID-19 has a significant impact on our lives that must be studied carefully to combat it. This study highlights the impacts of the COVID-19 pandemic lockdown on crucial aspects of daily life globally, including; Food security, Global economy, Education, Tourism, hospitality, sports and leisure, Gender Relation, Domestic Violence/Abuse, Mental Health and Environmental air pollution through a systematic search of the literature. The COVID-19 global lockdown was initiated to stem the spread of the virus and 'flatten the curve' of the pandemic. However, the impact of the lockdown has had far-reaching effects in different strata of life, including; changes in the accessibility and structure of education delivery to students, food insecurity as a result of unavailability and fluctuation in prices, the depression of the global economy, increase in mental health challenges, wellbeing and quality of life amongst others. This review article highlights the impacts of the COVID-19 pandemic lockdown across the globe. As the global lockdown is being lifted in a phased manner in various countries of the world, it is necessary to explore its impacts to understand its consequences comprehensively. This will guide future decisions that will be made in a possible future wave of the COVID-19 pandemic or other global disease outbreak.

COVID-19/epidemiología , COVID-19/psicología , Control de Enfermedades Transmisibles/organización & administración , Violencia Doméstica/psicología , Pandemias , Distanciamiento Físico , COVID-19/transmisión , Violencia Doméstica/estadística & datos numéricos , Educación/estadística & datos numéricos , Contaminación Ambiental/estadística & datos numéricos , Seguridad Alimentaria/estadística & datos numéricos , Salud Global/economía , Salud Global/estadística & datos numéricos , Humanos , Actividades Recreativas/psicología , Máscaras/provisión & distribución , Salud Mental/estadística & datos numéricos , Cuarentena/organización & administración , Cuarentena/psicología , SARS-CoV-2/patogenicidad , Deportes/psicología , Turismo
Enferm. foco (Brasília) ; 12(1): 185-190, jun. 2021. ilus
Artículo en Portugués | LILACS, BDENF - Enfermería | ID: biblio-1280848


Objetivo: O presente artigo tem como propósito relatar a experiência vivenciada por integrantes da equipe do Projeto Pet Terapia da Universidade Federal de Pelotas no planejamento e desenvolvimento de oficinas interativas sobre a temática das Intervenções Assistidas por Animais. Metodologia: As oficinas ocorreram durante os encontros promovidos pela Universidade Federal de Pelotas, respectivamente nos anos de 2017, 2018 e 2019. Participaram discentes da graduação, pós-graduandos, docentes e comunidade universitária em geral. Ministradas de forma expositiva e interativa, com apresentações de tópicos e imagens de vivências do Pet Terapia, além da interação dos participantes com cães coterapeutas do projeto. Resultados: a ampliação do entendimento com relação às Intervenções Assistidas por Animais em que se utilizou a metodologia de oficina interativa, apontaram que os participantes compreenderam essa abordagem terapêutica como estratégia passível de ser incorporada aos cuidados de saúde por equipe multidisciplinar. Conclusão: conclui-se que, a realização de oficinas interativas contribui para facilitar a ampliação do conhecimento da comunidade acadêmica e profissionais de saúde sobre as Intervenções Assistidas por Animias como prática complementar de cuidado em saúde. (AU)

Objective: The purpose of this article is to report the experience lived by the team that is part of the Pet Terapia project at the Federal University of Pelotas in the planning and development of interactive workshops on the theme of Animal-Assisted Interventions. Methods: The workshops took place during the meetings promoted by the Federal University of Pelotas, respectively in the years 2017, 2018 and 2019. Undergraduate students, graduate students, teachers and the university community in general participated. Taught in an expository and interactive way, with presentations of topics and images of Pet Terapia experiences, in addition to the interaction of participants with dogs co-therapists of the project. Results: The broadening of the understanding in relation to the Animal-assisted interventions in which the interactive, workshop methodology was used pointed out that the participants understood this therapeutic approach as a strategy capable of being incorporated into health care by a multidisciplinar team. Conclusion: It is concluded that, the realization of interactive workshops contribute to facilitate the expansion of the knowledge of the academic community and health professionals about Animal-assisted interventions as a complementary health care practice. (AU)

Objetivo: El propósito de este artículo es informar la experiencia vivida por el equipo que forma parte del proyecto Pet Terapia en la Universidad Federal de Pelotas en la planificación y desarrollo de talleres interactivos sobre el tema de las Intervenciones Asistidas por Animales. Metodos: Los talleres tuvieron lugar durante las reuniones promovidas por la Universidad Federal de Pelotas, respectivamente, en los años 2017, 2018 y 2019. Participaron estudiantes de pregrado, estudiantes de posgrado, docentes y la comunidad universitaria en general. Impartido de forma expositiva e interactiva, con presentaciones de temas e imágenes de las experiencias de Pet Terapia, además de la interacción de los participantes con los perros co-terapeutas del proyecto. Resultados: La expansión de la comprensión com respecto al intervenciones asistidas por animales em el que se utilizo la metodologia del taller interactivo, señaló que los participantes entendieron este enfoque terapéutico como una estratégia que podría ser incorporada a la atención médica por um equipo multidisciplinario. Conclusión: Se concluye que la realización de talleres interactivos contribuye a facilitar la expansión del conocimiento de la comunidad académica y los profesionales de la salud acerca de las Intervenciones Asistidas por Animales como práctica complementaria de cuidado de la salud. (AU)

Terapia por Relajación , Educación en Salud , Educación , Promoción de la Salud , Métodos
Aquichan ; 21(2): e2121, jun. 25, 2021.
Artículo en Inglés | LILACS, BDENF - Enfermería, COLNAL | ID: biblio-1283783


A pandemia covid-19 significou que as práticas de treinamento em enfermagem são modificadas devido às restrições para a prática presencial, de acordo com a política de redução do contato pessoal. Analisar os desafios, mas também as estratégias para flexibilizar e reformular as atividades práticas, além de atender aos objetivos de aprendizagem e competências, são questões prioritárias, uma vez que a pandemia continua e a formação dos profissionais de enfermagem não pode ser interrompida. Nesse contexto, apela-se à inovação que possibilite transcender as formas convencionais de prática e viabilizar a formação dos profissionais de enfermagem em meio à pandemia.

La pandemia por la covid-19 ha implicado que las prácticas formativas en enfermería se modifiquen dadas las restricciones para la práctica presencial en concordancia con la política de reducción del contacto persona a persona. Analizar los retos, pero también las estrategias para flexibilizar y reformular las actividades prácticas, además de cumplir con los objetivos de aprendizaje y competencias, son asuntos prioritarios, pues la pandemia continúa y la formación de profesionales de enfermería no puede detenerse. En dicho contexto, el llamado es a la innovación que permita trascender de las formas convencionales de práctica y que hagan viable la formación de profesionales de enfermería en medio de la pandemia.

The COVID-19 pandemic has implicated a modification in the formative practices in nursing due to the restrictions for in-person professional practice, following the policy of restricted person-to-person contact. Analyzing the challenges, but also, the strategies looking for a more flexible and different way to perform the practical activities, achieving the learning goals and competencies and priority aspects, because of the ongoing pandemic and the formation of nursing professionals cannot be stoped. In the said context, there's a call for innovation, that allows transcending the conventional ways for practice and allowing the formation of nursing professionals during the pandemic.

Facultades de Enfermería , Estudiantes de Enfermería , Enfermería , Infecciones por Coronavirus , Educación , Enfermería Práctica