UltraSound guided PEripheral Catheterization increases first-atTempt success RAte in hospitalized patients when compared with conventional technique: SPECTRA - Randomized Clinical Trial.

BACKGROUND: Peripheral intravenous catheter (PIVC) insertion is the most common invasive procedure in the hospital setting. Ultrasound guided PIVC insertion in specific populations and settings has shown patient care benefits. OBJECTIVE: To compare the success rate of first attempts of ultrasound guided PIVC insertion performed by nurse specialists with conventional PIVC insertion performed by nurse assistants. METHOD: Randomized, controlled, single-center clinical trial registered on the ClinicalTrials.gov platform under registration NTC04853264, conducted at a public university hospital from June to September 2021. Adult patients hospitalized in clinical inpatient units with an indication for intravenous therapy compatible with a peripheral venous network were included. Participants in the intervention group (IG) received ultrasound guided PIVC performed by nurse specialists from the vascular access team, while those in the control group (CG) received conventional PIVC by nurse assistants. RESULTS: The study included a total of 166 patients: IG (n = 82) and CG (n = 84), mean age 59.5 ± 16.5 years, mostly women (n = 104, 62.7%) and white (n = 136, 81.9%). Success rate on the first attempt of PIVC insertion in IG was 90.2% and in CG was 35.7% (p < 0.001), with a relative risk of 2.5 (95% CI 1.88-3.40) for success in IG versus CG. Overall assertiveness rate was 100% in IG and 71.4% in CG. Regarding procedure performance time, the medians in IG and CG were 5 (4-7) and 10 (6-27.5) min respectively (p < 0.001). As for the incidence of negative composite outcomes, IG had lower rates compared to CG, 39% versus 66.7% (p < 0.001), generating a 42% lower probability of negative outcomes in IG, 0.58 (95% CI: 0.43-0.80). CONCLUSION(S): Successful first-try insertion was higher in the group receiving ultrasound-guided PIVC. Moreover, there were no insertion failures and IG presented lower insertion time rates and incidence of unfavorable outcomes.

Webquest and blog as educational strategies in school health. / Webquest e blog como estratégias educativas em saúde escolar.

OBJECTIVE: To describe health education strategy on healthy eating using WebQuest and blog with elementary school students from a public school. METHOD: To report the health education activity carried out in 2014 with fourteen students from the 8th year of public school. The "Healthy Food Blog" was developed by the students using the WebQuest methodology guided by the nurse during four periods of the science discipline. RESULTS: In three work groups, the students performed the WebQuest made available on the website with the introduction, task, process and resource stages. The blog was written in a free website in response to WebQuest questions. The students' evaluation highlighted the positives, difficulties and recommendations for future activities. CONCLUSION: This technology makes the search for knowledge participatory and active, besides being a space for integration of health professionals in the school environment.

Webquest e blog como estratégias educativas em saúde escolar / Webquest y blog como estrategias educativas en salud escolar / Webquest and blog as educational strategies in school health

Resumo OBJETIVO Descrever ação de educação em saúde sobre alimentação saudável utilizando como estratégia o webquest e o blog com estudantes do ensino fundamental de uma escola pública. MÉTODO Relato da atividade de educação em saúde realizada em 2014 com quatorze estudantes do 8º ano de escola pública. O "Blog da Alimentação Saudável" foi desenvolvido pelos estudantes utilizando a metodologia da webquest orientados pela enfermeira durante quatro períodos da disciplina de ciências. RESULTADOS Em três grupos de trabalho os estudantes realizaram o webquest disponibilizado em site com as etapas introdução, tarefa, processos e recursos. O blog foi elaborado em site gratuito em resposta às questões do webquest. A avaliação dos estudantes destacou os aspectos positivos, as dificuldades e as recomendações para futuras atividades. CONCLUSÃO Essa tecnologia torna a busca pelo conhecimento participativa e ativa, além de ser um espaço de integração dos profissionais da saúde no ambiente escolar.

Resumen OBJETIVO Describir la acción de educación en salud en la alimentación saludable mediante una estrategia de búsqueda en la red y el blog con los estudiantes de primaria en una escuela pública. MÉTODO Actividades de educación en salud realizado en 2014 con catorce estudiantes de la escuela pública de 8º grado. La "Alimentación saludable Blog" fue desarrollado por los estudiantes utilizando la metodología de la webquest guiada por la enfermera durante cuatro períodos de la disciplina de la ciencia. RESULTADOS En los tres grupos de trabajo que los estudiantes llevan a cabo la búsqueda en la red disponible en el sitio con los pasos de introducción, tareas, procesos y recursos. El blog se preparó de sitio web gratuito en respuesta a preguntas webquest. La evaluación de los estudiantes destacó los aspectos positivos, dificultades y recomendaciones para las actividades futuras. CONCLUSIÓN Esta tecnología hace que la búsqueda del conocimiento participativa y activa, además de ser uno de los espacios de integración profesionales de la salud en el entorno escolar.

Abstract OBJECTIVE To describe health education strategy on healthy eating using WebQuest and blog with elementary school students from a public school. METHOD To report the health education activity carried out in 2014 with fourteen students from the 8th year of public school. The "Healthy Food Blog" was developed by the students using the WebQuest methodology guided by the nurse during four periods of the science discipline. RESULTS In three work groups, the students performed the WebQuest made available on the website with the introduction, task, process and resource stages. The blog was written in a free website in response to WebQuest questions. The students' evaluation highlighted the positives, difficulties and recommendations for future activities. CONCLUSION This technology makes the search for knowledge participatory and active, besides being a space for integration of health professionals in the school environment.