RESUMO
Objetivo: El objetivo del estudio fue describir la frecuencia de sintomatologÃa depresiva en cuidadores de pacientes pediátricos en diálisis peritoneal y hemodiálisis. Material y Métodos: Estudio descriptivo de corte transversal en el cual participaron 33 cuidadores de pacientes pediátricos con enfermedad renal crónica de la unidad de hemodiálisis y diálisis peritoneal del Hospital Cayetano Heredia en Lima (Perú). El nivel de sintomatologÃa depresiva de los cuidadores fue evaluado mediante el Patient Health Questionnaire (PHQ-9). Resultados: Un total de 54,54% de cuidadores presentaron sintomatologÃa depresiva; el 9,09% moderadamente severa, el 18,18% moderada y el 27,27% leve; solo el 3,03% reportó uso de antidepresivos. Todos los cuidadores con depresión moderada y moderadamente severa reportaron algún grado de dificultad para realizar sus labores. Conclusiones: Se evidenció una alta frecuencia de sintomatologÃa depresiva en cuidadores de pacientes pediátricos en diálisis. El reconocimiento de la depresión en los cuidadores principales es importante a fin de conducir intervenciones dirigidas a la preservación de su bienestar emocional.
Objective: To describe the frequency of depressive symptomatology in caregivers of pediatric patients on peritoneal dialysis and hemodialysis. Material and methods: Descriptive, cross-sectional study of 33 caregivers of pediatric patients with Chronic Kidney Disease, under treatment in the Hemodialysis and Peritoneal Dialysis Unit of the Cayetano Heredia Hospital in Lima (Peru). The participants completed the Patient Health Questionnaire (PHQ-9), which assessed their degree of depressive symptomatology. Results: A total of 54.54% of caregivers showed depressive symptomatology; 9.09% moderately severe, 18.18% moderate and 27.27% mild; only 3.03% reported intake of antidepressants. All caregivers with moderate and moderately severe depression reported some degree of difficulty in performing their tasks. Conclusions: A high frequency of depressive symptomatology in caregivers of pediatric patients on dialysis was found. The recognition of depression in primary caregivers is important, in order to carry out interventions aimed at maintaining their emotional well-being.
RESUMO
Medical education has incorporated psychiatric or mental health components more consistently during the last decades thanks to various factors such as: advances in neurobiological research; the increasing prevalence of mental disorders in global health; the increasingly close relationship between mental health and public health; comorbidities with medical conditions and the impact of sociocultural phenomena in clinical manifestations, diagnosis, treatment, prognosis and prevention. Based on acquisition of core competencies and ethical principles of universal acceptance, the teaching process examined in this article proposes an education based on the provision of clinical experiences integrated throughout the collection of adequate information, the development of diagnostic capabilities, and exposure to a wide variety of forms of academic assessment of students and residents in training. The cultural components of psychiatric education receive special mention; we provide examples of their systematic integration with the acquisition of general skills. The teaching tools include theoretical and applied activities and supervision. Particular attention is paid to how the principles of modern psychiatric medical education, including cultural aspects and practice of holistic health care objectives, can and should be in effect in Latin American countries.
Assuntos
Competência Cultural/educação , Educação Médica , Psiquiatria/educação , América LatinaRESUMO
La educación médica ha incorporado un componente psiquiátrico, o de salud mental, de manera más consistente en el curso de las últimas décadas, merced a factores tan variados como los avances de la investigación neurobiológica, la creciente prevalencia de trastornos mentales en el escenario de la salud global, la cada vez más estrecha relación entre salud mental y salud pública, comorbilidades con cuadros médicos e impacto de fenómenos socioculturales en expresiones clínicas, diagnóstico, tratamiento, pronóstico y prevención. Basado en la adquisición de competencias nucleares y principios éticos de aceptación universal, el proceso docente examinado en este artículo postula una enseñanza sustentada en la provisión de experiencias clínicas integradas a través del acopio de información adecuada, el desarrollo de capacidades diagnósticas y sujeción a una amplia variedad de modalidades de evaluación académica de estudiantes y residentes en entrenamiento. Los componentes culturales de la educación psiquiátrica reciben mención especial, proveyéndose ejemplos de su sistemática integración con la adquisición de competencias generales. Las herramientas didácticas incluyen actividades teóricas, prácticas y de supervisión. Se presta particular atención a cómo los postulados de la moderna educación médico psiquiátrica, incluidos sus aspectos culturales y la práctica de una atención médica integral como objetivos, pueden y deben tener vigencia en los países latinoamericanos...
Medical education has incorporated psychiatric or mental health components more consistently during the last decades thanks to various factors such as: advances in neurobiological research; the increasing prevalence of mental disorders in global health; the increasingly close relationship between mental health and public health; comorbidities with medical conditions and the impact of sociocultural phenomena in clinical manifestations, diagnosis, treatment, prognosis and prevention. Based on acquisition of core competencies and ethical principles of universal acceptance, the teaching process examined in this article proposes an education based on the provision of clinical experiences integrated throughout the collection of adequate information, the development of diagnostic capabilities, and exposure to a wide variety of forms of academic assessment of students and residents in training. The cultural components of psychiatric education receive special mention; we provide examples of their systematic integration with the acquisition of general skills. The teaching tools include theoretical and applied activities and supervision. Particular attention is paid to how the principles of modern psychiatric medical education, including cultural aspects and practice of holistic health care objectives, can and should be in effect in Latin American countries...
Assuntos
Humanos , Cultura , Educação Baseada em Competências , Educação Médica , Psiquiatria/educação , Saúde Mental , América LatinaRESUMO
The clinical implications of the term narcissism are a matter of continuous debate. This article critically examines pertinent literature of the last 12 years using a set of validators and attempting to identify narcissism as a trait, a domain, a dimension, or a personality disorder/type. Narcissistic personality disorder (NPD)-specific literature (particularly in epidemiological, developmental, and laboratory-testing areas) is scarce when compared with other personality disorders. A tendency to ideologically dominated clinical reports is observed with individual cases or small samples of nonclinical populations. Clinical descriptions of the condition vary within a wide range of descriptors, superficial or ambiguous conceptualizations, different subtypes, and inconclusive meta-analytical findings. Comorbidity with many Axes I and II conditions and the presence of narcissistic behavioral and emotional manifestations in other DSM conditions were frequent findings. The reintroduction of NPD in the personality disorders DSM-5 proposal seems to be related to nonclinical or heuristic considerations. It is concluded that NPD as such shows nosological inconsistency and that its consideration as a trait domain with needed further research would be strongly beneficial to the field.
