Upskill training and preparedness of non-critical-care registered nurses deployed to intensive care units during the COVID-19 pandemic: A scoping review.

BACKGROUND: The increase in intensive care unit (ICU) capacity compelled by the COVID-19 pandemic required the rapid deployment of non-critical-care registered nurses to the ICU setting. The upskill training needed to prepare these registered nurses for deployment was rapidly assembled due to the limited timeframe associated with the escalating pandemic. Scoping the literature to identify the content, structure, and effectiveness of the upskill education provided is necessary to identify lessons learnt during the COVID-19 pandemic response so that they may guide workforce preparation for future surge planning. AIM: The aim of this scoping review was to map the literature to identify the available information regarding upskill training and preparedness of non-critical-care registered nurses deployed to the ICU during the COVID-19 pandemic. METHODS: This scoping review was conducted in accordance with JBI methodology. A protocol outlined the review questions and used the participants, concept, and context framework to define the inclusion and exclusion criteria. A search of healthcare databases MEDLINE (Ovid), Embase (Ovid), CINAHL (EBSCO), Cochrane, and Scopus was supplemented with a grey literature search via Google. RESULTS: Screening and review found 32 manuscripts that met the inclusion criterion for examination. Analysis revealed variation in duration of programs, theoretical versus practical content, face-to-face or online mode of delivery, and duration of preparation time at the bedside in the ICU setting. Data on contributors to preparedness for deployment were sparse but included training, support, peer education, buddy time, and clarity around responsibilities and communication. DISCUSSION: Evaluation of upskill education was mostly limited to post-training surveys. Few studies explored the preparedness of deployed registered nurses as an outcome of their upskill training or described measures of effectiveness of ICU deployment. CONCLUSION: There is limited evidence describing preparedness of non-critical-care registered nurses on deployment to the ICU. Further research is needed to identify what elements of upskill education led to preparedness and effective deployment to the ICU setting.

Quantification of daily workload, energy expenditure, and sleep of US Marine recruits throughout a 10-week boot camp.

BACKGROUND: During periods of high-volume vigorous exercise, United States Marine Corps recruits often experience musculoskeletal injuries. While the program of instruction (POI) for basic training is a defined training volume, the total workload of boot camp, including movements around the base, is unknown. OBJECTIVE: The present study aimed to quantify the daily total workload, energy expenditure, and sleep during basic recruit training at Marine Corps Recruit Depot (MCRD) San Diego. METHODS: Eighty-four male recruits from MCRD San Diego wore wrist wearable physiological monitors to capture their complete workload (mileage from steps), energy expenditure, and sleep throughout the 10-week boot camp. RESULTS: Marine recruits traveled an average of 11.5±3.4 miles per day (M±SD), expended 4105±823 kcal per day, and slept an average of 5 : 48±1 : 06 hours and minutes per night. While the POI designates a total of 46.3 miles of running and hiking, the actual daily average miles yielded approximately 657.6±107.2 miles over the 10-week boot camp. CONCLUSION: Recruit training requires high physical demand and time under tension due to the cumulative volume of movements around base in addition to the POI planned physical training.

Confidence of practitioners to support self-management of pain: A multidisciplinary survey.

Background: Supported self-management is an important component of management for persistent pain according to current recommendations and guidelines. However, it is unclear whether staff from differing disciplines who may be in early contact with people with established or developing persistent pain are confident to introduce and support self-management for this patient group. Aim: To determine the confidence of staff across professional disciplines to introduce and support self-management. Design and Setting: Cross-sectional online survey. Methods: Charts were constructed to represent information on professional grouping, prior training in self-management and confidence in supporting key components of self-management for persistent pain. Analysis of variance was used to test for differences between groups. Results: Overall, 165 practitioners reported confidence to support self-management below the midpoint of a ten-point scale and 93 above. There were few differences between different professions apart from in explaining pain (f = 6.879 p < .001), managing activity levels (f = 6.340 p < .001) and supporting healthy habits (f = 4.700, p = .001) in which physiotherapists expressed higher confidence than other professional groups. There was no difference in confidence expressed between staff who had or had not received previous training in self-management (f = 1.357, p = .233). Conclusions: Many front-line staff who might be expected to introduce and deliver self-management support for persistent pain lack the confidence and skills to do so. This is consistent with a known lack of education about pain across disciplinary boundaries in primary and community-based care. In order to meet treatment priorities for persistent pain there is an urgent need to upskill the workforce by providing access to good quality training and resources.

LEARNING CURVE IN PONSETI METHOD - EVOLUTION IN 5 YEAR-INTERVALS.

Objective: Evaluate whether the experience of the surgeon could reduce Ponseti treatment time, and a number of cast changes, and the evolution of the Pirani Score. Methods: 2 reference centers were evaluated. At Institution 1, 254 patients with idiopathic clubfoot (403 feet) were included, and at Institution 2, 32 patients (51 feet). At institution 1 (mentor), 3 intervals of 5 years each were analyzed. At the Institution 2 (trainee), 1 interval of 5 years was analyzed. Results: Patients treated by the mentor had fewer casts compared with the trainee (p < 0.001). At Institution 1, the three mentor intervals showed differences in the number of casts (p < 0.05). A statistically significant difference was observed only in the first mentor interval (2000 to 2005, average of 3.47 casts) compared with the 2 other intervals (2005 to 2010; average of 2.6 casts and 2011 to 2015; average of 2.79 casts; p < 0.0001). Pirani score decreases the most until the third clinic visit. Conclusion: The mentor's greater expertise was associated with fewer casts and shorter time to obtain correction in isolated clubfoot, especially right after the first 5 years of practice. Progression of the Pirani score in both institutions occurs between the first and the third casts. Level of Evidence III; Therapeutic Study, Retrospective Comparative Study.

Objetivo: Avaliar se a experiência no Método Ponseti pode reduzir o tempo de tratamento e o número de gessos. Métodos: Na instituição 1 foram incluídos 254 pacientes com pé torto idiopático (403 pés) e na instituição 2, 32 pacientes (51 pés). Na instituição 1 (mentora) foram analisados 3 intervalos de 5 anos. Na instituição 2 (estagiária), foi analisado 1 intervalo de 5 anos. Resultados: Os pacientes tratados pelo mentor tiveram menos gessos em comparação aos tratados pelo estagiário (p < 0,001). Na Instituição 1, os três intervalos de mentores apresentaram diferenças no número de gessos até a correção dos pés (p < 0,05). Diferença estatisticamente significativa foi observada no primeiro intervalo do mentor (2000 a 2005, média 3,47 gessos) em comparação com os outros 2 intervalos (2005 a 2010; média 2,6 gessos e 2011 a 2015; média 2,79 gessos; p < 0,0001). O escore de Pirani diminui mais até a terceira consulta clínica. Conclusão: A maior expertise do mentor no Método Ponseti esteve associada ao menor número de gessos e ao menor tempo para correção do pé torto, principalmente logo após os primeiros 5 anos. A maior progressão do score de Pirani ocorre entre o primeiro e o terceiro gesso. Nível de Evidência III; Estudo Terapêutico, Estudo Comparativo Retrospectivo.

Detección de las necesidades de capacitación de los asistentes de farmacia / Detection of training needs in pharmacy assistants

Introducción: La capacitación es, sin duda, uno de los temas actuales más importantes cuando se habla de competitividad, innovación y mejora continua de una empresa. Este proceso implica: detección de necesidades, planeación, implementación, evaluación, retroalimentación y seguimiento de resultados. El eje fundamental de este proceso es el Diagnóstico de Necesidades de Capacitación, pues señala de manera precisa los aspectos sobre los cuales ha de trabajar el capacitador. Objetivo: Realizar un diagnóstico de las necesidades de capacitación de los asistentes de farmacia del Municipio Santa Clara. Métodos: Para elaborar el Diagnóstico de Necesidades de Capacitación se utilizó el método comparativo. Este método se basa en la identificación de las discrepancias entre lo que es y lo debe ser, lo que posibilita constatar los requisitos que son necesarios cubrir. Se utilizaron como técnicas la entrevista y la encuesta. Resultados: Finalmente, después del análisis de todos los datos obtenidos de las matrices y preguntas abiertas, se elaboró el Diagnóstico de Necesidades de Capacitación final que se entregó a la Empresa Farmacias y Ópticas. Conclusiones: Estos resultados mostraron que esta empresa necesita de manera inmediata implementar actividades de capacitación a sus asistentes de farmacia en lo referente a conocimientos.

Introduction: training is, undoubtedly one of the most important current issues when talking about competitiveness, innovation and continuous improvement of a company. This process involves: detection of needs, planning, implementation, evaluation, feedback and monitoring of results. The fundamental axis of this process is the Diagnosis of Training Needs, since it indicates precisely the aspects on which the trainer must work. Objective: to carry out a diagnosis of the training needs in pharmacy assistants from Santa Clara municipality. Methods: the comparative method was use to prepare the Training Needs Diagnosis. This method is based on the identification of discrepancies between what is and what should be; it made possible to verify the necessary requirements to be met. Interviews and surveys were used as techniques. Results: Finally, after analyzing all the data obtained from the matrices and the open questions, a final Diagnosis of Training Needs was prepared and delivered to the Pharmacy and Optics Company. Conclusions: these results showed that this company needs to immediately implement training activities for their pharmacy assistants in terms of knowledge.

Trauma-informed care education for midwives: Does education improve attitudes towards trauma-informed care?

INTRODUCTION: Continuing education is important to improve midwives' attitudes to trauma-informed care in addressing the needs of women during the perinatal period. This study aimed to evaluate if there was a significant difference in attitudes towards trauma-informed care between midwives who participated in a 2-day trauma-informed care education program and those who did not. METHOD: A static group comparison design was adopted with a convenience sample of midwives to analyse differences in attitudes towards trauma-informed care between midwives who received a 2-day TIC education (n = 19, intervention group) and their peers who did not receive the education (n = 18, comparison group). RESULTS: The results suggest that midwives who participated in a 2-day trauma-informed care education program had significantly higher scores for positive attitudes towards trauma-informed care compared to those who did not take part in the program and that this effect was sustained at 6 months. CONCLUSION: To minimise perinatal trauma for mothers and babies, midwives require specific trauma-informed care education. This study proposes that trauma-informed care education is a foundational pathway for implementing a trauma-informed care framework across a maternity service.

Learning curve in ponseti method - evolution in 5 year-intervals / Curva de aprendizado no método ponseti - evolução em intervalos de 5 anos

ABSTRACT Objective: Evaluate whether the experience of the surgeon could reduce Ponseti treatment time, and a number of cast changes, and the evolution of the Pirani Score. Methods: 2 reference centers were evaluated. At Institution 1, 254 patients with idiopathic clubfoot (403 feet) were included, and at Institution 2, 32 patients (51 feet). At institution 1 (mentor), 3 intervals of 5 years each were analyzed. At the Institution 2 (trainee), 1 interval of 5 years was analyzed. Results: Patients treated by the mentor had fewer casts compared with the trainee (p < 0.001). At Institution 1, the three mentor intervals showed differences in the number of casts (p < 0.05). A statistically significant difference was observed only in the first mentor interval (2000 to 2005, average of 3.47 casts) compared with the 2 other intervals (2005 to 2010; average of 2.6 casts and 2011 to 2015; average of 2.79 casts; p < 0.0001). Pirani score decreases the most until the third clinic visit. Conclusion: The mentor's greater expertise was associated with fewer casts and shorter time to obtain correction in isolated clubfoot, especially right after the first 5 years of practice. Progression of the Pirani score in both institutions occurs between the first and the third casts. Level of Evidence III; Therapeutic Study, Retrospective Comparative Study.

RESUMO Objetivo: Avaliar se a experiência no Método Ponseti pode reduzir o tempo de tratamento e o número de gessos. Métodos: Na instituição 1 foram incluídos 254 pacientes com pé torto idiopático (403 pés) e na instituição 2, 32 pacientes (51 pés). Na instituição 1 (mentora) foram analisados 3 intervalos de 5 anos. Na instituição 2 (estagiária), foi analisado 1 intervalo de 5 anos. Resultados: Os pacientes tratados pelo mentor tiveram menos gessos em comparação aos tratados pelo estagiário (p < 0,001). Na Instituição 1, os três intervalos de mentores apresentaram diferenças no número de gessos até a correção dos pés (p < 0,05). Diferença estatisticamente significativa foi observada no primeiro intervalo do mentor (2000 a 2005, média 3,47 gessos) em comparação com os outros 2 intervalos (2005 a 2010; média 2,6 gessos e 2011 a 2015; média 2,79 gessos; p < 0,0001). O escore de Pirani diminui mais até a terceira consulta clínica. Conclusão: A maior expertise do mentor no Método Ponseti esteve associada ao menor número de gessos e ao menor tempo para correção do pé torto, principalmente logo após os primeiros 5 anos. A maior progressão do score de Pirani ocorre entre o primeiro e o terceiro gesso. Nível de Evidência III; Estudo Terapêutico, Estudo Comparativo Retrospectivo.

Sucesso da punção intravenosa periférica após capacitação dos profissionais de enfermagem para o uso da transiluminação / Puncture Success after training nurses in the use of transillumination / Éxito de la punción venosa periférica después de la formación de profesionales de enfermería en el uso de la transiluminación

Objetivo: avaliar o índice de sucesso na primeira tentativa de cateterização intravenosa periférica em crianças após capacitação de profissionais de enfermagem para o uso de transiluminação. Método: estudo observacional, prospectivo, comparativo do tipo antes e depois, realizado com enfermeiros e técnicos de enfermagem que foram capacitados para a cateterização guiada pela transiluminação e observados executando 35 procedimentos antes e 35 após a capacitação, no período de novembro de 2018 a maio de 2019, após aprovação do mérito ético do protocolo de pesquisa. Os dados foram analisados de forma descritiva e analítica. Resultados: o índice de sucesso na primeira tentativa foi de 62,9% antes e 65,7% depois (p=0,803). Os técnicos de enfermagem executaram mais a punção antes da capacitação e os enfermeiros depois (p<0,01). Conclusão: a capacitação de profissionais para realizar a punção guiada pela transiluminação aumentou o índice de sucesso na primeira tentativa de punção intravenosa periférica, sem diferença estastiticamente significativa.

Objective: to evaluate the puncture success in the first attempt in children after training nursing professionals in the use of transillumination. Method: observational, prospective, comparative before-and-after study, carried out with nurses and nursing technicians were trained for transillumination-guided catheterization and observed performing 35 procedures before and 35 after training, from November 2018 to May 2019, after approval of the ethical merit of the research. Data were analyzed descriptively and analytically. Results: success in the first attempt was 62.9% before and 65.7% after (p=0.803). Nursing technicians performed more punctures before training and nurses after (p<0.01). Conclusion: the training professionals to perform transillumination-guided puncture increased success in the first attempt at peripheral intravenous puncture, without significant statistical difference.

Objetivo: evaluar la tasa de éxito en el primer intento de cateterización venosa periférica en niños después de capacitar a los profesionales de enfermería en el uso de la transiluminación. Método: estudio observacional, prospectivo, comparativo de antes y después, realizado junto a enfermeros y técnicos de enfermería capacitados para cateterización guiada por transiluminación y observados realizando 35 procedimientos antes y 35 después del entrenamiento, de noviembre de 2018 a mayo de 2019, previa aprobación del mérito ético del protocolo de la investigación. Los datos se analizaron de forma descriptiva y analítica. Resultados: la tasa de éxito en el primer intento fue del 62,9% antes y del 65,7% después (p=0,803). Los técnicos de enfermería realizaron más punciones antes del entrenamiento y los enfermeros después (p<0,01). Conclusión: la formación de profesionales para realizar la punción guiada por transiluminación aumentó la tasa de éxito en el primer intento de punción venosa periférica, sin diferencia estadística significativa.

El entrenamiento como forma de actualización docente en la Licenciatura en Imaginología y Radiofísica Médica

El desarrollo alcanzado en los servicios de salud demanda la mejora en la superación profesional de los docentes de la Licenciatura en Imaginología y Radiofísica Médica. Esta exigencia requiere la profesionalización en los modos de actuación de la profesión. Su actualización en los contenidos acerca de los principios físicos, anatomía humana, semiología radiológica, en esencia, así como sus habilidades prácticas durante la educación en el trabajo, son imprescindibles. Este trabajo tiene como propósito presentar la concepción del entrenamiento como una forma de profesionalización docente para la actualización de los contenidos. Se presenta la estructura del entrenamiento para la profesionalización del docente en la Licenciatura en Imaginología y Radiofísica Médica y la concepción pedagógica sobre el entrenamiento para su organización y aplicación en los docentes de esta carrera en la Universidad de Ciencias Médicas de Cienfuegos.

The development achieved in the health services demands the teachers Degree in Medical Imaging and Radiophysics' professional improvement. This demand requires professionalization in the action modes. Its updating in physical principles, human anatomy, radiological semiology, as well as its practical skills during education at work, are essential. The purpose of this paper is to present the conception of training as a form of teacher professionalization for content updating. The training structure for the teacher's professionalization in the Medical Imaging and Radiophysics Degree and the training pedagogical conception for its organization and application in this career's teachers at the Cienfuegos Medical Sciences University are presented.

The effect of Universal Teacher-Child Interaction Training on Hispanic teachers' sense of self-efficacy in early childhood education and care settings.

Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children's socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher-Child Interaction Training-Universal (TCIT-U) targets teachers' skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers' sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2-5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers' sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.

Moderating effect of organizational climate on the relationship between research motivation and learning engagement among nurses taking part-time master's program: A cross-sectional study.

AIMS: To investigate the moderating effects of perceived organizational climate on the relationship between research motivation and learning engagement in research among nurses pursuing a part-time master's degree. BACKGROUND: Research motivation positively affects learning engagement in research. However, the role of perceived organizational climate has not been explored in nurses taking part-time master's program in China. This study examined the relationships between various types of research motivation and learning engagement in research and whether the perceived organizational climate moderates the relationship between the other variables. METHODS: This cross-sectional one-center study was performed on 230 nurses by assessing learning engagement in research, research motivation and perceived organizational climate. RESULTS: The mean age of participants was 31.3 ± 3.5 years and 91.3% were female. Participants who had been assigned a supervisor showed higher learning engagement in research than those without a supervisor (3.65 ± 0.60 vs. 3.48 ± 0.61; P < 0.001). Participants who had experience conducting research reported higher learning engagement in research than those with no experience (3.30 ± 0.71 vs. 3.14 ± 0.83; P < 0.05). The mean score of learning engagement in research was 3.39 ± 0.63. The mean scores for intrinsic, extrinsic and failure-avoidance motivation were 3.72 ± 0.61, 3.71 ± 0.71 and 3.43 ± 0.70, respectively. As for perceived organizational climate, the mean score was 122.70 out of 148. Learning engagement in research was significantly positively correlated with intrinsic research motivation, extrinsic research motivation and perceived organizational climate scores (r = 0.441, 0.336, 0.307, p < 0.001, respectively). Perceived organizational climate moderated the correlation between intrinsic and extrinsic research motivation and learning engagement in research. CONCLUSION: Nurses taking the master's program perceived a higher level of perceived organizational climate could strengthen the relationship between intrinsic and extrinsic research motivation and learning engagement in research. More organizational support can enhance learning engagement in research by reinforcing intrinsic and extrinsic research motivation. IMPLICATIONS FOR NURSING MANAGEMENT: Universities can assign supervisors promptly. Universities and hospitals can provide education about the importance of research in nursing and reinforce their intrinsic and extrinsic research motivation. Hospitals can adjust policies based on the needs of nurses taking the master's program to provide organizational support, to facilitate the research learning process.

The Mastery of Competencies for the Care of LGBT+ People by Different Health Professionals.

This study aims to compare the mastery of competencies in assisting the LGBT+ population of Brazilian health professionals. Data collection occurred in a face-to-face and virtual manner, in the first semester of 2018. The health professionals answered a socio-demographic and functional questionnaire, in addition to the questionnaire Measurement of Training Needs for Health Care for the LGBT+ Public. The data was analyzed using Mann-Whitney and Chi-square tests. The project research was submitted to and approved by the IMED Research Ethics Committee (CAAE 69116917.6.0000.5319). The sample (n= 380) was made up mostly of psychologists (42.3%), female (81%), heterosexual (73.2%), aged between 26 and 35 years (36%), Catholic (41%), living in the south region (36.9%), and working in the profession for ten years or more (34.3%). Skills gaps on the LGBT+ theme was identified, especially in topics such as "approach to the patient's sexuality," "interference of religious beliefs in care," "care with the genitalia and breast of the trans individual," among others. Professionals trained in psychology and non-heterosexuals had a greater mastery of the theme than the others. The fragmentation of knowledge and skills hinders the full and equal access to the health system, and continued educational actions are recommended.

O cuidado das enfermeiras no parto e no nascimento após a inserção do projeto Apice On / Cuidado de enfermería durante el parto y el nacimiento tras la implementación del proyecto Apice On / Nursing care during childbirth after the insertion of the Apice On Project

Objetivo: descrever os saberes e cuidados realizados pelas enfermeiras no campo do parto e do nascimento, a partir da inserção do projeto "Aprimoramento e Inovação no Cuidado e Ensino em Obstetrícia e Neonatologia" (Apice On). Materiais e método: estudo descritivo, com abordagem qualitativa, com aplicação de entrevistas semiestruturadas com 13 enfermeiras atuantes em uma maternidade de risco habitual na região metropolitana II do estado do Rio de Janeiro, Brasil. As entrevistas foram transcritas e submetidas à análise de conteúdo na modalidade temática. Resultados: foram identificadas duas categorias temáticas: "Saberes do cotidiano da enfermeira no cuidado à mulher no processo do parto e do nascimento" e "Modo de cuidar da enfermeira à mulher no processo do parto e do nascimento após a inserção do Apice On". A sustentação de um cuidado contínuo, integral e embasado em evidências científicas valoriza a fisiologia da parturição, além de ser decisivo para as mudanças institucionais. Conclusões: as enfermeiras têm potencializado mudanças práticas no cotidiano da assistência na maternidade, influenciadas pelo compromisso de manter um cuidado centrado na mulher com aceno para as práticas interprofissionais.

Objetivo: describir los conocimientos y cuidados que practican los profesionales de enfermería durante el parto y el nacimiento tras la implementación del proyecto Perfeccionamiento e Innovación en el Cuidado y Enseñanza en Obstetricia y Neonatología (Apice On, en su sigla en portugués). Materiales y método: estudio descriptivo de abordaje cualitativo, con base en la aplicación de entrevistas semiestructuradas a 13 enfermeras que laboran en un área de maternidad de riesgo estándar en la II Región Metropolitana del Estado de Rio de Janeiro, Brasil. Estas entrevistas fueron transcritas y sometidas a análisis de contenido en la modalidad temática. Resultados: se identificaron dos categorías temáticas: "Conocimiento cotidiano del enfermero en el cuidado de la mujer en el trabajo de parto y el alumbramiento" y "Enfoque del cuidado del enfermero a la mujer en proceso de parto y alumbramiento tras la implementación de Apice On". Se observa que una atención continua, integral y basada en evidencia científicas valoriza la fisiología del parto, además de ser determinante para la adopción de cambios a nivel institucional. Conclusiones: los profesionales de enfermería han potencializado cambios prácticos en el cuidado diario de la maternidad, influenciados por el compromiso de mantener un cuidado centrado en la mujer y la adopción de prácticas interprofesionales.

Objective: To describe the knowledge and care practices applied by nursing professionals during labor and birth after the insertion of the project Enhancement and Innovation in Care and Teaching of Obstetric and Neonatology (Apice On, in Portuguese). Materials and method: Descriptive study with a qualitative approach, based on semi-structured interviews with 13 nurses working at maternity hospital of usual risk at the II metropolitan region of Rio de Janeiro State, Brazil, which were transcript and submitted to content analysis under thematic modality. Results: Two thematic categories were identified: "Common knowledge by nurses in labor and delivery care towards women" and "Nursing care towards women in the process of labor and delivery after the insertion of Apice On". Findings show that a continuous and comprehensive care based on scientific evidence values the physiology of childbirth, being also decisive for institutional changes. Conclusions: Nursing professionals have promoted practical changes in daily maternity care, influenced and compromised to sustaining a woman-centered approach in health care and the adoption of interprofessional practices.

Pilot Evaluation of Pharmacists' and Pharmacy Technicians' Knowledge and Understanding of a Medication Synchronization Program.

Background: Medication synchronization (MS) improves adherence by allowing patients to pick up all medications at the same time. Pharmacy staff need training to utilize a MS program effectively. Objective: Evaluate the impact of a video tutorial with decreased extraneous and intrinsic load on pharmacists' and pharmacy technicians' knowledge and understanding of a MS program. Study Method: Participants completed a prequestionnaire to assess knowledge and understanding of the MS process. They then watched a step-by-step video tutorial and were reassessed by a postquestionnaire 2 weeks later. Study participants included pharmacists and pharmacy technicians employed at 1 of 2 pharmacies in 1 regional division of a large community-based chain pharmacy. Participants were eligible if they were registered and in good standing with the Kansas Board of Pharmacy and employed for greater than 30 days since July 1, 2018. Results: Twenty participants were included in the final analysis. The median age was 36 years, 14 (70%) were female, 13 (65%) were pharmacy technicians, and each study site had equal representation. Most participants, 15 (75%), had previously completed the standard MS training. There was a significant improvement in number of correct responses after the intervention with a prequestionnaire score of 61.3% to postquestionnaire score of 70% (P=.002). Significant improvement in knowledge was seen in participants who completed the previous training as well as first-time learners of the MS process. Conclusion: Optimizing training on MS processes by decreasing extraneous and intrinsic load improved the pharmacy team's knowledge and understanding of the MS process.

Caracterización de la producción científica del claustro docente en la especialidad de Periodoncia / Characterization of the scientific production of the teaching staff of the specialty of Periodontics

Fundamento: analizar la producción científica ofrece un diagnóstico de los resultados científicos y determina el impacto de las investigaciones. Objetivo: caracterizar la producción científica del claustro docente de la especialidad de Periodoncia. Métodos: se realizó un estudio descriptivo transversal de enero a marzo del 2021 en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Villa Clara. Se emplearon métodos teóricos y empíricos. Las variables fueron las siguientes: profesores y producción científica, agrupadas en tres categorías: publicaciones, innovación y desarrollo, y formación de recursos humanos. Resultados: se presentaron un promedio de 13,6 ponencias y 4,9 artículos publicados por profesor en el período de estudio. El 12, 2 % de ellos fueron indexadas en la base de datos Scopus y el 53,1 % fueron artículos originales. El promedio de proyectos de investigación y de cursos superación profesional impartidos por profesor fue de 1,2. Conclusiones: las publicaciones representan la mayoría de las obras en la caracterización de la producción científica. Los resultados imponen estrategias de superación dirigidas a extender la cooperación internacional y la visibilidad científica de la publicación en otras bases de datos de reconocido prestigio internacional.

Background: analyzing scientific production offers a diagnosis of scientific results and determines the impact of research. Objective: to characterize the scientific production of the faculty of the specialty of Periodontics. Methods: a cross-sectional descriptive study was carried out from January to March 2021 at the Faculty of Dentistry of Villa Clara University of Medical Sciences. Theoretical and empirical methods were used. The variables were the following: professors and scientific production, grouped into three categories: publications, innovation and development, and human resources training. Results: an average of 13.6 papers and 4.9 articles published per professor in the study period were presented. 12.2% of them were indexed in the Scopus database and 53.1% were original articles. The average number of research projects and professional development courses taught per professor was 1.2. Conclusions: the publications represent the majority of the works in the characterization of scientific production. The results impose improvement strategies aimed at extending international cooperation and the scientific visibility of the publication in other databases of recognized international prestige.

Capacitação para o controle da hanseníase: avaliação e contribuições para a gestão / Training process for leprosy control: evaluation and contributions to management

RESUMO Este estudo tem o objetivo de apresentar a avaliação de um projeto de capacitação em serviço para profissionais de saúde nas ações de prevenção e controle da hanseníase, problematizando o modelo de avaliação adotado, com foco na utilização para a gestão em saúde. Foi realizada uma avaliação ex-post em 18 municípios prioritários brasileiros participantes das capacitações. Empregou-se a estratégia Rapid Evaluation Methods (REM), priorizando: a) abordagem colaborativa; b) técnicas qualitativas; e c) enfoque conceitual da translação do conhecimento. Foram realizadas 24 entrevistas grupais, envolvendo 278 participantes. A abordagem de ensino em serviço foi importante para revalorização das ações de prevenção e controle da hanseníase e para conferir um lugar privilegiado de discussão técnica, de reflexão e de mudanças na atenção primária e em sua relação com a especializada. Conclui-se que o modelo de avaliação possibilitou que as controvérsias e convergências surgissem, assim como as recomendações para ajustes da intervenção junto à gestão em tempo oportuno.

ABSTRACT This study aims to present the evaluation of an in-service training project for health professionals in leprosy prevention and control actions, questioning the adopted evaluation model, focusing on its use for health management. An ex-post evaluation was carried out in 18 priority Brazilian municipalities participating in the training project. Rapid Evaluation Methods (REM) strategy was employed, prioritizing: a) a collaborative approach; b) qualitative techniques; and c) a conceptual approach to knowledge translation. Twenty-four group interviews were carried out, involving 278 participants. The in-service teaching approach was important for revaluing leprosy prevention and control actions and to provide a privileged place for technical discussion, reflection and changes in primary health care and in its relationship with specialized care. It can be concluded that the evaluation model enabled controversies and convergences to emerge, as well as recommendations for managers to adjust the intervention timely.

Analysis of a hearing loss identification and intervention program in the first years of life in primary care / Análise de um programa de identificação e intervenção da perda auditiva nos primeiros anos de vida na atenção primária

ABSTRACT Purpose: to analyze the implementation and effectiveness of a hearing loss identification and intervention program in the first years of life in primary care. Methods: an experimental study carried out in two Basic Health Units. Twenty-three Community Health Workers participated, trained through an online self-instructional course from the Ministry of Health. Subsequently, they followed the hearing and language of children from zero to two years old, referring them, if necessary, to audiological evaluation. For the analysis of pre and post online course knowledge, the Wilcoxon test was applied, and to compare the performance between the participants of the two Basic Health Units, the Mann Whitney test was used, adopting p<0.05. Additionally, the qualitative perception of participating community workers, the referrals, and the result of the audiological evaluation were analyzed. Results: the online course was effective in improving the knowledge of the participants. A total of 102 children were monitored, 15 of them were referred for evaluation. From these, four underwent hearing screening and 11 underwent a complete hearing assessment, a case of conductive hearing loss being identified. Conclusion: the implementation of a program for the identification and intervention of hearing loss, in the first years of life, in primary care, permeated by community health workers, is feasible.

RESUMO Objetivo: analisar a implantação e a eficácia de um programa de identificação e intervenção da perda auditiva nos primeiros anos de vida na atenção primária. Métodos: estudo experimental realizado em duas Unidades Básicas de Saúde. Participaram 23 agentes comunitários de saúde, capacitados por meio de um curso autoinstrucional online do Ministério da Saúde. Posteriormente, acompanharam a audição e a linguagem das crianças de zero a dois anos, encaminhando-as, se necessário, para avaliação audiológica. Para análise do conhecimento pré e pós curso online foi aplicado o teste de Wilcoxon e para comparação do desempenho entre os participantes das duas Unidades Básicas de Saúde empregou-se o teste de Mann Whitney, com adoção de p<0,05. Adicionalmente, avaliou-se a percepção qualitativa dos agentes comunitários participantes, os encaminhamentos realizados e o resultado da avaliação audiológica. Resultados: o curso online foi eficaz na melhoria do conhecimento dos participantes. Totalizaram-se 102 crianças acompanhadas, 15 delas encaminhadas para avaliação. Destas, quatro realizaram triagem auditiva e 11 realizaram a avaliação auditiva completa, sendo identificado um caso de perda auditiva condutiva. Conclusão: a implantação de um programa de identificação e intervenção da perda auditiva nos primeiros anos de vida na atenção primária, permeada por agentes comunitários de saúde, mostrou-se viável.

Processos de capacitação de gestores e profissionais na implementação da estratégia e-sus atenção primária / Procesos de capacitación de gestores y profesionales en la implementación de la estrategia e-sus atención primaria / Training processes of managers and professionals in the implementation of the e-sus primary care strategy

Objetivo: analisar processos de capacitação de gestores e profissionais de saúde na implementação da estratégia e-SUS Atenção Primária em municípios de Minas Gerais. Método: foram enviados questionários on-line, do tipo websurvey, aos gestores responsáveis pela implantação da estratégia nos municípios selecionados; os dados foram processados com auxílio do software estatístico Statistical Package for the Social Sciences 21.0. Resultados: participaram do estudo gestores de 114 municípios mineiros. Cerca de 71,9% deles afirmaram ter participado de processos de capacitação para desempenho da função, e em 52,6% dos municípios não foram realizados treinamentos para adoção/utilização dos sistemas aos profissionais de saúde. Conclusão: o processo de implementação da estratégia e-SUS Atenção Primária em Minas Gerais, apesar das evoluções, apresenta fragilidades na adoção de processos de capacitação dos profissionais que utilizam os sistemas.

Objetivo: analizar procesos de capacitación de gestores y profesionales de salud en la implementación de la estrategia e-SUS Atención Primaria en municipios de Minas Gerais. Método: se enviaron cuestionarios en línea, del tipo websurvey, a los gestores responsables de la implantación de la estrategia en los municipios seleccionados; los datos fueron procesados con ayuda del software estadístico Statistical Package for the Social Sciences 21.0. Resultados: participaron del estudio gestores de 114 municipios mineros. Cerca del 71,9% de ellos afirmaron haber participado de procesos de capacitación para desempeño de la función, y en el 52,6% de los municipios no fueron realizados entrenamientos para adopción/utilización de los sistemas a los profesionales de salud. Conclusión: el proceso de implementación de la estrategia e-SUS Atención Primaria en Minas Gerais, a pesar de las evoluciones, presenta fragilidades en la adopción de procesos de capacitación de los profesionales que utilizan los sistemas. Conclusión: el proceso de implantación de la estrategia e-SUS APS en Minas Gerais, a pesar de las evoluciones presenta fragilidades en el proceso de capacitación de los profesionales que utilizan los sistemas.

Objective: to analyze training processes of health managers and professionals in the implementation of the e-SUS Primary Care strategy in cities of Minas Gerais. Method: online questionnaires of the websurvey type were sent to the managers responsible for the implementation of the strategy in the selected cities; the data were processed with the aid of the statistical software Statistical Package for the Social Sciences 21.0. Results: managers from 114 cities of Minas Gerais participated in the study. About 71.9% of them claimed to have participated in training processes for the performance of the function, and 52.6% of the cities did not executed training for the adoption/use of the systems to health professionals. Conclusion: the process of implementation of the e-SUS Primary Care strategy in Minas Gerais, despite developments, presents weaknesses in the adoption of training processes for professionals who use the systems.

Sistema de acciones educativas para la evaluación integral del residente de Oftalmología / System of educational actions for the comprehensive evaluation of the Ophthalmology resident

Fundamento: el sistema de evaluación es un componente importante del proceso enseñanza aprendizaje del Programa de Formación de las Especialidades Médicas. Objetivo: elaborar un sistema de acciones educativas para contribuir a la evaluación integral del residente de Oftalmología. Métodos: se realizó una investigación cualitativa en el Centro Oftalmológico de Villa Clara, en el período septiembre 2019-octubre 2021. Se emplearon métodos teóricos: análisis-síntesis, inductivo-deductivo, histórico-lógico y enfoque sistémico; empíricos: análisis documental, cuestionario y entrevista; matemáticos: frecuencias absolutas y relativas. Resultados: la totalidad de los docentes consideró importante fomentar la formación de valores, principios éticos y morales en los residentes. El 95 % no supieron argumentar las relaciones que se establecen entre el acápite I de aspectos generales de la tarjeta de evaluación y los demás componentes del proceso enseñanza aprendizaje; la mayoría confunden los métodos y medios con las formas de organización de la enseñanza; solo dos residentes tienen dominio de los aspectos que contempla el plan de estudio de la especialidad y todos tienen escasa percepción de la importancia del acápite I de la tarjeta de evaluación, por lo que se elaboró un sistema de acciones educativas teniendo en cuenta los objetivos, contenidos y métodos educativos para solucionar las carencias encontradas. Conclusiones: el diagnóstico realizado logró la identificación de insuficiencias y potencialidades en la evaluación integral del residente y su concreción en el acápite I de la tarjeta de evaluación; las acciones fueron valoradas satisfactoriamente por los especialistas consultados, quienes sugirieron aspectos que fueron adicionados al producto final.

Background: the evaluation system is an important component of the teaching-learning process of the Training Program for Medical Specialties. Objective: to develop a system of educational actions to contribute to the comprehensive evaluation of the Ophthalmology resident. Methods: a qualitative research was carried out at the Villa Clara Ophthalmological Center, from September 2019 to October 2021. Theoretical methods were used: analysis-synthesis, inductive-deductive, historical-logical and systemic approach; empirical ones: documentary analysis, questionnaire and interview; mathematics: absolute and relative values. Results: all the teachers considered it important to promote the formation of values, ethical and moral principles in the residents. 95% did not know how to argue the relationships established between section I of general aspects of the evaluation card and the other components of the teaching-learning process; most confuse the methods and teaching aids with the forms of organization of teaching; only two residents have mastery of the aspects contemplated in the study plan of the specialty and all have little perception of the importance of section I of the evaluation card, for which a system of educational actions was developed taking into account the objectives, content and educational methods to solve the deficiencies found. Conclusions: the diagnosis made achieved the identification of insufficiencies and potentialities in the comprehensive evaluation of the resident and its concretion in section I of the evaluation card; the actions were satisfactorily valued by the specialists consulted, who suggested aspects that were added to the final product.

Superación del médico general para la atención integral a niños con necesidades educativas especiales / Knowledge improvement of the general practitioner for comprehensive care for children with special educational needs

Fundamento: la superación especializada del médico general integral debe de estar encaminada a elevar su nivel profesional en la atención primaria de salud, particularizando en las características individuales de cada paciente. Objetivo: diagnosticar el estado actual de preparación de los médicos generales de la atención primaria de salud en cuanto al conocimiento para brindar atención integral y especializada a los niños con necesidades educativas especiales, pertenecientes al Policlínico Universitario "Ignacio Agramonte", de Camagüey. Métodos: se realizó un estudio descriptivo transversal entre los meses septiembre-diciembre de 2021. Se aplicaron métodos teóricos: histórico-lógico, análisis-síntesis e inducción-deducción; y empíricos, revisión documental y cuestionario a los médicos que laboran en los consultorios médicos del área. Resultados: el diagnóstico realizado permitió identificar falencias en la formación profesional del médico general desde su programa de formación en la especialidad Medicina General Integral, las que dificultan el trabajo exitoso en cuanto a la atención integral a niños con necesidades especiales, en aras de promover su inclusión social y el beneficio de su desarrollo individual. Conclusiones: las deficiencias encontradas ratifican la necesidad de implementar una estrategia de superación en cuanto al tema para perfeccionar el distintivo trabajo comunitario del médico general integral.

Background: the specialized improvement of the comprehensive general practitioner must be aimed at raising their professional level in primary health care, particularizing the individual characteristics of each patient. Objective: to diagnose the current state of preparation of general practitioners in primary health care in terms of knowledge to provide comprehensive and specialized care to children with special educational needs, belonging to the "Ignacio Agramonte" University Polyclinic in Camagüey. Methods: a cross-sectional descriptive study was carried out between from September to December 2021. Theoretical methods were applied: historical-logical, analysis-synthesis and induction-deduction; and empirical ones, documentary review and questionnaire to the doctors who work in the doctor´s offices of the area. Results: the diagnosis made possible to identify shortcomings in the professional training of the general practitioner from his training program in the Comprehensive General Medicine specialty, which hinder successful work in terms of comprehensive care for children with special needs, in order to promote their social inclusion and the benefit of their individual development. Conclusions: the deficiencies found ratify the need to implement an improvement strategy regarding the subject to improve the distinctive community work of the comprehensive general practitioner.