Humanização nos serviços de saúde: perspectivas de profissionais atuantes na atenção primária à saúde / Humanization in health services: perspectives of professionals working in primary health care / Humanización en los servicios de salud: perspectivas de los profesionales que trabajan en atención primaria

Investigar o conhecimento dos profissionais que atuam na atenção básica sobre o atendimento humanizado. Estudo descritivo, exploratório, de abordagem qualitativa, realizado com 16 profissionais que atuam em unidade básica de saúde, realizado no mês de abril de 2022. Os dados foram coletados por meio de entrevista gravada, norteada pela questão: "Fale-me sobre o que você, senhor/senhora, sabe sobre humanização na assistência ao paciente. Após a conclusão das entrevistas, as mesmas foram transcritas, sendo submetidas à técnica de análise de conteúdo proposta por Bardin. Da análise das entrevistas, emergiram três categorias: Impactos da realização do cuidado humanizado e de sua ausência, na qual nota-se por meio dos discursos, que o cuidado à saúde do ser humano, quando prestado de modo humanizado é considerado como maneira mais eficaz para se ter um atendimento adequado e ético nos serviços de atenção à saúde. Estratégias para fortalecer a prática da assistência humanizada, pela qual verificou-se que a assistência à saúde realizada ao ser humano de uma forma humanizada, se torna muito mais forte e eficaz. Atividade laboral como sinônimo de cuidado empático, a qual evidenciou que é preciso continuar conscientizando a todos esses profissionais, que atuam nessa área, sobre esse cuidado humanizado, ou seja, o cuidado com empatia. Assim, concluiu-se que os profissionais apresentaram conhecimento básico sobre humanização no atendimento, sobre as consequências ao paciente caso ela não ocorra e como implementá-la, com constância, em suas atividades laborais, na atenção primária à saúde.

To investigate the knowledge of professionals working in primary care about humanized care. Descriptive, exploratory study, with a qualitative approach, carried out with 16 professionals who work in a basic health unit, carried out in April 2022. Data were collected through a recorded interview, guided by the question: "Tell me about what you, sir/madam, know about humanization in patient care. After completing the interviews, they were transcribed and submitted to the content analysis technique proposed by Bardin. From the analysis of the interviews, three categories emerged: Impacts of carrying out humanized care and its absence, in which it is noted through the speeches that human health care, when provided in a humanized way, is considered the most effective way to have adequate and ethical care in health care services. Strategies to strengthen the practice of humanized care, through which it was found that health care provided to human beings in a humanized way becomes much stronger and more effective. Work activity as a synonym for empathic care, which showed that it is necessary to continue making all these professionals, who work in this area, aware of this humanized care, that is, care with empathy. Thus, it was concluded that the professionals presented basic knowledge about humanization in care, about the consequences for the patient if it does not occur and how to implement it consistently in their work activities, in primary health care.

Investigar el conocimiento de los profesionales que trabajan en atención primaria sobre la atención humanizada. Estudio descriptivo, exploratorio, de enfoque cualitativo, realizado con 16 profesionales que trabajan en la unidad básica de salud, realizado en abril de 2022. Los datos se recogieron mediante una entrevista grabada, guiada por la pregunta: "Háblame de lo que sabes sobre la humanización en la atención al paciente". Una vez finalizadas las entrevistas, se transcribieron y se sometieron a la técnica de análisis de contenido propuesta por Bardin. Del análisis de las entrevistas surgieron tres categorías: Impactos de la implementación de la atención humanizada y su ausencia, en la que se observa a través de los discursos, que la atención a la salud del ser humano, cuando se brinda de manera humanizada, se considera la forma más efectiva de tener una atención adecuada y ética en los servicios de salud. Estrategias para fortalecer la práctica de la atención humanizada, mediante las cuales se verificó que la atención a la salud brindada al ser humano de manera humanizada, se hace mucho más fuerte y efectiva. La actividad laboral como sinónimo de atención empática, lo que demostró que es necesario seguir concienciando a todos estos profesionales que trabajan en este ámbito sobre la atención humanizada, es decir, la atención con empatía. Así, se concluyó que los profesionales tenían conocimientos básicos sobre la humanización en la atención sanitaria, sobre las consecuencias para el paciente si ésta no se produce y sobre cómo implementarla con constancia en su actividad laboral en la atención primaria.

Processo transexualizador no sus: questões para a psicologia a partir de itinerários terapêuticos e despatologização / Proceso transexualizador en el sus: cuestiones para la psicología desde itinerarios terapêuticos y despatologización / Transexualizing process in the sus: questions for psychology from therapeutic itinetaries and depathologization

RESUMO. Trata-se de uma pesquisa qualitativa, des critiva e exploratória, realizada no Tratamento Fora de Domicílio, na cidade de Cuiabá-MT, Brasil, que objetivou levantar reflexões sobre os itinerários terapêuticos de pessoas trans, na busca pelo Processo Transexualizador. Participaram três homens trans, duas mulheres trans e uma mulher travesti, com faixa etária de 21 a 32 anos. Os da dos foram coletados por entrevistas semiestruturadas e analisados mediante análise de conteúdo. Os resultados mostram que essas pessoas trans seguem trajetórias diver sas, procurando serviços institucionalizados ou informais (redes de socialidade trans), para a afirmação de suas identidades de gênero. Destacam-se entraves atinentes à patologização, ao acolhimento, à continuidade do cuidado, à resolutividade e à referência na rede de atenção do processo transexualizador. Observaram-se importantes pontos críticos na assistência social, endocrinológica e para a psicologia, sendo a peregrinação pelos serviços de saúde demarcada por constantes discriminações institucionais, permitindo a compreensão de como o sistema de saúde se organiza em relação ao atendimento dessas pessoas, elencando questões para o trabalho da psicologia, nesse campo, a partir de uma perspectiva da experiência e materialidade do gênero.

RESUMEN. Esta es una investigación cualitativa, descriptiva y exploratoria realizada en el tratamiento fuera del domicilio en la ciudad de Cuiabá, Brasil, que tuvo como objetivo plantear reflexiones sobre los itinerarios terapéuticos de las personas trans en la búsqueda del proceso transexual. Participaron tres hombres trans, 2 mujeres trans y 1 mujer travesti de 21 a 32 años. Los datos fueron recogidos a través de entrevistas semiestructuradas y fueron analizados mediante el Análisis de Contenido. Los resultados muestran que estas personas trans siguen caminos divergentes en busca de servicios institucionalizados o informales (redes sociales trans) para afirmar sus identidades de género. Se destacan los obstáculos relacionados con la patologización, acogida, la continuidad de la atención, la resolución y la referencia en la red de atención del Proceso Transexualizador. Se observaron puntos críticos importantes en la asistencia social, la endocrinología y la psicología, em que la peregrinación por los servicios de salud es delimitada por la constante discriminación institucional que permite comprender cómo se organiza el sistema de salud en relación con la atención de estas personas que señalan los problemas para el trabajo de la Psicología en este campo desde una perspectiva de experiencia y materialidad de género

ABSTRACT. This qualitative, descriptive and exploratory research conducted in the Away from Home Treatment (Tratamento Fora de Domicílio [TFD]), in Cuiabá, Brazil, aimed to raise reflections on the therapeutic process itineraries of trans people in the search for the Transsexualizer Process (Processo Transexual [PT]). Three transgender men, two transgender women and one transvestite woman participated. They were aged between 21 and 32 years. Data were collected through semi-structured interviews and analyzed using Content Analysis. The results show that trans people follow different itineraries, looking for institutionalized or informal services (trans sociality networks) to affirm their gender identities. Obstacles related to pathologization, reception, continuity of care, resolution and reference in the care network of the Transsexualizer Process stand out. Important critical points were observed in social, endocrinological and psychological care. The pilgrimage by health services was marked by constant institutional discrimination, allowing for the understanding of how the health system is organized concerning the care of these people, listing issues for the work of Psychology, in this field, from a perspective of the experience and materiality of gender.

When Structural Inequity Is Ubiquitous, Can Force Ever Be Compassionate?

This article contextualizes and challenges race, class, and gender inequity in psychiatric use of force. In particular, this article examines (1) how uses of force-seclusion, restraint, compulsion-have been codified in policy and law, (2) inequity in force utilization, and (3) connections between systemic oppression and individuals' responses-including fear and retraumatization-to feeling threatened by force in clinical settings. This article proposes multilevel strategies to abolish inequity in uses of force in clinical settings and questions whether it is ever possible to use force compassionately where inequity persists.

What Is the State of Compassion Education? A Systematic Review of Compassion Training in Health Care.

PURPOSE: To investigate the current state and quality of compassion education interventions offered to health care providers during training or practice, determine how the components of each education intervention map onto the domains of an empirically based clinical model of compassion, and identify the most common approaches to compassion education. METHOD: The MEDLINE, Embase, CINAHL Plus with Full Text, Sociological Abstracts, Web of Science, ERIC, and Education Research Complete databases were searched from inception to March 2020 in this systematic review. Studies that evaluated a compassion education intervention for health care providers or those in training to enhance compassion toward patients and/or families were included. A narrative synthesis of the included studies was performed. The components of each intervention were mapped onto the domains of compassion described in the Patient Compassion Model. RESULTS: One hundred eight peer-reviewed publications describing 103 interventions were included. Modalities ranged from establishing curricula and interventions in clinical settings to programs that used humanities-based reflective practices, clinical simulation, role modeling, and contemplative practices, with many education interventions adopting a multimodal approach. Most interventions mapped to the virtuous response domain of the Patient Compassion Model; very few mapped to the other domains of this model. CONCLUSIONS: Most interventions were limited as they focused on a single domain of compassion; did not adequately define compassion; were assessed exclusively by self-report; were devoid of a comparator/control group; and did not evaluate retention, sustainability, and translation to clinical practice over time. The authors suggest that compassion education interventions be grounded in an empirically based definition of compassion; use a competency-based approach; employ multimodal teaching methods that address the requisite attitudes, skills, behaviors, and knowledge within the multiple domains of compassion; evaluate learning over time; and incorporate patient, preceptor, and peer evaluations.

Ethical Significance of Being Present With Others During the Pandemic Era.

Human presence with others is vital in the healthcare experience for those who are giving and receiving services, especially during the upheaval unfolding concurrently with a pandemic. The author wishes to explore the notion of telepresence, uniquely defined as a potential living quality priority for those experiencing hospitalization and/or isolation from others. The ethical implications will be undergirded utilizing the humanbecoming enduring truths of reverence, betrayal, awe, and shame.

Tolerance for Ambiguity Among Medical Students: Patterns of Change During Medical School and Their Implications for Professional Development.

PURPOSE: Tolerance for ambiguity (TFA) is important for physicians, with implications for ethical behavior and patient care. This study explores how medical students' TFA changes from matriculation to graduation and how change in empathy and openness to diversity are associated with this change. METHOD: Data for students who took the Matriculating Student Questionnaire (MSQ) in 2013 or 2014 and the Medical School Graduation Questionnaire (GQ) in 2017 or 2018 were drawn from the Association of American Medical Colleges (n = 17,221). Both the MSQ and GQ included a validated TFA scale and a shortened version of the Interpersonal Reactivity Index; the MSQ also included an openness to diversity scale. Tercile groups were used to assess how TFA changed from the MSQ to GQ, and regression analyses were used to assess associations between change in TFA and openness to diversity and between change in TFA and change in empathy. RESULTS: Mean TFA scores decreased (d = -.67) among students with the highest TFA at matriculation but increased (d = .60) among students with the lowest TFA at matriculation. Regression results showed that change in TFA was significantly and positively associated with change in empathy (beta = .05, P < .001) and that openness to diversity (as reported at matriculation) was significantly and positively associated with TFA at graduation (beta = .05, P < .001). CONCLUSIONS: This is the first nationally representative study to suggest that medical students' TFA changes over time, but in different directions depending on TFA at matriculation. TFA over time was also associated with change in empathy and openness to diversity. Medical schools should consider strategies to assess TFA in their admissions processes and for cultivating TFA throughout the learning process.

[From empathy to commitment, the ethical approach in psychiatry]. / De l'empathie à l'engagement, la démarche éthique en psychiatrie.

Ethical questioning and reflection are a requirement for the psychiatric caregiver, a particular discipline which is both clinical and political. Ethics is a safeguard that allows the professional to refocus on the core of their profession. It is not synonymous with morality and is situational. It is a combat sport against oneself and against those who reduce the patient to a human-machine to be repaired.

Study of the efficacy of the Hero program: Cross-national evidence.

The present study focuses on an analysis of the efficacy of the online intervention program called "Hero" for promoting prosociality and other socioemotional variables related to prosocial behavior, such as empathy, positive emotions, and forgiveness, in two Latin American countries: Argentina and Uruguay. The final Argentinean sample consisted of 579 adolescents (experimental group = 319 and control group = 260), and the Uruguayan sample consisted of 330 adolescents (experimental group = 140 and control group = 169), aged 12 to 15 years old. The 'Hero' program provided evidence of efficacy for the promotion of prosociality, empathy, positive emotions, and attitudes of forgiveness. It impacted each of the dimensions comprising these variables differently depending on the country where it was applied. We discuss the differences found in each country.

L'omnipotència infantil, un problema bioètic. La necessitat I la urgència de repensar l'educació en el marc de l'ètica del cuidar / Children's omnipotence: a bioethical issue. The need and urgency to rethink education within the framework of care ethics / La omnipotencia infantil: un problema bioético. La necesidad y urgencia de repensar la educación en el marco de la ética del cuidar

L'educació, tant en els primers nivells de socialització com en les seves etapes posteriors d'educació formal, està posant en risc el desenvolupament de l'autonomia individual tan necessària perquè l'alumne arribi a la maduresa pròpia de l'etapa adulta. Les polítiques educatives, els nous models educatius I la societat mateixa estan desvinculant l' autonomia progressiva de la responsabilitat, els sentiments de la raó, l'emoció de la voluntat I la motivació del deure en la seva praxi educativa. Les conseqüències són que els alumnes queden ancorats en actituds infantils d'omnipotència amb incapacitat de fer un ajustament adequat amb la realitat I reaccionant en la majoria de casos amb agressivitat. La bioètica I l'educació tenen una relació necessària amb la construcció de subjectes morals I autònoms És urgent traçar una línia per sota de la qual no es donin les condiciones necessaries pel desenvolupament ple de la nostra joventut. La bioètica, que té un caràcter multidisciplinar I interdisciplinar, ha d' atendre als problemes actuals I complexos de l' educació I contribuir a pensar models educatius que formin ciutadans compromesos, responsables I solidaris. Un model educatiu s'ha de construir dins d'un debat bioètic i, en el marc de l'ètica del cuidar, sense desvincular-se de les ètiques de caràcter normatiu

La educación, tanto en los primeros niveles de socialización como en sus etapas posteriores de educación formal, está poniendo en riesgo el desarrollo de la autonomía individual tan necesaria para que el alumno llegue a la madurez propia de la etapa adulta. Las políticas educativas, los nuevos modelos educativos y la sociedad misma están desvinculando la autonomía progresiva de la responsabilidad, los sentimientos de la razón, la emoción de la voluntad y la motivación del deber en su praxis educativa. Las consecuencias son que los alumnos quedan anclados en actitudes infantiles de omnipotencia con incapacidad de hacer un ajuste adecuado con la realidad y reaccionando en la mayoría de casos con agresividad. La bioética y la educación tienen una relación necesaria con la construcción de sujetos morales y autónomos. Es urgente trazar una línea por debajo de la cual no se den las condiciones necesarias para el desarrollo pleno de nuestra juventud. La bioética, que tiene un carácter multidisciplinar e interdisciplinar, debe atender a los problemas actuales y complejos de la educación y contribuir a pensar modelos educativos que formen ciudadanos comprometidos, responsables y solidarios. Un modelo educativo debe construirse dentro de un debate bioético y, en el marco de la ética del cuidar, sin desvincularse de las éticas de carácter normativo

Education, both at the early levels of socialization and in the later stages of formal education, is putting at risk the development of the individual autonomy so necessary for the student to reach the maturity of adulthood. Educational policies, the new educational models and society itself are dissociating progressive autonomy from responsibility, feelings of reason, emotion from will and motivation of duty in their educational practice. The consequences are that students are anchored in childish attitudes of omnipotence with an inability to adjust accordingly to reality and reacting, in most cases, aggressively. Bioethics and education have a necessary relationship with the construction of moral and autonomous subjects. Bioethics, which has a multidisciplinary and interdisciplinary character, must address the current and complex problems of education and contribute to thinking about educational models that form committed, responsible and supportive citizens. An educational model must be constructed within a bioethical debate and, within the framework of the ethics of care, without dissociating itself from normative ethics

Enlightened Self-interest in Altruism (ESIA).

Altruism and the medical profession have been linked throughout the history of medicine. Students are drawn to the calling of medicine because of altruistic values, dedication to service, and the desire to alleviate suffering and promote healing. Despite a dedication to these values, altruism in medicine is threatened by empathy erosion that develops in the clinical years of medical school and an increasing rate of medical student burnout. Currently, there are two widespread movements in medicine aimed at addressing the dual loss of altruism and physician and student burnout-professionalism and wellness. Despite widespread recognition of the problems and programs aimed at improving them, there has been little headway, and even calls to abandon altruism in the modern marketplace of medicine. What is needed is not an abandonment of a fundamental, defining value of the profession, but a re-evaluation of the meaning of altruism in medicine and a framework that allows for students and physicians to provide altruistic care for a sustainable, rewarding career in the healing profession. This paper proposes the Enlightened Self-Interest in Altruism (ESIA) model as an ethical framework to allow medical students to synergize the interests of the self with those they serve in a mutually beneficial relationship to improve patient care and the healthcare system at large. The ESIA model acknowledges that egoism and altruism are intertwined, dynamic motivators of behavior. In the enlightened self-interest approach, the interests of the group are also the interests of the self. The physician-patient relationship is a dyad in which egoism and altruism may converge in an enlightened way that acknowledges that the interests of one are the interests of the whole. This is a paradigm shift from the historical view of egoism and altruism as opposing motivations. This paper will present the threats to altruism, explore the interface of egoism and altruism in a clinical vignette, and then present the ESIA framework as an educational approach to aligning the interests of providers and patients to prevent burnout and promote altruism.

Empatía y Componentes de la Empatía en Estudiantes de Obstetricia / Empathy and Components of Empathy in Obstetrics Students

Introduction: Empathy with the patient is an important attribute that contributes to the success of treatment. This attribute must be object of teaching in the training stage of the student of the health sciences. Objective: To evaluate the levels of empathy and its components in students of the Obstetrics course at the University of Norbert Wiener, Peru. Material and Methods: Design: cross-sectional study. Participants: The sample was composed of 219 first-year to fifth-year students. Measurements: The Jefferson Empathy Scale, S version for students was applied. The internal reliability of the data was estimated using the general Cronbach's alpha, interclass correlation coefficient, Hotelling's T2, and Tukey non-additive test; the mean and standard deviation were estimated. A bi-factorial analysis of variance (ANOVA), model III was applied in the academic years, the genders and the interaction of these two factors. Results: The empathic level of obstetrics students has an average of 105,95 points, out of a maximum of 140, and it is higher (in absolute values) than other values observed in analogous measurements in Latin America. In general, there are no significant differences in empathy between academic years and genders, and in the components of empathy. Conclusions: The average level of empathy among obstetrics students at Wiener University shows relative little growth per year of study(AU)

Introducción: La empatía con el paciente es un importante atributo que contribuye al éxito del tratamiento. Este atributo debe ser objeto de enseñanza en la etapa de formación del estudiante de ciencias de la salud. Objetivo: Evaluar los niveles de empatía y de sus componentes en estudiantes del curso de Obstetricia de la Universidad Norbert Wiener, Perú. Material y métodos: Diseño: estudio transversal; Participantes: la muestra fue de 219 estudiantes que estaban en el primer a quinto año de su carrera; Medidas: se aplicó la escala de empatía de Jefferson, versión S para estudiantes. La confiabilidad interna de los datos se estimó utilizando el alfa general de Cronbach, el coeficiente de correlación interclase, el T2 de Hotelling y la prueba no aditiva de Tukey, estimando las medias y la desviación estándar. Se aplicó un análisis bifactorial de varianza (ANOVA), modelo III entre los años académicos, entre los géneros y en la interacción de estos dos factores. Resultado: El nivel empático de los estudiantes de obstetricia examinados tiene un promedio de 105,95 puntos de un máximo de 140 y es mayor (en valores absolutos) a otros valores observados en mediciones análogas en América Latina. En general, no hay diferencias significativas entre los años académicos y entre los géneros en la empatía y en los componentes de la empatía. Conclusiones: El nivel promedio de empatía entre los estudiantes de obstetricia en la Universidad de Wiener muestra un crecimiento relativamente pequeño por año de estudio(AU)

The impact of peer attachment on prosocial behavior, emotional difficulties and conduct problems in adolescence: The mediating role of empathy.

Attachment theories postulate that during adolescence, peer relationships become more important as a predictor of positive social, emotional and behavioral outcomes. Adolescents develop the ability to empathize with others, which is related to healthy functioning and positive peer relationships. Empathy has been studied as a potential mechanism that may help to explain how strong and healthy emotional bonds are associated with less emotional disorders and conduct problems in youth. The main purpose of this study was to examine the relationship between peer attachment and strengths and difficulties during adolescence, considering empathy as a potential mediator of this association. A total of 800 Spanish adolescents (56.65% girls), aged between 12 and 15 years (M = 14.02, SD = 1.21), completed measures of peer attachment, empathy, conduct problems, emotional difficulties and prosocial behavior. Structural equation models indicated that peer attachment was negatively associated with conduct problems and emotional difficulties but positively related to prosocial behavior. In general, empathy mediated the link between peer attachment and both emotional and behavioral outcomes, without significant group differences between boys and girls. The discussion focuses on the importance of healthy peer relationships as a powerful predictor of emotional well-being and psychological problems in adolescence.

Pragmatism and Care in Engineering Ethics.

Engineering is a practice that must function in an environment of incomplete and uncertain knowledge. This environment has become even more difficult in an increasingly complex world. Engineering ethics has to be framed and taught in a way that addresses these realities. This paper proposes a combination of the philosophy of pragmatism and the ethic of care as a possible framework for the practice of engineering ethics that can provide flexibility and openness to address engineering ethics problems more realistically within the ethos and culture of engineering. Embedding values into practice, pragmatism and care provide a broad, reflective, and corrective framework for engineering ethics that can accommodate the realities in which engineering operates. It is shown that these two approaches are more consonant with design methodologies and have a natural fit with design thinking, so they mesh well with what engineers do and with the complexities of their work today. As humans more and more try to alter the socio-techno-natural world, e.g., the earth's climate, the combination of pragmatism and care will allow enhanced ethical behavior. Alterations to complex adaptive systems will produce highly uncertain results that require engineers to have a mindset that allows them to act with humility in the face of significant uncertainty and potential catastrophic failures.

Cultura, ensino e aprendizagem da empatia na educação médica: scoping review / Cultura, enseñanza y aprendizaje de la empatía en la educación médica: scoping review / Culture, teaching and learning of empathy in medical education: scoping review

Este estudo teve o objetivo de identificar, na literatura, como a empatia é influenciada pelos diferentes fatores culturais no contexto de ensino e aprendizagem em saúde. Realizado por meio de scoping review , conforme a proposta de Joanna Briggs Institute (JBI), a busca foi realizada nas bases de dados PubMed, Lilacs, Scopus e Web of Science e executada entre o período de dezembro de 2017 a janeiro de 2018. Observou-se, pelas pesquisas, que os estudantes ocidentais têm maior nível de empatia quando comparados aos estudantes orientais. Além disso, há diferença na empatia entre diferentes etnias, raças, sexo e religião. Sua avaliação dá-se por meio de diferentes instrumentos. Assim, entre os fatores que influenciam a empatia, identificou-se a cultura como sendo um deles. São necessários novos estudos a fim de compreender da melhor forma a empatia entre as diversas profissões da saúde.(AU)

El objetivo de este estudio fue identificar, en la literatura, cómo la empatía sufre influencia de los diferentes factores culturales en el contexto de enseñanza y aprendizaje en salud. Realizado por medio de scoping review , conforme la propuesta del Joanna Briggs Institute , la búsqueda se realizó en las bases de datos PubMed, LILACS, SCOPUS y Web of Science y se realizó en el período de diciembre de 2017 a enero de 2018. Por los estudios se observó que los estudiantes occidentales tienen mayor nivel de empatía cuando comparados a los orientales. Además, hay diferencia en la empatía entre diferentes etnias, razas, sexo y religion. Su evaluación se realiza por medio de diferentes instrumentos. Por lo tanto, entre los factores que influyen en la empatía, se identificó la cultura como uno de ellos. Son necesarios nuevos estudios para comprender de la mejor manera la empatía entre las diversas profesiones de la salud.(AU)

This article aims to identify, along the literature, how empathy is influenced by several cultural factors in the context of health professionals' teaching-learning process .Performed as a scoping review study, as proposed by the Joanna Briggs Institute, the search was performed in PubMed, LILACS, SCOPUS and Web of Science databases, between December 2017 and January 2018. It was observed, through the researches, that Western students have a higher level of empathy compared to Eastern students, so there is also a difference in empathy between different ethinicity, race, sex and religion. It's evaluated through different instruments. So, among the factors that influence empathy, culture was identified as one of them. Further studies are needed to better understand the empathy among the various health professions.(AU)

81ª Semana Brasileira de Enfermagem e 1ª Semana Brasileira de Enfermagem em Tempos de Pandemia COVID-19 / 81st Brazilian Nursing Week and 1st Brazilian Week of Nursing in times of pandemic COVID-19

Iniciamos esse editorial dirigindo-nos aos profissionais de enfermagem que hoje já não estão entre nós. Foram calados pela pandemia, sobretudo pela falta de recursos, de proteção, pela indiferença. Justamente quando a Organização Mundial da Saúde declara 2020 como o Ano Internacional da Enfermagem, alertando que o mundo precisa de mais nove milhões de enfermeiros e parteiras para atingir a meta de cobertura universal de saúde até 2030; quando serão celebrados os 200 anos de Florence Nigthingale, a precursora da Enfermagem Moderna

Modelo matemático pra uma coisa que não é matemática: narrativas de médicos/as infectologistas sobre carga viral indetectável e intransmissibilidade do HIV / Mathematical model for something that is not mathematical: narratives of infectologists about undetectable viral load and HIV non-transmissibility

Resumo Este artigo parte de uma discussão internacional sobre a intransmissibilidade do vírus HIV, quando a pessoa soropositiva está em tratamento e com carga viral indetectável. Trata-se de um dos resultados da pesquisa qualitativa sobre sociabilidades de jovens vivendo com HIV, com ênfase nos novos discursos/práticas biomédicos e seu impacto nas relações afetivo-sexuais desses/as jovens. Durante os meses de março a novembro de 2017, houve a interação com pessoas vivendo com HIV/Aids (PVHA), com idade entre 18 e 30 anos, e médicos/as infectologistas de um Serviço de Assistência Especializada em Salvador-BA. Para além das mudanças significativas em relação ao HIV, decorrentes dos avanços atuais das biotecnologias, colocamos em pauta algumas controvérsias em torno da intransmissibilidade do vírus do ponto de vista de quatro médicos/as infectologistas. Realizamos entrevistas abertas e a leitura exploratória das narrativas, identificando temas, questões e atores que se deslocavam nos relatos em torno da condição de indetectável. Discutimos que a carga viral indetectável aparece como um assunto delicado/controverso nos consultórios médicos, atualizando a posição de PVHA como potencialmente perigosas, podendo reincidir em práticas sexuais desprotegidas ou "relaxar" no cuidado consigo e com o outro. São narrativas que suscitam questões éticas fundamentais na relação de cuidado, tais como o direito à informação na perspectiva da saúde como um direito humano.

Abstract This article is based on an international discussion on HIV non-transmissibility when the HIV-positive person is under treatment and has an undetectable viral load. This is one of the results of research on the sociability of young people living with HIV, with emphasis on new biomedical discourses/practices and their impact on the affective-sexual relationships of young people. From March to November of 2017, the researchers interacted with people living with HIV (PLHIV), aged between 18 and 30 years, and infectologists in a Specialized Service in Salvador-BA, Brazil. Beyond significant changes in relation to HIV due to advances in biotechnology, the study focused on some controversies surrounding the non-transmissibility of the virus from the viewpoint of four infectologists. Open interviews and exploratory reading of the narratives were conducted, identifying themes, issues and actors that moved in the reports on the condition of undetectable. The article argues that undetectable viral load appears as a sensitive/controversial subject in medical offices, updating the PLHIV's position as potentially dangerous that may engage in unprotected sexual practices or "relax" in mutual care. Such narratives raise fundamental ethical issues in care relations, such as the right to information from the perspective of health as a human right.

Cuidar del cuidado: Ética de la compasión, más allá de la protocolización del cuidado de enfermería / Caring for care: Ethics of compassion, beyond the protocolization of nursing care / Cuidando do cuidado: Ética da compaixão, além da protocolização do cuidado de enfermagem

El objetivo de este artículo de carácter reflexivo es analizar cómo se sostiene la relación entre el cuidado de enfermería y la ética de la compasión y algunos efectos de la protocolización del cuidado en dicha relación. METODOLOGÍA: La delimitación del tema de análisis surge en el marco de un ejercicio de narrativa de experiencias de cuidado, en el que las categorías conceptuales cuidado de enfermería - compasión - protocolo se encuentran interrelacionadas. Se realiza un análisis teórico reflexivo principalmente desde la fenomenología de M. Heidegger y la filosofía de la finitud de JC Melich. CONCLUSIÓN: la relación entre cuidado y compasión es consustancial. No puede haber cuidado sin compasión y tampoco puede haber compasión sin cuidado, la compasión exalta el cuidado de enfermería y este a su vez es la cúspide de una ética de la compasión. Sin embargo, esta puede verse disgregada por la protocolización del cuidado y las practicas de enfermería, alejando al cuidado de su verdadera esencia, la ética de la compasión

The objective of this reflective article is to analyze how the relationship between nursing care and comparison ethics is maintained and some effects of the protocolization of care in said relationship. METHODOLOGY: The delimitation of the analysis topic arises within the framework of a narrative exercise of care experiences, in the conceptual categories nursing care - comparison - protocol are interrelated. A reflective theoretical analysis is carried out mainly from the phenomenology of M. Heidegger and the philosophy of finitude from JC Melich. CONCLUSION: the relationship between caring and compassion is inherent. You can't be careful without compassion and you can't have compassion without care, compassion exalts nursing care and this is your time is the hope of an ethic of compassion. However, this can be broken down by the protocolization of nursing care and practices, taking care away from its true essence, the ethics of compassion

O objetivo deste artigo reflexivo é analisar como se mantém a relação entre o cuidado de enfermagem e a ética da comparação e alguns efeitos da protocolização do cuidado nesse relacionamento. METODOLOGIA: A delimitação do tópico de análise surge no marco de um exercício narrativo de experiências de cuidado, nas categorias conceituais protocolo de assistência de enfermagem - comparação - protocolo. Uma análise teórica reflexiva é realizada principalmente a partir da fenomenologia de M. Heidegger e da filosofia da finitude de JCMelich. CONCLUSÃO: a relação entre cuidar ecompaixão é inerente. Você não pode seimportar sem compaixão e não pode tercompaixão sem se importar, a compaixãoexalta os cuidados de enfermagem e este é oseu tempo é a esperança de uma ética dacompaixão. No entanto, isso pode ser quebrado pela protocolização dos cuidados e práticas de enfermagem, afastando o cuidado de sua verdadeira essência, a ética da compaixão