La recuperación del cuerpo es una discusión que la historia de la filosofía recoge desde inicios del siglo XX. El impacto de esta discusión en la escuela y en la enseñanza de la educación física la ...abordaremos desde un enfoque biopolítico afirmativo, que permita la co-construcción de prácticas que fortalezcan la convivencia democrática en la institución escolar. En un primer apartado se aborda la democracia relacional como expresión de la materialidad del cuerpo, desde su condición individual y colectiva. En el segundo apartado se discute la invisibilización del cuerpo en la escuela, a partir de las prácticas escolares que se implementan en una sociedad de mercado. En el tercer apartado se exponen algunas tensiones vividas por estudiantes de educación física durante la dictadura cívico-militar desde sus experiencias de construcción de prácticas de enseñanza-aprendizaje que se posicionan desde la recuperación del cuerpo individual y colectivo, y cuya praxis se expone como resistencia política a la formación profesional de aquella época. En la conclusión, se expone las implicancias de una enseñanza-aprendizaje de la educación física desde una democracia relacional que desde su práctica subvierte la docilización de las corporalidades y las exigencias político-institucionales de la escuela.
Abstract:. The recovery of the body is a discussion that the history of philosophy has addressed since the early twentieth century. The impact of this discussion in the school and teaching of physical education will be tackled from an affirmative biopolitical approach, which allows the co-construction of practices that strengthen democratic coexistence in the school institution. The first section deals with relational democracy as an expression of the body materiality, from its individual and collective condition. The second section discusses the invisibilization of the body in the school, based on the school practices implemented in a market society. The third section presents some tensions experienced by physical education students during the civil-military dictatorship from their experiences of construction of teaching-learning practices that are positioned from the recovery of the individual and collective body, whose praxis is exposed as political resistance to the professional training of that time. In conclusion, the implications of a teaching-learning of physical education are exposed from a relational democracy that subverts, from its practice, making docile bodies and the political-institutional demands of the school.
Our article is the result of a research project conducted within the Humane workgroup (« Digital Humanities, between research and education », a groupe thématique numérique or GTnum of the French ...ministry of Education: the Ambassadeurs du numérique (Digital Ambassadors) project of the Paris regional academic council. The implementation of workshops with the student trainees participating in the programme allows us to question how they approach digital technologies and the role these technologies play in their developing professional identities. This article shows therefore the specific impact of digital humanities in teacher training.
The article presents the results of the analysis of regulatory and scientific sources, which reveal the features of police training for EU countries at the end of the 20th and the beginning of the ...21st centuries. It was found that the integration of European states in the second half of the 20th century and the first decade of the 21st century contributed to the fact that the system of police training was changing in accordance with the changes in the political and socio-economic situation in individual EU countries and in the Community as a whole. The police training system itself is part of the integration processes within the framework of the integration of the EU law enforcement and police systems. Features such as the practical orientation of training, its continuous nature, and its close relationship to practice are characteristic of all police training institutions in EU countries. At the same time, EU countries are ambivalent about the innovations proposed by the 1999 Bologna Convention.
States with established educational systems (Austria, Belgium, Cyprus, Denmark, France, Germany, Luxembourg, Malta, the Netherlands, Portugal, Sweden, and the United Kingdom) are more conservative and less inclined to abandon their own educational standards, unlike Eastern European states that pursue radical reform policies, including reforms in police training. In police education programs, a significant number of hours are devoted to the development of skills and abilities to work with scientific and technological means, which are extremely widely used in police work in foreign countries. It was also found that police officers are thoroughly and comprehensively prepared for close interaction of national services, both through Interpol and directly with each other. At conferences, symposiums, seminars, exchanges of experience and delegations, increased attention is certainly given to police training.
Aims
To examine the nurses' burnout and associated risk factors during the COVID‐19 pandemic.
Design
We followed the Cochrane criteria and the Preferred Reporting Items for Systematic Reviews and ...Meta‐Analysis guidelines for this systematic review and meta‐analysis.
Data Sources
PubMed, Scopus, ProQuest, Cochrane COVID‐19 registry, CINAHL and pre‐print services (medRχiv and PsyArXiv) were searched from January 1 to November 15, 2020 and we removed duplicates.
Review Methods
We applied a random effect model to estimate pooled effects since the heterogeneity between results was very high.
Results
Sixteen studies, including 18,935 nurses met the inclusion criteria. The overall prevalence of emotional exhaustion was 34.1%, of depersonalization was 12.6% and of lack of personal accomplishment was 15.2%. The main risk factors that increased nurses' burnout were the following: younger age, decreased social support, low family and colleagues readiness to cope with COVID‐19 outbreak, increased perceived threat of Covid‐19, longer working time in quarantine areas, working in a high‐risk environment, working in hospitals with inadequate and insufficient material and human resources, increased workload and lower level of specialized training regarding COVID‐19.
Conclusion
Nurses experience high levels of burnout during the COVID‐19 pandemic, while several sociodemographic, social and occupational factors affect this burnout.
Impact
We found that burnout among nurses is a crucial issue during the COVID‐19 pandemic. There is an urgent need to prepare nurses to cope better with COVID‐19 pandemic. Identification of risk factors for burnout could be a significant weapon giving nurses and health care systems the ability to response in a better way against the following COVID‐19 waves in the near future.
Objective
To investigate whether simulation‐based obstetric team training in a simulation centre improves patient outcome.
Design
Multicentre, open, cluster randomised controlled trial.
Setting
...Obstetric units in the Netherlands.
Population
Women with a singleton pregnancy beyond 24 weeks of gestation.
Methods
Random allocation of obstetric units to a 1‐day, multi‐professional, simulation‐based team training focusing on crew resource management (CRM) in a simulation centre or to no such team training. Intention‐to‐treat analyses were performed at the cluster level, including a measurement 1 year prior to the intervention.
Main outcome measures
Primary outcome was a composite outcome of obstetric complications during the first year post‐intervention, including low Apgar score, severe postpartum haemorrhage, trauma due to shoulder dystocia, eclampsia and hypoxic‐ischaemic encephalopathy. Maternal and perinatal mortality were also registered.
Results
Each study group included 12 units with a median unit size of 1224 women, combining for a total of 28 657 women. In total, 471 medical professionals received the training course. The composite outcome of obstetric complications did not differ between study groups odds ratio (OR) 1.0, 95% confidence interval (CI) 0.80–1.3. Team training reduced trauma due to shoulder dystocia (OR 0.50, 95% CI 0.25–0.99) and increased invasive treatment for severe postpartum haemorrhage (OR 2.2, 95% CI 1.2–3.9) compared with no intervention. Other outcomes did not differ between study groups.
Conclusion
A 1‐day, off‐site, simulation‐based team training, focusing on teamwork skills, did not reduce a composite of obstetric complications.
Tweetable
1‐day, off‐site, simulation‐based team training did not reduce a composite of obstetric complications.
Tweetable
1‐day, off‐site, simulation‐based team training did not reduce a composite of obstetrical complications.
The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by ...applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.
Palliative care: challenges for health education Pereira, Lariane Marques; Andrade, Sonia Maria Oliveira de; Theobald, Melina Raquel
Revista bioética,
03/2022, Volume:
30, Issue:
1
Journal Article
Open access
Abstract This integrative literature review analyzed the scientific production on palliative care and the education of health undergraduates. Data was collected by searching the Periódicos Capes ...database, using the descriptors “ cuidados paliativos ” (palliative care) and “ ensino ” (education), only in Portuguese, filtering for the last five years. After reading of titles and abstracts, ten articles were selected from the 61 found. Results show that the curricula of most health programs do not include palliative care education, resulting in theoretical, practical, and psychological unpreparedness. The analysis highlighted the key role played by philosophy and bioethics in the education of health professionals, inducing more ethical, appropriate, and humane professional conduct. The theory-practice dynamics was the most suggested as a means of properly introducing palliative care in the training process of health programs.
Resumen Esta revisión bibliográfica tenía como objetivo analizar la producción sobre los cuidados paliativos y la formación de los profesionales de la salud durante el pregrado. Se realizó una revisión bibliográfica integradora en la base Periódicos Capes, con los descriptores “cuidados paliativos” y “enseñanza”, solo en portugués, de los últimos cinco años. De los 61 artículos encontrados, después de filtrar y leer el título y el resumen, se seleccionaron diez. Se comprobó que los planes de estudio de la mayoría de los cursos de salud no incluyen la enseñanza de los cuidados paliativos, ocasionando falta de preparación teórica, práctica y psicológica. Se ha demostrado el papel fundamental que la filosofía y la bioética tienen en la formación de los profesionales de la salud, como inductoras de conductas profesionales más éticas, adecuadas y humanas. La dinámica teoría-práctica fue la más sugerida como forma de insertar adecuadamente los cuidados paliativos en el proceso de formación de los cursos de salud.
Resumo Esta revisão de literatura objetivou analisar a produção acerca dos cuidados paliativos e da formação de profissionais da saúde durante a graduação. Foi realizada revisão integrativa de literatura na base Periódicos Capes, com os descritores “cuidados paliativos” e “ensino”, apenas em português, dos últimos cinco anos. Dos 61 artigos encontrados, após filtros e leitura de título e resumo, foram selecionados dez. Constatou-se que as grades curriculares da maioria dos cursos de saúde não incluem o ensino dos cuidados paliativos, ocasionando despreparo teórico, prático e psicológico. Evidenciou-se o papel fundamental que a filosofia e a bioética têm na formação dos profissionais de saúde, como indutoras de condutas profissionais mais éticas, adequadas e humanas. A dinâmica teoria-prática foi a mais sugerida como forma de inserir adequadamente os cuidados paliativos no processo de formação dos cursos de saúde.
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