Teachers' voices seeking humanized teaching in nursing: virtual experiences during the pandemic / Vozes ensinantes em busca de uma educação humanizada em enfermagem: experiências virtuais em pandêmica / Voces docentes en búsqueda de una enseñanza humanizada en enfermería: experiencias virtuales en pandemia

ABSTRACT Objective: to describe the experience of implementing the online training entitled "Humanization of the training processes in Nursing, care for all", targeted at Nursing teachers from a Chilean university, as well as to analyze their interventions in the virtual forum. Method: a qualitative research study, of the case study type, through content analysis based on the forum interventions of 12 training participants who gave their consent. The online training delivered to professors from a Chilean Nursing school carried out from May to November 2020 is described, and the categories obtained by means of content analysis are presented. Results: for the participants, humanized care has a personal dimension and a public-political dimension. In turn, humanized teaching in Nursing implies that teachers recognize their students as whole individuals in their generational and social contexts, but that they also recognize themselves as people with self-knowledge needs and aware of their possibilities and limitations when practicing their profession. Reflective teaching is an opportunity to humanize Nursing training. Conclusion: this virtual training during the pandemic and the participants' reflections allowed us to understand conceptual and experiential elements about humanization of care and of training. The participants disclose the aspects in which they can exert an influence for a more humanized culture, such as self-recognition and acknowledgment of their students as individuals in a context. The remaining challenge is to investigate influential strategies at the institutional and political levels to attain more humanized care and education.

RESUMO Objetivo: descrever a experiência de implantação do curso virtual "Humanização dos processos formativos em enfermagem, cuidado para todos", dirigido a docentes de enfermagem de uma escola chilena, e a análise de suas intervenções no fórum virtual. Método: pesquisa qualitativa, do tipo estudo de caso, por meio de análise de conteúdo a partir das intervenções em fórum de 12 cursistas que deram seu consentimento. É descrito o curso virtual ministrado a professores de uma escola de enfermagem chilena entre maio e novembro de 2020 e apresentadas as categorias obtidas por meio da análise de conteúdo. Resultados: para os participantes, o cuidado humanizado possui dimensão pessoal e público-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer sua profissão. O ensino reflexivo é uma oportunidade para humanizar a formação do enfermeiro. Conclusão: este curso virtual sobre pandemia e as reflexões dos participantes permitiram compreender elementos conceituais e vivenciais sobre a humanização do atendimento e a formação. Os participantes tornam visíveis os aspectos em que podem influenciar para uma cultura mais humanizada, como o reconhecimento de si e dos seus alunos como pessoas em contexto. Permanece o desafio de investigar estratégias influentes no nível institucional e político para um atendimento e educação mais humanizados.

RESUMEN Objetivo: describir la experiencia de implementación del curso virtual "Humanización de los procesos formativos en enfermería, cuidado para todos", dirigido a docentes de enfermería de una escuela chilena, y el análisis de sus intervenciones en el foro virtual. Método: investigación cualitativa, tipo estudio de caso, mediante análisis de contenido a partir de las intervenciones en el foro de 12 participantes del curso que brindaron su consentimiento. Se describe el curso virtual impartido a docentes de una escuela de enfermería chilena entre mayo y noviembre de 2020 y se presentan las categorías obtenidas mediante análisis de contenido. Resultados: para los participantes, el cuidado humanizado posee una dimensión personal y otra pública-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer su profesión. La enseñanza reflexiva es una oportunidad de humanizar la formación enfermera. Conclusión: este curso virtual en pandemia y las reflexiones de los participantes nos permitieron comprender elementos conceptuales y experienciales sobre la humanización de los cuidados y de la formación. Los participantes dejan visibles los aspectos en los que ellos pueden incidir para una cultura más humanizada como el reconocimiento de sí mismos y de sus estudiantes como personas en contexto. Queda el desafío de indagar en estrategias influyentes a nivel institucional y político para un cuidado y educación más humanizada.

Glioblastoma multiforme y estudio de la resistencia a la quimioterapia mediada por transportadores ABC / Study of resistance to chemotherapy mediated by ABC transporters in biopsies of glioblastoma multiforme

Background: Mortality rate is dramatically high in high grade brain tumors. The presence of multiple drug resistance transporters in glioblastoma multiforme, has contributed largely to the poor effcacy of targeted therapy against cancer in the central nervous system. Aim: To analyze the percentage of survival and mortality of patients with glioblastoma multiforme in a cohort of patients in Chile and to co-rrelate the chemo-resistance of these cells with the expression level of multiple drug resistance transporters. Materials and Methods: Eighteen biopsies of glioblastoma multiforme were obtained from patients at the Institute of Neurosurgery Dr. Asenjo (INCA). The tumor cells were obtained from primary cultures and the expression and activity of multiple drug resistance transporters was assessed by RT-PCR and immunohistochemistry. Population-based study was performed using the databases of the Department of Neurosurgery of INCA. Results: The number of patients with glioblastoma multiforme increased between 2007 and 2009, from 3.5 percent to 7.9 percent of total brain tumors. Mortality of these tumors is 90 percent at three years. A high expression and activity of the multiple drugs resistance associated protein 1 (Mrp1) transporter was observed in primary cultures of biopsies. Conclusions: We propose that Mrp1 activity is responsible for the chemo-resistance of the glioblastoma multiforme and inhibition of this transporter could represent a plausible strategy for the treatment.

Genomic organization of nucleolin gene in carp fish: Evidence for several genes

The protein nucleolin, functionally involved in the main steps of ribosome biogenesis, is codified by a single copy gene in mammals. Here we report that at least three different genes codify for this protein in carp fish (Cyprinus carpio). This is the first description of the genomic organization of nucleolin in a teleost. The carp nucleolin gene includes 8.8 kb and contains 16 exons. Promoter cis regulatory elements are similar to constitutive genes, i.e., a putative TATA box, three G/C boxes, and three pyrimidine-rich boxes. As in other species, carp nucleolin gene introns host three snoRNA codifying sequences: U23 from the H/ACA family and two C/D box snoRNAs, U20 and U82. Both U20 and U82 span a complementary sequence with carp 18S rRNA. Additionally, we identified two cDNAs coding for nucleolin, confirming the existence of several nucleolin genes in carp. Amino acid-derived sequence from carp cDNAs differ from mammal protein because they span additional acidic domains at the amino end, whose functional significance remains unclear. We performed amino acid sequence comparison and phylogenetic analyses showing that the three isoforms of carp nucleolin, which we describe herein, cluster in two groups. cNUC1 probably diverges from cNUC2 and cNUC3 as result of ancestral fish-specific genome duplication, indeed C. carpio is a tetraploid fish.

Genomic organization of the rDNA cistron of the teleost fish Cyprinus carpio

The seasonal adaptation of the teleost Cyprinus carpio to the cyclical changes of its habitat demands physiological compensatory responses. The process involves profound nucleolar adjustments and remarkable changes in rRNA synthesis, which affects ribosomal biosynthesis. In this context, we have demonstrated that the synthesis of several proteins involved in ribosomal biogenesis as protein kinase CK2, ribosomal protein L41 and nucleolin, as well as U3 snoRNP, are differentially regulated in summer-acclimatized carp compared to the cold-season adapted fish. To understand the mechanisms involved in the seasonal regulation of rRNA gene transcription, we have been studying the carp rDNA cistron structure. Because the cis-elements that regulate the expression of the tandem organized ribosomal genes are located in the non-transcribed intergenic spacer (IGS), we analyzed the primary structure of the carp rDNA gene IGS. The gene organization is similar to that described from other vertebrate species, including numerous repetitive sequences, the transcription start site, and some potential cis-elements such as ribosomal enhancers, proximal terminator and transcriptional terminators. Ribosomal DNA is a remarkable case of gene duplication and has been used as a model to test the concerted evolution theory. We performed sequence comparison analyses of 18S rRNA coding sequences from carp with different species, data with which an unrooted phylogram was constructed