Analysis on Theoretical Dimension and Practical Path of Medical Social Work Intervention in Elderly Care Service from the Perspective of Active Aging / 中国医学伦理学

Actively coping with population aging and promoting high-quality development of the aging business and industry are not only the inherent requirements for building a positive aging society with Chinese characteristics in the new era, but also an important driving force for comprehensively optimizing the supply of urban and rural elderly services. From the perspective of active aging, this paper analyzed the theory of medical social work intervention in elderly care services through three dimensions: micro, meso, and macro, and elaborated the practical path of medical social work intervention in elderly care services. It was considered that its own service failed to give play to its professional characteristics, limited social awareness and authority, vague responsibility subject among industries, and inconsistent institutional regulation. Based on this, it was suggested that the key to medical social work intervention in elderly care services lied in clarifying the goal of training medical talents, creating brand services to enhance the visibility of medical social workers, defining the responsible body, and exploring the standardized system construction.

Discussion on teaching reform of Microbiological Examination under mixed teaching mode / 中华医学教育探索杂志

Objective:To reconstruct the curriculum based on the systematization of working process, and discuss the teaching effect of task-driven teaching method in microbiology examination teaching reform under the "student-centered and teacher-guided" mixed teaching mode.Methods:A total of 120 medical laboratory students were selected as research objects, and they were divided into experimental group and control group. The experimental group implemented the reconstructed curriculum content using task-driven teaching method under the mixed teaching mode, and the control group used traditional teaching method. At the end of the course, the questionnaire survey and final examination were combined to evaluate the teaching effect. SPSS 21.0 was used for statistical analysis to evaluate the differences of the teaching methods.Results:The questionnaire survey showed a generally higher evaluation on the teaching effect of the students after the reform, and the performance of the experimental group were significantly higher than that of the control group, with significant differences ( P<0.005). Conclusion:The task-driven teaching under the mixed teaching mode to carry out the teaching form combining theory with practice aimed at strengthening skills training can greatly promote the improvement of students' professional knowledge and skills as well as the cultivation of their professional qualities, so that the course of microbiological examination technology can better meet the requirements of higher vocational medical examination training objectives.

A relação teoria e prática na educação física escolar: análise a partir da teoria crítica da sociedade / The theory and practice relationship in school physical education: analysis from the critical theory of society / La relación teoría y práctica en la educación física escolar: análisis a partir de la teoría crítica de la sociedad

Objetivo: O presente estudo objetiva aguçar o debate acerca da relação entre teoria e prática na Educação física escolar. Método: Para tanto, apresenta-se algumas considerações sobre as teorias/abordagens pedagógicas que permeiam o embate da Educação Física na escola. Em seguida, o foco gira em torno de algumas noções/conceitos da teoria crítica da sociedade, especificamente, Theodor Adorno e suas formulações sobre o lugar/valor da teoria. Considerações finais: Os apontamentos e reflexões realizados permitem inferir que tanto os acadêmicos, quanto os professores que estão na escola vislumbram a teoria em uma perspectiva pragmática. Concebida desse modo, a teoria se reduz em um ativismo cego que segue de forma obediente as regras do mundo administrado.

Objective: This study aims to sharpen the debate about the relationship between theory and practice in school Physical Education. Method: To this end, some considerations are presented about the pedagogical theories / approaches that permeate the clash of Physical Education at school. Then, the focus revolves around some notions / concepts of the critical theory of society, specifically, Theodor Adorno and his formulations about the place / value of the theory. Final considerations: The notes and reflections made allow us to infer that both academics and teachers who are at school see the theory in a pragmatic perspective. Conceived in this way, the theory is reduced to blind activism that obediently follows the rules of the managed world.

Objetivo: Este estudio tiene como objetivo agudizar el debate sobre la relación entre teoría y práctica en la Educación Física escolar. Método: Para ello, se presentan algunas consideraciones sobre las teorías / enfoques pedagógicos que permean el embatede la Educación Física en la escuela. Luego, el enfoque gira en torno a algunas nociones / conceptos de la teoría crítica de la sociedad, específicamente, Theodor Adorno y sus formulaciones sobre el lugar / valor de la teoría. Consideraciones finales: Las notas y reflexiones realizadas permiten inferir que tanto los académicos como los docentes que se encuentran en la escuela ven la teoría desde una perspectiva pragmática. Concebida de esta manera, la teoría se reduce a un activismo ciego que sigue obedientemente las reglas del mundo administrado.

Analysis of the effect of improved early warning score on the theory and practice interactive infiltration training model for surgical internship nurses / 中国实用护理杂志

Objective@#To study the application value of improved early warning score in the practice of theory and practice interactive infiltration training mode for neurosurgery interns.@*Methods@#A total of 84 neurosurgery interns were selected as study samples and randomly divided into control group and intervention group by random double blind method, each group had 42 interns. The control group adopted the interactive infiltration model of theory and practice. The Intervention group adopted the interactive infiltration training mode of theory and practice under the improved early warning scoring system design. Statistics and comparison of the performance of the two groups of trainee nurses, the evaluation of teaching teachers and patients, the self-evaluation of trainee nurses, and the occurrence of nursing errors during the internship.@*Results@#The related examination results between the two groups showed significance (t value was 7.182,5.462,5.530, P<0.01). The evaluation for nursing students by teachers and patients also showed significant difference (t value was 6.989-8.790, P<0.01). The incidence of error event in the intervention group was 9.52% (4/42), lower than that in the control group [30.95% (13/42)]. There was statistical difference between two groups (χ2 value was 14.227, P<0.01).@*Conclusions@#The application of the improved early warning score in the theory and practice interactive infiltration training mode of neurosurgery interns can improve the satisfaction of teachers and patients to interns, enhance the self-satisfaction of interns and reduce the incidence of nursing errors of interns.

Prática e teoria no desenvolvimento: questão da tomada de consciência / Practice and theory in the moral development: question of awareness / Práctica y teoría en el desarrollo moral: cuestión de la toma de consciencia

O estudo psicológico do desenvolvimento moral, assim como da vida afetiva e intelectual, coloca em evidência a necessidade de estabelecer as relações entre a ação prática da criança e a reflexão dela sobre suas próprias ações e dos outros indivíduos. Porém, analisar essas relações exige levar em conta o processo que poderá torná-los inteligíveis: a tomada de consciência. Neste trabalho, analisaremos essas questões a partir de algumas perguntas básicas que se referem ao desenvolvimento moral: Como a criança pensa as regras morais na própria prática dos atos e fora desses? Existe correspondência entre os julgamentos morais e a prática moral da criança? Na formação da moral heterônoma e da moral autônoma, as práticas e juízos morais são os mesmos? Os juízos resultam da tomada de consciência das práticas morais? Neste estudo, destacaremos esses problemas e apontaremos vias de solução que se mostram na pesquisa psicogenética de Jean Piaget.

The psychological study of moral development, as well as of affective and intellectual life, highlights the need to establish relationships between the child's practical action and reflection on his or her own actions and those of other individuals. However, analyzing these relationships requires taking into account the process that may make them intelligible: awareness. In this work, we will analyze these questions from some basic questions that refer to moral development: How does the child think the moral rules in the practice of the acts themselves and outside of them? Is there a correspondence between the moral judgments and the moral practice of the child? In the formation of heteronomous morality and autonomous morality, are moral practices and judgments the same? Do judgments result from the awareness of moral practices? In this study, we will highlight these problems and point out ways of solution that are shown in the psychogenetic research of Jean Piaget.

El estudio psicológico del desarrollo moral, así como de la vida afectiva e intelectual, pone de relieve la necesidad de establecer las relaciones entre la acción práctica del niño y la reflexión de él sobre sus propias acciones y de los otros individuos. Sin embargo, analizar esas relaciones exige llevar en cuenta el proceso que los podrá tornar inteligibles: a la toma de consciencia. En este estudio, se analizaron esas cuestiones a partir de algunas preguntas básicas que se refieren al desarrollo moral: ¿Cómo el niño piensa las reglas morales en la propia práctica de los actos y fuera de estos? ¿Hay correspondencia entre los juzgamientos morales yla práctica moral del niño? En la formación de la moral heterónoma y de la moral autónoma, ¿las prácticas y juicios morales son iguales? ¿Los juicios resultan de la toma de consciencia de las prácticas morales? En este estudio, se destacó esos problemas y se apuntó caminos de solución que se muestran en la investigación psicogenética de Jean Piaget.

Looking for attitudes related to amphibian species decline: how are peer-reviewed publications of education activities compared to ecological research?

ABSTRACT Biodiversity decline has been the focus of discussions in the last decade, especially on the amphibian species decline. After a scientometric analysis using international databases, we found that the number of peer-reviewed articles considering education practices related to the theme increased along with the number of ecological researches. However, the increase in ecological researches is much higher than the increase in publications of education practices. Studies suggest that conservation attitudes are important and that education practices are an important tool for improving human perceptions on this subject. In this sense, increase the publication of projects and programs results related to local education practices in international journals could help the dissemination of efficient methods for conservation, as well as facilitating access to information internationally, since species decline, especially for amphibians, is a global concern. Then, we suggest that educational practices, at least when related to conservation, should follow a more standardized protocol, and be published in international journals, as the efficiency of such practices should be evaluated and methods once published could help other nations to improve their ecological literacy.

Application and evaluation of theory and practice integrated teaching in dermatology educa-tion / 中华医学教育探索杂志

Objective To study the effect of theory and practice integrated teaching in der-matology education and to explore the effective teaching means. Methods 53 five-year program stu-dents of Grade 2008 who major in clinical medicine were subjects. 26 students involved in the inves-tigation were taught with theory and practice integrated teaching. 27 students were taught with tradi-tional teaching method. In order to understand the teaching effect, we use questionnaire in experimental group and carry on comprehensive evaluation in both group at the end of the course . Descriptive statistics method was applied to describe the experimental group students' evaluation of the theory-practice integration teaching methods; The results of the two groups of students were applied t-test to perform statistical analysis and the difference was statistically significant (P<0.05). Results The stu-dents in the experimental group hold positive attitudes to theory and practice integrated teaching. 25 students (96.2%) in experimental group confirmed the necessity of it and considered that it could improve the communication skill. 24 students (92.3% ) confirmed it attractive and considered that it could improve the learning interest and capacity of clinical practice. 23 students (88.5% ) thought active learning and learning efficiency were promoted and theoretical knowledge was consolidated. 22 students (84.6%) considered that it could promote the comprehension of dermatology. Besides, the ex-perimental group students' medical ethics, theory and skills were significantly higher than those of the control group (P<0.05). Conclusion Theory and practice integrated teaching in dermatology edu-cation is effective. It can promote students' learning interest and initiative. It can improve the profes-sional quality of students and comprehensive quality of teachers.

Por um modo mais incorporado de explicar o fazer do Psicólogo / For a more integrated way of explaining how a Psychologist works / Por un modo más incorporado de explicar el hacer del Psicólogo

O artigo segue as peculiaridades que a chamada “relação teoria-prática” tem assumido na Psicologia, buscando nela pistas para mapear o modo como o problema do conhecer e do conhecimento tem sido colocado nesse campo. São guias nesse trabalho as distinções que estudantes da graduação em Psicologia da Universidade Federal do Rio Grande do Sul (UFRGS) fazem em sua experiência de formação, produzidas em um dispositivo de pesquisa realizado com alunos em estágio de ênfase. Observou-se que os dilemas e impasses distinguidos pelos estudantes têm relação com a colocação do problema do conhecimento psi segundo a teoria do espectador do conhecimento, tal como caracterizada por John Dewey. Uma releitura dessa noção a partir de autores contemporâneos da cognição - principalmente Humberto Maturana, Francisco Varela e Pierre Lévy - é utilizada para recolocar o problema da relação entre teoria e prática na Psicologia. Conclui que o plano concreto do fazer psi não tem sido considerado pelo discurso que situa na teoria o fundamento para o conhecimento do psicólogo...

The article follows the peculiarities that the so-called “theory and practice relationship” has undertaken in psychology, seeking clues in it to map how the problem of learning and knowledge has been placed in this field. Leading this work are the distinctions that graduate students in psychology at the Federal University of Rio Grande do Sul (UFRGS) make in their training experience, produced in a research device conducted with students on the emphasis stage. We observed that the dilemmas and impasses distinguished by the students relate to placing the problem of psi knowledge under spectator theory of knowledge, as characterized by John Dewey. A rereading of this notion from contemporary cognition authors - especially Humberto Maturana, Francisco Varela and Pierre Lévy - is used to relocate the problem of the relationship between theory and practice in psychology. I concluded that the concrete base for making psi has not been considered by the speech that places in theory the foundation for psychologist knowledge...

El artículo sigue las peculiaridades que la llamada “relación teoría-práctica” ha asumido en la psicología, buscando en ella pistas para entender el modo como el problema del conocer y del conocimiento ha sido puesto en ese campo. Son guías en este trabajo las distinciones que estudiantes de la graduación en psicología de la Universidad Federal de Río de Grande del Sur (UFRGS) realizan en su experiencia de formación, producidas en un dispositivo de investigación llevado a cabo con alumnos en etapa de énfasis. Se ha observado que los dilemas e impases distinguidos por los estudiantes tienen relación con la presentación del problema del conocimiento psi según la teoría del espectador del conocimiento, tal como caracterizada por John Dewey. Una relectura de esa noción a partir de autores contemporáneos de la cognición - principalmente Humberto Maturana, Francisco Varela y Pierre Lévy - es utilizada para presentar nuevamente el problema de la relación entre teoría y práctica en la psicología. Concluye que el plan concreto del hacer psi no ha sido considerado por el discurso que ubica en la teoría el fundamento para el conocimiento del psicólogo...

Influence of teaching integration of theory and practice on staff-students' satisfaction / 中国实用护理杂志

Objective To apply teaching integration of theory and practice in curriculum integration of medical and surgical nursing,in order to improve staff-students' satisfaction and promote teaching quality of curriculum integration.Methods The teaching method was designed as the combination of autonomous learning,entering the clinical scene and centralized instructions,and was applied into teaching integration of theory and practice in curriculum integration of medical and surgical nursing in grade 2009 undergraduates.Teachers and students were investigated by the satisfaction questionnaire.Results The students got high average score which was (90.20±2.72) points in the examination of teaching integration of theory and practice.The total satisfaction degree showed significant difference between the normal teaching mode and the new one.Conclusions As an explored innovative teaching mode,teaching integration of theory and practice can well arouse staff-students' learning enthusiasm,promote teaching quality.It is the requirement of curriculum integration and be worthy of being developed.

Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students / Utilización del role playing en la integración de conocimientos en el proceso de enseñanza-aprendizaje de enfermería: valoración de los estudiantes / Usando role playing na integração do conhecimento no processo ensino-aprendizagem em enfermagem: avaliação dos alunos

To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.

Evaluar el role-playing como metodología en el proceso de enseñanza-aprendizaje en la enseñanza del Grado de Enfermería. Identificar la actitud de los estudiantes de enfermería ante el role-playing. Analizar la respuesta de los estudiantes después de realizar el role-playing en su proceso de enseñanza-aprendizaje. La relación de ayuda es una de las funciones principales de los cuidados de enfermería, en todos los ámbitos con el fin de que se pueda desarrollar y hacer frente a los diversos estímulos de la vida a través de la comunicación terapéutica, que permite a las enfermeras ver su rol con las personas como un marco para "saber estar" en la relación de ayuda. Estudiantes de tercer año de la Escuela de Enfermería de la "X". Año académico 2006-2007 y 2007-2008. El carácter reflexivo de la investigación cualitativa está fundamentado en el Interaccionismo Simbólico. La categoría temática seleccionada, es la de role-playing que permite una clasificación de subcategorías y códigos. Los resultados del análisis de las síntesis nos han permitido identificar lo que sucede realmente con la utilización del role-playing como herramienta de enseñanza-aprendizaje en enfermería, por qué y cuáles son las consecuencias.

Avaliar o role-playing como metodologia no proceso ensino-aprendizagem no ensino de graduação de enfermagem. Identificar as atitudes dos estudantes de enfermagem relacionadas ao role-playing. Analisar a resposta dos alunos no proceso ensino-aprendizagem após realizarem o role-playing. a relação de ajuda é uma das principaisfunções dos cuidados de enfermagem, em todas as dimensões e, através da comunicação terapêutica busca o desenvolvimento das pessoas para enfrentar os diversos estímulos da vida. A comunicação terapêutica permite às enfermeiras reconhecerem seu papel, como um marco para "saber estar" na relação de ajuda. Estudantes de terceiro ano da Escola de Enfermagem "X" nos períodos letivos de 2006-2007 e 2007-2008. A natureza reflexiva desta pesquisa qualitativa baseia-se no interacionismo simbólico. A categoria temática selecionada foi o role-playing, que permitiuuma classificação em subcategorias e códigos. Os resultados permitiram identificar o que realmente acontece com o uso do role-playing como uma ferramenta de ensino e aprendizagem em enfermagem, porquê e quais suas consequências.

Research on Clinical Teaching of Medical Ethics / 中国医学伦理学

This article discusses the causes and base of clinical teaching theory and practice of Medical Ethics,and how to play it into practice and the effect.As proved by practice,clinical teaching plays an active role in fostering medical students' ethical awareness will,improving ethical determinating ability and bringing up medical moral emotion.Clinical teaching theory and practice of Medical Ethics,both in teaching design and teaching notion,adapts to the transformation of medical model,and emphasizes on the teaching thought of "teachers as center,students as main body".