ABSTRACT
La atención a la diversidad (AD) es un objetivo clave en la educación, también en la Formación Profesional Básica, que se caracteriza por ser un ámbito educativo de gran heterogeneidad del alumnado. Se presentan los resultados de un estudio ex-post facto realizado con objeto de analizar la sensibilidad del profesorado hacia la AD y los factores relacionados con la misma. La investigación se lleva a cabo mediante un diseño no experimental (ex-post facto) con una muestra representativa de 218 profesores de Formación Profesional Básica. Los resultados indican que el profesorado más sensibilizado con la AD concede mayor importancia al trabajo cooperativo, al rol desempeñado por el docente para fomentar el trabajo en equipo, a las tutorías, al compromiso de las familias, al apoyo de los compañeros y compañeras y a la coordinación y el funcionamiento del centro educativo. Se subraya también la importancia del trabajo en red para mejorar la formación del alumnado y la necesidad de profundizar en este tema para obtener, a nivel nacional, una visión holística e integrada de la situación de la Formación Profesional Básica, que contribuya a la mejora de la atención del alumnado en general y, especialmente, de quienes están en riesgo de exclusión educativa y social. (AU)
The objective of this research is to analyze the sensitivity of Basic VocationalTraining (BVT) teaching faculty towards attention to diversity (AD) and factors related to the same. This research presents the results of an ex post facto study carried out with a representative sample of 218 Basic Vocational Training teachers. The results show that the teaching faculty most aware of AD give greater importance to cooperative work, to the role played by the teacher, to tutorials, to the commitment of families, to the support of their team-mates and to the coordination and functioning of the school. The need to deepen the networking is underlined in order to obtain a holistic and integrated vision of the situation of BVT which contributes to the improvement of students attention in general and, especially, of those who are at risk of educational and social exclusion. (AU)
Subject(s)
Humans , Gender Diversity , Professional Training , Interdisciplinary Placement , EducationABSTRACT
OBJECTIVE: To evaluate the opinions of intensive care unit staff and family members about family participation in decisions about patients in intensive care units in France, a country where the approach of physicians to patients and families has been described as paternalistic. DESIGN: Prospective multiple-center survey of intensive care unit staff and family members. SETTING: Seventy-eight intensive care units in university-affiliated hospitals in France. PATIENTS: We studied 357 consecutive patients hospitalized in the 78 intensive care units and included in the study starting on May 1, 2001, with five patients included per intensive care unit. INTERVENTIONS: We recorded opinions and experience about family participation in medical decision making. Comprehension, satisfaction, and Hospital Anxiety and Depression Scale scores were determined in family members. MEASUREMENTS AND MAIN RESULTS: Poor comprehension was noted in 35% of family members. Satisfaction was good but anxiety was noted in 73% and depression in 35% of family members. Among intensive care unit staff members, 91% of physicians and 83% of nonphysicians believed that participation in decision making should be offered to families; however, only 39% had actually involved family members in decisions. A desire to share in decision making was expressed by only 47% of family members. Only 15% of family members actually shared in decision making. Effectiveness of information influenced this desire. CONCLUSION: Intensive care unit staff should seek to determine how much autonomy families want. Staff members must strive to identify practical and psychological obstacles that may limit their ability to promote autonomy. Finally, they must develop interventions and attitudes capable of empowering families.
