ABSTRACT
In a health context marked by increasing health inequalities, population ageing, pandemics and migration, the development of competencies for the intercultural encounter between healthcare workers and patients is essential. Tertiary education institutions have a social responsibility to address this issue. Health Science programs are challenged to provide culturally sensitive care to diverse populations. Therefore, it is necessary to reflect upon the models that will guide this process, and to assess undergraduate curricula to determine their appropriateness to address this challenge. This article describes a methodology for assessing the undergraduate curriculum for the development of intercultural competence and presents a strategy for promoting its sustainable development across the curriculum.
Subject(s)
Humans , Students, Nursing , Education, Nursing, Baccalaureate , Aging , Curriculum , Health PromotionABSTRACT
PURPOSE: Multiple devices capable of measuring ambulatory blood pressure without cuffs have been recently developed and it is required that they offer high-accuracy measurements. The purpose of this prospective study was to compare the performance of a tonometric blood pressure monitor with that of an oscillometric cuff-based device used as a reference in healthy and hypertensive subjects over 24 hours of ambulatory use. MATERIALS AND METHODS: Conventional oscillometric cuff-based device (Oscar 2; Sun Tech Medical) was placed in the left arm of 33 subjects, and a watch-type device based on the tonometric method (Bpro; HealthSTATS International, Singapore) was positioned in the right wrist. Both devices were synchronized to measure simultaneously over 24 hours. RESULTS: The difference between the means over 24 hours of the oscillometric and the tonometric devices was -0.9 mmHg for SBP and -4.5 mmHg for DBP; the standard deviations were 14.7 and 12.2 mmHg, respectively. Greater differences in bias and dispersion were observed overnight than during the daytime. The accuracy of the tonometric device for diagnosing hypertension was 75% and for detecting the non-dipper profile, 48%. CONCLUSION: The test device presented a high disagreement (especially during the night) compared to the oscillometric cuff-based device against which it was initially calibrated. This disagreement resulted in limited accuracy for diagnosing patients with suspected arterial hypertension and detecting non-dipper profiles.
Subject(s)
Blood Pressure Monitoring, Ambulatory , Hypertension , Blood Pressure , Blood Pressure Determination , Humans , Hypertension/diagnosis , Prospective Studies , SphygmomanometersABSTRACT
In a health context marked by increasing health inequalities, population ageing, pandemics and migration, the development of competencies for the intercultural encounter between healthcare workers and patients is essential. Tertiary education institutions have a social responsibility to address this issue. Health Science programs are challenged to provide culturally sensitive care to diverse populations. Therefore, it is necessary to reflect upon the models that will guide this process, and to assess undergraduate curricula to determine their appropriateness to address this challenge. This article describes a methodology for assessing the undergraduate curriculum for the development of intercultural competence and presents a strategy for promoting its sustainable development across the curriculum.
