Inter y transdisciplinariedad de las ciencias básicas en el nuevo modelo de formación de enfermeros / Inter and transdisciplinarity in the basic science in the new model of nursing education

Se describió las principales transformaciones curriculares que caracterizan el nuevo modelo de formación de enfermeros en Cuba , particularmente, la flexibilización del modelo flexneriano de organización de las ciencias básicas biomédicas y su impacto en la transformación del currículo hacia un modelo más coherente con las bases ideológicas de equidad y justicia social de la universidad cubana. Ante la necesidad de modificar la composición disciplinar del primer año de la carrera, dentro de un nuevo modelo curricular (NMF) que integra la formación técnica y la profesional universitaria, se desarrolló un trabajo de equipo multi e interdisciplinario para la identificación de contenidos pertinentes, partiendo de aquellos que tradicionalmente han sido abordados en esta carrera por varias asignaturas de las ciencias básicas biomédicas; también se trabajó en la identificación de esencialidades y en la organización y estructuración de esos contenidos de acuerdo con los requerimientos del NMF y las relaciones de precedencia con la disciplina Enfermería. Se logró una redistribución de las ciencias básicas biomédicas a lo largo de la carrera con un enfoque inter y transdisciplinar al que se le ha reconocido un impacto favorable en el éxito académico y la permanencia de los estudiantes del primer año de la carrera. Esto ha favorecido su rápida inserción laboral como enfermeros básicos, con repercusión favorable en el estado socioeconómico de los estudiantes y en la cobertura de los servicios. Su correcta aplicación, desarrollo y evaluación mediante el trabajo metodológico de los profesores propiciará su perfeccionamiento, en función de una creciente pertinencia y calidad en la formación de enfermeros(AU)

It described major curricular changes that characterize the new model of nursing education in Cuba, particularly the flexible organizational model Flexnerian basic biomedical Science and its impact on the transformation of the curriculum towards a model more consistent with the ideological foundations of equity and social justice Cuban University. Given the need to modify the disciplinary composition of the first year of the race, within a new curriculum model ( MFM) that integrates technical and vocational training collage, a study was developed multi and interdisciplinary team to identify relevant content bossed on those who have traditionally been addressed in this race for several subjects of biomedical science, also worked on the identification of the essential and in the organization and structuring of the content in accordance with the requirements of the MFN and precedence relations Nursing discipline. It was possible a redistribution of biomedical sciences over the race with and inter and transdisciplinary approach that has been recognized has having a favorable impact on academic success and retention of students in the first year of the race. This has led to its rapid job placement as basic nursing with positive impact on students' socioeconomic status and coverage of services. Its correct implementation, development and evaluation by the methodological work of the teachers will encourage their development, according to a growing relevance and quality in nursing education(AU)

Inter y transdisciplinariedad de las ciencias básicas en el nuevo modelo de formación de enfermeros / Inter and transdisciplinarity in the basic science in the new model of nursing education

Se describió las principales transformaciones curriculares que caracterizan el nuevo modelo de formación de enfermeros en Cuba , particularmente, la flexibilización del modelo flexneriano de organización de las ciencias básicas biomédicas y su impacto en la transformación del currículo hacia un modelo más coherente con las bases ideológicas de equidad y justicia social de la universidad cubana. Ante la necesidad de modificar la composición disciplinar del primer año de la carrera, dentro de un nuevo modelo curricular (NMF) que integra la formación técnica y la profesional universitaria, se desarrolló un trabajo de equipo multi e interdisciplinario para la identificación de contenidos pertinentes, partiendo de aquellos que tradicionalmente han sido abordados en esta carrera por varias asignaturas de las ciencias básicas biomédicas; también se trabajó en la identificación de esencialidades y en la organización y estructuración de esos contenidos de acuerdo con los requerimientos del NMF y las relaciones de precedencia con la disciplina Enfermería. Se logró una redistribución de las ciencias básicas biomédicas a lo largo de la carrera con un enfoque inter y transdisciplinar al que se le ha reconocido un impacto favorable en el éxito académico y la permanencia de los estudiantes del primer año de la carrera. Esto ha favorecido su rápida inserción laboral como enfermeros básicos, con repercusión favorable en el estado socioeconómico de los estudiantes y en la cobertura de los servicios. Su correcta aplicación, desarrollo y evaluación mediante el trabajo metodológico de los profesores propiciará su perfeccionamiento, en función de una creciente pertinencia y calidad en la formación de enfermeros(AU)

It described major curricular changes that characterize the new model of nursing education in Cuba, particularly the flexible organizational model Flexnerian basic biomedical Science and its impact on the transformation of the curriculum towards a model more consistent with the ideological foundations of equity and social justice Cuban University. Given the need to modify the disciplinary composition of the first year of the race, within a new curriculum model ( MFM) that integrates technical and vocational training collage, a study was developed multi and interdisciplinary team to identify relevant content bossed on those who have traditionally been addressed in this race for several subjects of biomedical science, also worked on the identification of the essential and in the organization and structuring of the content in accordance with the requirements of the MFN and precedence relations Nursing discipline. It was possible a redistribution of biomedical sciences over the race with and inter and transdisciplinary approach that has been recognized has having a favorable impact on academic success and retention of students in the first year of the race. This has led to its rapid job placement as basic nursing with positive impact on students' socioeconomic status and coverage of services. Its correct implementation, development and evaluation by the methodological work of the teachers will encourage their development, according to a growing relevance and quality in nursing education(AU)

Lessons learned from pilot projects on school-based AIDS education.

PIP: The World Health Organization and UNESCO have collaborated to establish and evaluate 7 pilot projects for school-based AIDS education in Ethiopia, Mauritius, Sierra Leone, Tanzania, Jamaica, Venezuela, and the Pacific. By training teachers and developing appropriate teaching and learning materials, they hope to add AIDS education into school curricula. Thus far, 4 projects have been completed. Review indicates that given parental support, school-based AIDS education may work in developing countries at both primary and secondary levels; initial assessment studies are valuable in program design; these programs help to increase family and community awareness; students gain knowledge and may also tend to discriminate less against those infected with HIV; prevention skills are the most difficult to teach and are rarely of primary focus; information in curricula on condom value and use is acceptable to education authorities; teaching and learning material prototypes are useful to educational planners and trainers; and teacher training should include small-group discussions on personal attitudes toward sexuality.^ieng

Cuba: on the road to a family medicine nation.

Beginning with an overview of developments during the last 30 years, this article focuses on the current Cuban plan to convert the country into a family practice nation by creating a new primary care system. The new system is based on the training and placement of no less than 20,000 family physician and nurse teams by 1992. Cuba has come a long way in 30 years, as demonstrated by major health indicators.

PIP: Cuba has established a free, comprehensive, and accessible national family medicine based health care system. Since Castro came to power in 1959, the government has consistently been committed to improving living conditions, the health status of the population, and the national health system. For example, the prerevolutionary self financed health care system which served only about 20% of the population has 242 clinics and hospitals. By 1987, the health system which served the entire population had 263 hospitals and 159 social service units both of which has beds, 422 polyclinics (local health centers established in the early 1960s), 256 urban and rural medical posts, 160 dental clinics, 135 maternity homes, 22 blood banks, and 12 national research institutes. Some of the 1st macro-level actions of the Castro government entailed reducing the prices of medicine along with apportioning their importation, distribution, and production; reorganizing the national health system (MINSAP); and nationalizing all private health facilities and merging them with MINSAP. By the early 1970s, the population expressed dissatisfaction with the polyclinics, however. So, in 1974, MINSAP launched its primary care model based on addressing the interactions between the biological, social, economic, and cultural influences on community health. In spite of this change, not all of the expected improvements occurred. In the early 1980s, MINSAP created a new specialty based solely on providing primary care--the family physician and changes the medical school curriculum to incorporate family medicine. Presently a primary care team (1 family physician and nurse) cares for 600--800 individuals and lives and works in the area served. Surveys and other measures indicate that the communities are pleased with the primary care model.

Health personnel training in the Nicaraguan health system.

The "Unified National Health System" of Nicaragua was established in 1979, in an attempt to transform some of Latin America's worst health indices. This system, based on the stated principles of planning, regionalization, public participation, and primary care, has prioritized the development of health professions training programs appropriate to its special needs and principles. Public Health and Epidemiology training was inaugurated in 1982. A new campus of the School of Medicine was opened in 1981, increasing the number of medical students by a factor of five. Formal residency training (never before available within the country) in primary care specialties has been established. Training for allied health personnel has been formalized in several fields, with the establishment of the Polytechnical Institute of Health. The rapid increase in number and size of training programs has created a tremendous need for educational resources both human and material. This article reviews the status of health personnel training in Nicaragua today, the integration of these programs into planning for the health system, and problems arising from their rapid appearance.

PIP: This article explores the policies and early experiences of the extensive changes in the preparation of health personnel in Nicaragua; massive changes in the health care system were launched after the victory of the Sandinista Revolution in 1979. It reviews the status of health personnel training in the country today, the integration of these programs into planning for the health system, and problems arising their rapid appearance. The Unified National Health System was established in 1979 in an attempt to transform some of Latin America's worst health indices. This system is based on the stated principles of planning, regionalization, public participation, and primary care. To implement these policies, high priority has been given to the development of health professions training programs appropriate to the system's special needs and principles. Public Health and Epidemiology training was inaugurated in 1982. A new campus of the School of Medicine was opened in 1981, increasing the number of meidcal students by a factor of 5. Formal residency training in primary care specialties has been established. Training for allied health professions has been formalized in several fields, with the establishment of the Polytechnical Institute of Health. The rapid increase in number and size of training programs has created a trmendous need for educational resources, both human and material. The greatest constraint in expanding medical education was the lack of qualified teachers. As a solution, the new health system has made public sector employment much more available and attractive; most Nicaraguan physicians today divide their time between public and private practice, and the pressures on voluntary teaching time are heavy. The Health Ministry has developed strategies for making clinical teaching more attractive and prestigious in compensation. Medical curriculum reform since 1979 is designed to turn out doctors capable along 4 lines: clinical service, teaching, administration and research. Special importance is placed on integrated teaching and service. These multiple objectives are built into the teaching program from the very beginning. To date there are 6 schools of nursing in the country (4 before 1979), with 5 times the pre-1979 enrollment. Nicaragua has made a deliberate decision not to train mid-level medical workers. However, volunteer health personnel, the Brigadistas, have played a definite role in Nicaraguan communities. They concentrate on public education and mobilize the people for immunization and sanitation campaigns. Additionally, traditional birth attendants in rural areas have been recognised by the Health Ministry and been given training to upgrade their performance. Much in the new System has emulated policies of Cuba, especially the emphasis on public education, models for personnel training and community-oriented primary care.