RESUMO
Introducción. El progresivo envejecimiento de la población por el aumento de la esperanza de vida, unido a los avances tecnológicos y científicos, hace que la población demande cuidados específicos al final de la vida, con especial cuidado al respeto a sus voluntades y cuidados finales que lleven a lo que se considera una muerte digna y sin sufrimiento. Materiales y métodos. A través de este estudio descriptivo mediante encuesta conocemos la información que manejan los universitarios y cuáles son sus deseos y opiniones con respecto a la enfermedad terminal y los cuidados al final de la vida, el testamento vital y la declaración de últimas voluntades. Se han encuestado 300 alumnos del Campus Universitario de Zaragoza, estudiantes de facultades de sociales y ciencias. Resultados. Los universitarios, mayoritariamente mujeres, de religión cristiana y con una edad media de 22 años, desearían ser informadas de su enfermedad por su médico, que tuviera disposición para hablar de su enfermedad y de sus sentimientos. Valoran en su médico especialmente su implicación y comprensión. Desean hablar de su etapa final, de sus deseos, de la donación de órganos y de los cuidados paliativos necesarios aplicados en su domicilio. En caso de fallecimiento preferirían la incineración. Conclusión. Los jóvenes universitarios no están suficientemente informados sobre los documentos de últimas voluntades (voluntades anticipadas o testamento vital), tienen interés por este tema y esperan de sus médicos y familiares implicación y comprensión ante la enfermedad y la muerte. Desean ser escuchados y tienen opinión sobre lo que se debería hacer cuando llegase el final de su vida (AU)
Introduction. The progressive aging of the population, increased life expectancy, coupled with technological and scientific advances mean that the population demands specific care at the end of life, with special care to respect their wishes and care leading to end what has been called a dignified death without suffering. Materials and methods. Through this study descriptive survey know the information handled by university and what their wishes and opinions regarding terminal illness and care at the end of life, living will and declaration of wills (advance directives). Respondents were 300 students of the University of Zaragoza Campus, students and faculties of social and sciences. Results. University students, mostly women, of Christian religion with a mean age of 22 years, would like to be informed of your condition by your doctor, you have available to discuss their illness and their feelings. Your doctor especially valued their involvement and understanding. They want to talk about the final stage, their desires, of organ donation. Wish, also, applied necessary palliative care at home. In case of death wish to be cremated. Conclusion. The university students are not sufficiently informed about the documents of wills (advance directives or living will), have an interest in this issue and expect from their doctors and family involvement and understanding of the disease and death. They want to be heard and have an opinion on what should be done when it came to the end of their lives (AU)
Assuntos
Humanos , Diretivas Antecipadas , Cuidados Paliativos/tendências , Envelhecimento , Cuidados Paliativos na Terminalidade da Vida/tendências , Estudantes/estatística & dados numéricos , Conhecimentos, Atitudes e Prática em Saúde , Doente TerminalRESUMO
La medicina familiar y comunitaria es una disciplina académica, una especialidad y una profesión sanitaria que contiene un cuerpo asistencial, docente, investigador y de gestión. Su objeto de conocimiento es la persona entendida como un todo. La medicina familiar y comunitaria como disciplina académica, y la atención primaria como ámbito educativo sanitario, deben ser incorporadas en la universidad de manera nuclear. Su ausencia causa sesgos formativos y tiene importantes repercusiones sobre la calidad, la coordinación y la seguridad. El desarrollo de la Ley de Ordenación de las Profesiones Sanitarias (LOPS) y la construcción del Espacio Europeo de Educación Superior (EEES) propician, actualmente, su presencia en la Universidad. Desde los años 1960 se ha consolidado la disciplina académica, con departamentos de medicina familiar y comunitaria en prácticamente todas las universidades europeas, y un importante número de profesores médicos de familia. Se ha establecido el equilibrio entre un sistema basado en el hospital, orientado a la teoría, la enfermedad y el modelo biológico, con un modelo centrado en el paciente, basado en la resolución de problemas, orientado a la comunidad y con un modelo biopsicosocial. La introducción de la medicina familiar y comunitaria como asignatura propia, como materia longitudinal a lo largo de los años y transversal con otras disciplinas, y la atención primaria como ámbito de prácticas, supone una adecuación de la enseñanza a las necesidades de la sociedad y una normalización con respecto a la enseñanza en Europa, y da respuesta a las distintas normas legales que la amparan. Y esta nueva situación precisa una estructura (departamentos) y un profesorado (catedráticos, titulares y profesores asociados) (AU)
Family and community medicine is an academic subject, a medical specialty and a health profession with distinct dimensions: healthcare, teaching, research and management. In this discipline, the object of knowledge is the person, understood as a whole. Family medicine, as an academic subject, and primary care, as a health education setting, should be incorporated into the core graduate and postgraduate curricula. The absence of these elements leads to training bias and has major repercussions on quality, coordination and patient safety. The development of the Health Professions Act and the construction of the European Higher Education Area (EHEA) have created a favorable climate for the presence of this discipline in the university.Since the 1960s, family medicine has been consolidated as an academic subject with its own departments in almost all European universities, and a significant number of family physicians are teachers. A balance has been achieved between the hospital-based system (based on theory, disease, and the biological model) and the patient-centred model (based on problem solving, community-oriented and the bio-psycho-social model). The introduction of family and community medicine as a specific subject, and as a transverse subject and as an option in practicals, represents the adaptation of the educational system to social needs. This adaptation also represents a convergence with other European countries and the various legal requirements protecting this convergence. However, this new situation requires a new structure (departments) and faculty (professors and associate and assistant professors) (AU)
Assuntos
Humanos , Universidades/tendências , Medicina de Família e Comunidade/educação , Especialização/tendências , Atenção Primária à Saúde/tendências , Avaliação de Processos e Resultados em Cuidados de Saúde/tendências , Faculdades de Medicina/tendências , Educação Médica/tendênciasRESUMO
Family and community medicine is an academic subject, a medical specialty and a health profession with distinct dimensions: healthcare, teaching, research and management. In this discipline, the object of knowledge is the person, understood as a whole. Family medicine, as an academic subject, and primary care, as a health education setting, should be incorporated into the core graduate and postgraduate curricula. The absence of these elements leads to training bias and has major repercussions on quality, coordination and patient safety. The development of the Health Professions Act and the construction of the European Higher Education Area (EHEA) have created a favorable climate for the presence of this discipline in the university. Since the 1960s, family medicine has been consolidated as an academic subject with its own departments in almost all European universities, and a significant number of family physicians are teachers. A balance has been achieved between the hospital-based system (based on theory, disease, and the biological model) and the patient-centred model (based on problem solving, community-oriented and the bio-psycho-social model). The introduction of family and community medicine as a specific subject, and as a transverse subject and as an option in practicals, represents the adaptation of the educational system to social needs. This adaptation also represents a convergence with other European countries and the various legal requirements protecting this convergence. However, this new situation requires a new structure (departments) and faculty (professors and associate and assistant professors).
