Posibilidades en la educación en enfermería: errar, crear y arriesgar / Possibilities in nursing education: To err, create, and risk / Possibilidades na educação em enfermagem: Errar, criar e arriscar

Introducción: El desarrollo docente es ininterrumpido y la necesidad de aprendizaje continuo por medio de la formación docente es imprescindible para el fortalecimiento de la praxis, además de la necesidad de una evaluación crítico-reflexiva en, y sobre la práctica docente. Objetivo: Identificar estrategias utilizadas para perfeccionar la práctica docente de los profesores enfermeros. Método: Estudio cualitativo descriptivo, con referencial teórico de Lee Shulman, realizado por medio de tres talleres pedagógicos, en los meses de abril y mayo de 2013, con seis docentes de enfermería de educación profesional. Para el análisis de los datos fue utilizado el análisis temático con la propuesta operativa de Minayo. Resultados: De la base de conocimientos para la enseñanza de Shulman, aparece prioritariamente el conocimiento del contenido y el conocimiento didáctico general, que fortalecen el conocimiento didáctico del contenido (CDC) de los docentes y los instrumentaliza para el momento de la enseñanza. El CDC de estos docentes tiene su fuente de alimentación a través de la reflexión (reflexión sobre los errores, aciertos y retroalimentación de los alumnos), potencializada por la dimensión personal y la proximidad con la disciplina enseñada con dominio teórico. Conclusión: Las particularidades y experiencias docentes, que marcan las trayectorias personales, profesionales y académicas de los docentes, in&fluencian el modo de enseñar y determinan el desarrollo del proceso de la construcción y ampliación de la fuente del CDC. Hay necesidad de participación en encuentros de capacitación pedagógica para orientar el ejercicio docente, y defender la necesidad y relevancia de estudios del CDC en la enfermería, a fin de posibilitar la colaboración hacia las investigaciones en la enseñanza de la enfermería y la salud, suministrando apoyos para estrategias de formación docente.

Abstract Introduction: The need of continuous learning development of teaching staff, as well as its related critical-reflexive assessment, is necessary to strengthening the praxis. Objective: To identify strategies utilized to improve the teaching of nurse professors. Method: This is a qualitative descriptive study with theoretical referencing to Lee Shulman, carried out through 3 pedagogic workshops, during April and May 2013, with 6 professional nursing educators. Data were thematically analyzed using Minayo operative proposal. Results: From Shulman's teaching knowledge base, it appears the knowledge of content and general pedagogical knowledge which strengthen the content pedagogical knowledge (CPK) of professors and instrument them to the moment of teaching. The CPK of these teachers has its feeding source through reflection (reflection on errors, objectives and student's feedback), potentiated by the personal dimension and the proximity with the discipline thought as a theoretical domain. Conclusion: The teaching particularities and experiences which mark the personal, professional, and academic trajectories of teachers influence the mode of teaching and determine the development of the process of construction and enhancement of the CPK source. There is a need of participation in meetings of pedagogic training to orient the teaching exercise, and defend the need and relevance of studies on CPK in nursing, to make possible the collaboration towards research in the teaching of nursing and health, providing bases for strategies of teaching formation.

Resumo Introdução: O desenvolvimento docente é ininterrupto e a necessidade de contínuo aprendizado, por meio da formação docente é imprescindível para o fortalecimento da práxis, além da necessidade de uma avaliação crítico reflexiva na e sobre a prática docente. Objetivo: Identificar estratégias utilizadas para aperfeiçoar a prática docente dos professores enfermeiros. Método: Estudo qualitativo descritivo, com referencial teórico de Lee Shulman, realizado por meio de três oficinas pedagógicas, nos meses de abril e maio de 2013, com seis docentes de Enfermagem de educação profissional. Para análise dos dados, foi utilizada a análise temática com a proposta operativa de Minayo. Resultados: Da base de conhecimentos para o ensino de Shulman, aparece prioritariamente o Conhecimento do Conteúdo e o Conhecimento Pedagógico Geral, que fortalecem o Conhecimento Pedagógico do Conteúdo (CPC) dos docentes e os instrumentaliza para o momento do ensino. O CPC destes docentes tem suas fontes alimentadas por meio da reflexão (reflexão sobre os erros, acertos e feedback dos alunos), potencializadas pela dimensão pessoal e aproximação à disciplina lecionada, com domínio teórico. Conclusão: As particularidades e experiências docentes, que marcam as trajetórias pessoais, profissionais e acadêmicas dos docentes, influenciam o modo de ensino e determinam o desenvolvimento do processo de construção e ampliação das fontes do CPC. Há necessidade de participação em encontros de capacitação pedagógica para balizar o exercício docente e defende-se a necessidade e relevância de estudos do CPC na Enfermagem, por possibilitar a colaboração às pesquisas no ensino de enfermagem e saúde, fornecendo subsídios para estratégias de formação docente.

[Perception of organizational climate and burnout amongst health care workers: the role of alexithymia as a moderator]. / Percezione di clima organizzativo e burnout in ambito sanitario: il ruolo moderatore dell'alessitimia.

This paper reports a study on 238 health care workers from an hospital in central Italy. We examined: 1) how some dimensions regarding perceived quality of the organizational and relational climate (social warmth and quality of working life both in the ward and in the organization) influence various indicators of burnout (emotional exhaustion, depersonalization, personal accomplishment); 2) if it was possible to improve the previous regressive models by including the personality construct, alexithymia. Controlling for age and gender, results of the hierarchical regression showed significant two-way interactions between organizational/relational climate and alexithymia in predicting emotional exhaustion (p = .005 for both the ward and the organization) and personal fulfillment (for ward, p = .020; for perceived relational climate, p = .037). Depersonalization was accounted by the main effect of alexithymia (p = .000). In conclusion, results demonstrate the need to include the alexithymia construct in models predicting the various dimensions of burnout.

EPR properties of two new cyclic phosphinylhydrazyl radicals and of their inclusion complexes with cyclodextrins

Two phosphorus-containing hydrazines, namely morpholin-4-ylphosphoramidic acid diethyl ester (1a) and (2,2,6,6-tetramethylpiperidin-1-yl)phosphoramidic acid diethyl ester (2a), have been synthesized. The corresponding hydrazyl radicals (1b and 2b) have been obtained, by in situ oxidation, and their properties have been investigated by EPR spectroscopy. The 1b radical shows spectra strongly dependent on temperature due to the inversion of the morpholin ring and to rotation about the N-N bond. Since, in the investigated temperature range, both motions take place in the EPR time scale, a kinetic study of these process could be made by analyzing the spectral line-shape variations. The 2b radical is highly persistent and shows a strong temperature and solvent dependence of the phosphorus splitting. The latter property was usefully exploited to study the guest-host interaction of this radical with cyclodextrins. A method is also proposed for the determination of affinity constants for cyclodextrins of nonparamagnetic compounds.

The incubation period in sterility testing.

Sterility test results gathered over a ten year period have been analysed to determine the effects of the incubation period. Overall there was no difference between the membrane filtration test and direct inoculation in the time required for visible growth of contaminants. Growth occurred earlier if products had no preservative or antimicrobial substances. However use of the membrane filtration method did not significantly enhance the efficiency of detection at seven days incubation. Regardless of the nature of the product or the method of test an unacceptable proportion of contaminants would be missed by limiting incubation to seven days.