Cambios en el currículum de la educación física chilena: voces desde el territorio / Changes in the chilean physical education curriculum: voices from the territory / Mudanças no currículo da educação física chilena: vozes do território

El objetivo de la investigación fue analizar el desarrollo del currículum en los últimos años y la didáctica que utilizan profesores de Educación Física en una región del centro sur de Chile. La metodología del estudio es de tipo cualitativa, a través de entrevistas a docentes con al menos cinco años de permanencia en el sistema educacional. Los resultados dan cuenta de que los profesores abordan el proceso de enseñanza-aprendizaje analizando el contexto en que están inmersos. Al momento de planificar sus clases se apoyan en las bases curriculares dispuestas por el Ministerio de Educación y las características de los estudiantes. Se concluye que, respecto a los desafíos actuales, buscan llevar a la práctica un modelo constructivista, procurando que el estudiante sea parte del proceso educativo, tomando en cuenta su integridad y bienestar. Asimismo, se espera que el currículum incorpore las problemáticas actuales que emergen en la sociedad.

The objective was to analyze the curriculum development and the didactics used by Physical Education teachers in recent years in a region of south-central Chile. The methodology of the study is qualitative, in which interviews were conducted with teachers with at least 5 years of permanence in the educational system. The results show that teachers approach the teaching-learning process by analyzing the context in which they are immersed. When planning their classes, they rely on the curricular bases established by the Ministry of Education and the characteristics of the students. Regarding current challenges, they seek to implement a constructivist model, making the student part of the educational process, taking into account their integrity and well-being. It is also hoped that the curriculum can incorporate the current problems emerging in society.

O objetivo foi analisar o desenvolvimento do currículo nos últimos anos e a didática utilizada pelos professores de Educação Física em uma região do centro-sul do Chile. A metodologia do estudo é qualitativa, em que foram realizadas entrevistas com professores com no mínimo 5 anos de permanência no sistema educacional. Os resultados mostram que os professores abordam o processo de ensino-aprendizagem analisando o contexto em que estão inseridos. Ao planejar suas aulas, eles se baseiam nas bases curriculares estabelecidas pelo Ministério da Educação e nas características dos alunos. Conclui-se que, face aos desafios atuais, procuram implementar um modelo construtivista, tornando o aluno parte do processo educativo, tendo em conta a sua integridade e bem-estar. Da mesma forma, espera-se que o currículo incorpore os problemas atuais que surgem na sociedade.

Team Development Measure in Interprofessional Graduate Education: A Pilot Study.

A faculty team developed the 4-week Recovery-Based Interprofessional Distance Education (RIDE) rotation for graduate students in their disciplines. The evaluation team identified the Team Development Measure (TDM) as a potential alternative to reflect team development during the RIDE rotation. The TDM, completed anonymously online, was piloted on the second student cohort (N = 18) to complete the RIDE rotation. The overall pretest mean was 60.73 points (SD = 11.85) of a possible 100 points, indicating that students anticipated their RIDE team would function at a moderately high level during the 4-week rotation. The overall posttest mean, indicating student perceptions of actual team functioning, was 72.71 points (SD = 23.31), an average increase of 11.98 points. Although not statistically significant, Cohen's effect size (d = 0.43) indicates an observed difference of large magnitude. No other published work has used the TDM as a pre-/posttest measure of team development. The authors believe the TDM has several advantages as a measure of student response to interprofessional education offerings, particularly in graduate students with prior experience on health care teams. Further work is needed to validate and extend the findings of this pilot study. [Journal of Psychosocial Nursing and Mental Health Services, 56(4), 18-22.].

Transforming Health Care Through Interprofessional Graduate Education.

PURPOSE: We provide an overview of the Recovery-based Interprofessional Distance Education (RIDE) rotation for graduate students in psychiatric mental health (PMH) nursing, pharmacy, nutrition, and exercise physiology, with faculty from the four professions represented. CONCLUSIONS: Interprofessional education can enhance team concepts in these professions and is viewed positively by students and faculty. PRACTICE IMPLICATIONS: Interprofessional learning opportunities prepare graduates to contribute to team-based care. We urge colleagues to join us in providing meaningful IPE experiences to students at all levels, with the goal of optimizing health care for all persons with mental health treatment needs.

Recovery-Based Interprofessional Distance Education (RIDE): Graduate Student Responses.

Graduate student attitudes (n = 28) were assessed before and after participation in interprofessional practitioner education (IPE). Twenty-eight graduate students participated (14 mental health nursing, 6 pharmacy, 4 nutrition, 4 exercise physiology); most had at least some health care experience. Posttest scores indicated gains on a majority of constructs measured. These results suggest that online-blended IPE content yields gains in team skills and attitudes. This study adds to a very small body of literature on IPE in graduate programs. More research is needed in examining online versus face-to-face delivery.

The Recovery-Based Interprofessional Distance Education (RIDE) Rotation: Content and Rationale.

A faculty team of two psychiatric nurse practitioners, an exercise physiologist, a registered dietician and a pharmacist developed the 8-week Recovery-Based Interprofessional Distance Education (RIDE) rotation for graduate students in the four disciplines. Organizing the RIDE rotation around the recovery model ensured an emphasis upon optimal health and quality of life. RIDE faculty engaged in project planning for several months before the RIDE rotation was offered to students. In this paper, we describe details of the 8-week program. Our next step will be to analyze student feedback and de-identified evaluation data from the first student cohort.

Vortioxetine (Brintellix®) and levomilnacipran (Fetzima®): the two newest additions to the antidepressant formulary.

In the final months of 2013, the US Food and Drug Administration approved two new antidepressant formulations. This column presents a review of the pertinent literature on both: vortioxetine (Brintellix(®)) and levomilnacipran (Fetzima(®)).

The Motivation-Facilitation Theory of Prenatal Care Access.

Despite the availability of services, accessing health care remains a problem in the United States and other developed countries. Prenatal care has the potential to improve perinatal outcomes and decrease health disparities, yet many women struggle with access to care. Current theories addressing access to prenatal care focus on barriers, although such knowledge is minimally useful for clinicians. We propose a middle-range theory, the motivation-facilitation theory of prenatal care access, which condenses the prenatal care access process into 2 interacting components: motivation and facilitation. Maternal motivation is the mother's desire to begin and maintain care. Facilitation represents the goal of the clinic to create easy, open access to person-centered beneficial care. This simple model directs the focus of research and change to the interface of the woman and the clinic and encourages practice-level interventions that facilitate women entering and maintaining prenatal care.

Accessibility versus quality of care plus retention: the formula for service delivery in Australian opioid replacement therapy?

The aim of this paper is to investigate how Australian Opioid Replacement Therapy (ORT) policy influences access to ORT treatment, including the resources required for implementation. In doing so, we also compare the accessibility of ORT treatment in Australia (AU) with ORT in the United Kingdom (UK) and United States (US). A review of government data and policy that influence service delivery was undertaken. When comparing across AU, the UK, and the US, we found several differences. To improve access to treatment in Australia more general practitioners need to provide ORT. Additionally, criteria for quality care, a centralised intake system, a national ORT treatment outcome measure, and a shift towards a recovery focus are recommended.

A pilot study describing physical activity in persons with schizophrenia spectrum disorders (SSDS) after an exercise program.

Despite the well known mental and physical health benefits of exercise, persons with schizophrenia spectrum disorders remain sedentary. While the exercise barriers (i.e., lack of motivation, poor concentration, sedative effects of medication, poverty, and lack of access to exercise education/programs) of persons with SSDs are numerous, lack of motivation is considered foremost among them. Exercise interventions have been shown to improve exercise behavior, but there is a need for longitudinal documentation of physical activity after interventions conclude. This pilot study describes the physical activity level of 22 persons with SSDs 14 to 34 (mean 22) months after the conclusion of an exercise intervention provided in a randomized controlled trial (RCT). Eighteen months after the RCT, 22 participants wore pedometers daily for one week without altering their activity. Experimental participants walked more steps and covered more distance on average than control participants on six of the seven days. This pilot study is among the first to document the physical activity level of persons with SSDs after exercise intervention. While our findings confirm the low activity level of persons with SSDs reported by others, experimental participants demonstrated higher activity levels than controls on most days. Future studies should increase the sample size and recruit participants from multiple sites to enhance power and generalizability.

Full circle-old drugs prove more beneficial than newer agents for schizophrenia: a case report.

A 55-year-old female with a diagnosis of schizophrenia currently resides in an assisted living facility in a large metropolitan suburb. For approximately 25 years, the patient was relegated to a life of poor symptom control and social adjustment, largely due to nonadherence, relapse, and rehospitalization. The patient experienced a trial-and-error approach to drug therapy, which resulted in reliance on the older or first generation agents for symptom improvement. This case supports the assertion that the second-generation or atypical antipsychotics used to treat schizophrenia are no better than older drugs in terms of efficacy or tolerability.

Lurasidone (latuda®): an atypical antipsychotic.

Lurasidone is a new atypical antipsychotic that has demonstrated positive effects on psychosis, mood, and cognition. This improved efficacy and safety profile for the treatment of schizophrenia. Its overall tolerability profile seems to be comparable to the other atypical antipsychotics. Perhaps its more potent blockade on the 5HT7 receptor will give it more of an advantage in treating the negative symptoms as well as improve cognitive and depressive symptoms associated with schizophrenia. Additionally, it does not appear to have any significant adverse impact on the metabolic profile, such as weight, glucose, or lipid metabolism. Lurasidone is also associated with good cardiovascular tolerability without widening of the QT interval. The use of this medication may be of particular interest in patients presenting with endocrine or cardiovascular abnormalities. The average price for a 30-day supply of lurasidone is $475.98.

Meet me at the crossroads: clinical research engages practitioners, educators, students, and patients.

PURPOSE: Many nurse researchers struggle to communicate the relevance of their work to colleagues in education and clinical practice, while making research "come alive" for graduate and undergraduate students. Last and most important, clinical research must be understandable and meaningful to the participants. DESIGN AND METHODS: Randomized trial. FINDINGS: In this article, nurses in each of these roles review the same research project through their unique lens, discussing their unique project roles, highlighting multiple meanings and exploring implications. PRACTICE IMPLICATIONS: We call for nurses in multiple roles to consider the meanings of research from multiple perspectives and to communicate research findings in a manner understandable to all stakeholders.