The Health Education Teacher Instructional Competency Framework: A Conceptual Guide for Quality Instruction in School Health.

BACKGROUND: Teacher instructional competency, the set of essential knowledge and skills needed to guide teaching practice, is critical to the successful implementation of school health education. The purpose of this paper is to introduce the Health Education Teacher Instructional Competency (HETIC) framework, a new conceptualization describing teacher characteristics, essential knowledge, and essential skills, which can influence instructional practice and improve student learning outcomes in health education. METHODS: Data from 17 publicly available guidance documents, professional standards, published reports, and empirical studies relevant to the fields of public education, school health education, and sexual health education were abstracted and analyzed using qualitative thematic content analysis. RESULTS: The framework describes 3 domains: personal characteristics, essential knowledge, and essential skills, which are believed to contribute to teachers' instructional competencies in delivering health education. The knowledge domain asserts 5 key categories, while the essential skills domain includes 3 categories (learning environments, content and delivery, and collaboration and learning) and contains 11 unique skills. Collectively, these domains are influenced by the learner, school/community, and policy-level factors that shape health education curriculum and instruction. CONCLUSIONS: The HETIC framework presents a conceptual roadmap to guide quality health education preparation, job-embedded training, and delivery. Improving teachers' instructional competencies strengthens learning and prosocial environments that are inclusive, responsive, and affirming of students' health and learning needs. Teacher who demonstrate instructional competency can help students to achieve desired education and health outcomes, specifically acquiring the knowledge and skills needed to adapt, practice, and maintain healthy behaviors throughout their lifetime.

Desafios ao encontro: contribuições de Moreno e Freire para a educação de jovens e adultos / Challenges of encounter: Moreno and Freire contributions to the youth and adults education / Desafíos al encuentro: Moreno y Freire contribuciones para la educación de jóvenes y adultos

O fazer docente das professoras e dos professores da Educação de Jovens e Adultos (EJA) apresenta em seu cotidiano múltiplos desafios relacionados a questões socioeconômicas, de saúde pública, de bem-estar, cognitivas e de relacionamento. Carrega, ainda, todo o legado histórico do combate ao analfabetismo, das desigualdades sociais e das fragilidades das políticas públicas educacionais desta modalidade de ensino. Neste cenário desafiador, aproximações teóricas entre Jacob Levy Moreno e Paulo Freire contribuem para uma leitura crítica das situações-limite presentes no dia a dia do trabalho docente. O Sociodrama, como método desta pesquisa, aponta a espontaneidade-criatividade como possibilidade para superação das densas conservas culturais instaladas e da possibilidade do Encontro.

The schooling process of teachers of the Youth and Adult Education shows multiple challenges in its daily life: socioeconomic issues, issues of public health and well-being, cognitive and relationship issues. It also carries all the historical legacy of combating illiteracy, social inequalities, and fragility of the public educational policies of this type of education. In this challenging scenario, theoretical approaches between Jacob Levy Moreno and Paulo Freire contribute to a critical reading of limit situations present in daily teaching. Sociodrama, as a method of this research, points to spontaneity-creativity as a possibility for overcoming the dense cultural conserves installed and the possibility of the Encounter.

El hacer docente de las profesoras y de los profesores de la Educación de Jóvenes y Adultos (EJA) presenta en su día a día múltiples desafíos relacionados a cuestiones socioeconómicas, de salud pública, de bienestar, cognitivas y de relación. Carga, también, todo el legado histórico del combate al analfabetismo, de las desigualdades sociales y de las fragilidades de las políticas públicas educacionales de esta modalidad de enseñanza. En este escenario desafiante, aproximaciones teóricas entre Jacob Levy Moreno y Paulo Freire contribuyen para una lectura crítica de las situaciones-límite presentes en el día a día del trabajo docente. El Sociodrama, como método de esta investigación, apunta a la espontaneidad-creatividad como posibilidad para la superación de las densas conservas culturales instaladas y de la posibilidad del Encuentro.

Modo de aprendizagem e análise crítica no ensino técnico brasileiro / Way of learning and critical analysis in Brazilian vocational education / Modo de aprendizaje y análisis crítico en enseñanza técnica brasileña

O estudo exploratório e qualitativo do qual este artigo faz um recorte teve como objetivo caracterizar as estratégias de aprendizagem de estudantes de Ensino Técnico brasileiro. A amostra compreendeu 20 estudantes do primeiro ano do Ensino Técnico. Os participantes foram submetidos a uma entrevista semiestruturada sobre o seu modo de aprendizagem (a maneira como aprendem) e a sua prática de análise crítica (o grau de análise crítica empregue na aprendizagem). As respostas foram sujeitas a uma análise temática, que sugere uma replicação da estratégia de superfície (mecanização da aprendizagem e reduzida análise crítica), da estratégia de profundidade (compreensão e elevada análise crítica), da estratégia de organização (enfoque nos conteúdos que serão avaliados) e da estratégia intermédia (memorização e compreensão dos conteúdos). Foram igualmente encontradas variações daquelas estratégias.

The exploratory and qualitative study in which this article makes a cut had the objective of characterizing the learning strategies of Brazilian Vocational Education students. The sample comprised 20 students from the first year of a Technical Education course. Participants underwent a semi-structured interview about their learning mode (the way they learn) and their use of critical analysis (the degree of critical analysis employed in learning). The responses were subject to a thematic analysis, which suggests a replication of the surface strategy (mechanization of learning - reduced critical analysis), deep strategy (comprehension - high degree of critical analysis), achieving strategy (focus on the contents that will be evaluated) and the intermediate strategy (memorization and understanding of contents). Variations of these strategies were also found.

El estudio exploratorio y cualitativo del cual este artículo hace un recorte tuvo como objetivo caracterizar las estrategias de aprendizaje de estudiantes de Enseñanza Técnica brasileña. La muestra comprendió 20 estudiantes del primer año de la Enseñanza Técnica. Los participantes fueron sometidos a una entrevista semiestructurada sobre su modo de aprendizaje (la manera como aprenden) y su práctica de análisis crítico (el grado de análisis crítico empleado en el aprendizaje).Las respuestas se sometieron a un análisis temático, que sugiere una replicación de la estrategia de superficie (mecanización del aprendizaje y reducido análisis crítico), de la estrategia de profundidad (comprensión y alto análisis crítico), de la estrategia de organización (enfoque en los contenidos que serán evaluados) y de la estrategia intermedia (memorización y comprensión de los contenidos). También se encontraron variaciones de esas estrategias.

[Constructing indicators of competence for nurse preceptor instruction skills].

BACKGROUND: The professional teaching competence of nurse preceptors must be monitored regularly. However, the existing instruments that are designed to measure nurse preceptor professional teaching competency seldom examine updated indicators such as inter-professional practice (IPP) and evidence-based practice. PURPOSE: This study constructs indicators for assessing the teaching competence of nurse preceptor. METHODS: Phase I used a literature review to identify appropriate indicators of nurse preceptor teaching competence. Phase II conducted focus-group interviews with 10 nurse preceptors and 6 new nurses from a teaching hospital in southern Taiwan. Content analysis was used to construct a preliminary framework of indicators. Phase III invited 15 experts to evaluate the content validity of the preliminary indicators in two rounds using the Delphi method. RESULTS: The teaching-related competence of nurse comprises 36 items in the five dimensions of passionate commitment to teaching, harmonious learning atmosphere, inductive teaching skills, objective feedback and evaluation, and inter-professional practice. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The indicators developed in this study may be used by nurse preceptors to examine their teaching abilities and by healthcare institutions to design preceptor training curricula.

Estrategia de capacitación integrada para directivos de la salud pública / A strategy of integrated instruction to Public Health Executives

Introducción: las necesidades de capacitación no cesan, la realidad de cada contexto reclama con urgencia introducir estrategias novedosas que hagan mejorar continuamente el desempeño de los trabajadores en general y de los directivos en particular. Existen múltiples experiencias a nivel mundial en la capacitación a directivos, ahora bien, el contexto cubano tiene características que lo diferencian del resto del mundo, de ahí que estemos enfrascados en una propuesta novedosa para esta capacitación. Objetivo: estructurar una estrategia de capacitación integrada para directivos de la salud pública. Material y método: se realizó una investigación-acción en el Hogar de Ancianos Provincial "Carlos Castellanos Blanco" de Pinar del Río. El universo de estudio se conformó por el total de los cuadros de dirección, reservas y canteras de la institución. Se diseñó el estudio en dos etapas: Una primera etapa teórica, de revisión documental sobre la temática, conceptos e ideas generales planteadas al respecto en la Educación Permanente, la segunda de intervención-acción. Resultados: el 100% de los directivos consideró que entre las cinco competencias básicas que debe poseer todo cuadro de dirección para lograr un desempeño exitoso, están: comunicación, trabajo en equipo, motivación y toma de decisiones; el 26,3% no listó el liderazgo; el 79% no listó la negociación y el 35,9% no consideró el ocuparse de los problemas de los demás. Conclusiones: la propuesta debe ser extendida a otros contextos donde se reciba la aprobación de los máximos gerentes para introducir cambios en la organización, de manera que fluya como un todo integrado.

Introduction: the needs of instruction do not bring to an end, the reality of each context demands the introduction of new strategies which made continuous improvements to the performance of workers in general along with the executives in particular. Multiple worldwide experiences exist involving the instruction of executives, but the characteristics of Cuban context differ from the rest of the world, consequently a new proposal of instruction was structured. Objective: to structure an integrated strategy to the instruction of Public Health Executives. Material and method: an investigation-action was carried out at "Carlos Castellano Blanco" residential home for the elderly, Pinar del Rio. The target group of study included the total of directives, reserve team and potential leaders of the institution; designing two stages for the study: a theoretical stage which comprised a documentary review about the topic, concepts and general ideas with respect to Permanent Education, the second one included the intervention-action. Results: 100% of the directives considered that among the five basic competences, which should characterize every executive to achieve a successful performance, were: communication, team-work, motivation and decision making; 26,3% did not list leadership; the same happened with negotiation (79%), along with 35,9% who did not consider dealing with the problems of others. Conclusions: the proposal should be extended to other contexts, previous consent of the general managers to introduce changes into the organization in order to have it making a whole.

Una mirada crítica de la formación del profesional de enfermería con perspectiva reflexiva / A critical of professional training of nursing with reflective perspective

Introducción: Este trabajo aborda el contexto de la enseñanza clínica, vista como una entidad compleja, desde los conceptos de Vygotsky cobran sentido, sobre todo en: la zona de desarrollo próximo, componente del aprendizaje social y es ahí donde se identifican los discursos docentes y profesionales en los entornos de aprendizaje clínico. Desarrollo: Se analiza la importancia que tiene la teoría del Prácticum Reflexivo para la formación de enfermeras, desde las aportaciones de D. Schön, y el papel de la tutoría clínica como propuesta en los procesos de formación profesional. En la actualidad los modelos de enseñanza que predominan en las instituciones educativas, se encuentran en una discrepancia entre el discurso en las aulas, los planes de estudio y la realidad de la práctica clínica en donde prevalece una ideología caracterizada por la racionalidad técnica. Conclusiones: A través del tiempo se han llevado a cabo diversas metodologías en la enseñanza de enfermería, así también se han hecho análisis y críticas de las mismas, las cuales han permitido ciertas transformaciones en la formación profesional, sin embargo en el campo de lo ideológico, político, filosófico se ha estancado y por ende no se accede a otros paradigmas educativos.

Introduction:This study approaches the complex clinical teaching context through the Vygotsky's perspective ("zona del desarrollo próximo"). Development: Analyzing the importance of some teaching theories related to clinical teaching environments, including those from the Practicum-Reflexive and D. Schon paradigms, to the formation of nurses. Today's prevalent teaching models stand between classroom speeches and real clinical practices characterized by technical and rational ideologies. Conclusions:Several nursing teaching methodologies have been used, and they have enabled certain transformations in nursing-formation; however the ideological, political, and philosophical fields have not been thoroughly included, implying that other teaching paradigms may have not been considered.