Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Spirituality in the Undergraduate Curricula of Nursing Schools in Portugal and São Paulo-Brazil

Spirituality is considered a dimension of nursing care, which is often recognized as being neglected, mainly due to a lack of education. Several studies have addressed nursing students’ perceptions and skills for providing spiritual care, but there is little evidence on how spirituality is addressed in undergraduate nursing curricula. This study comprised Portuguese and Brazilian nursing schools (from São Paulo) and describes how spirituality is addressed in undergraduate nursing curricula. It is descriptive and the survey research was performed in 2014–2015. The questionnaire was composed of closed and open-ended questions and was sent by e-mail. A total of 129 answers were obtained, mostly from Portugal. Results indicated that several curricular units include spirituality, although having different contents. The learning outcomes are consistent with improving nursing students’ integral education, developing the clinical reasoning regarding spirituality, and improving the assessment of the patient across the life span. Nevertheless, it seems that spirituality is poorly addressed in clinical practice. Few nursing schools have courses or curricular units specifically dealing with spirituality, but they do provide some form of teaching on the subject. No standard curriculum exists, but teachers believe that it is a very important subject that should be included in the courses taught.

A Soft Computing Approach to Acute Coronary Syndrome

Acute Coronary Syndrome (ACS) is transversal to a broad and heterogeneous set of human beings, and assumed as a serious diagnosis and risk stratification problem. Although one may be faced with or had at his disposition different tools as biomarkers for the diagnosis and prognosis of ACS, they have to be previously evaluated and validated in different scenarios and patient cohorts. Besides ensuring that a diagnosis is correct, attention should also be directed to ensure that therapies are either correctly or safely applied. Indeed, this work will focus on the development of a diagnosis decision support system in terms of its knowledge representation and reasoning mechanisms, given here in terms of a formal framework based on Logic Programming, complemented with a problem solving methodology to computing anchored on Artificial Neural Networks. On the one hand it caters for the evaluation of ACS predisposing risk and the respective Degree-of-Confidence that one has on such a happening. On the other hand it may be seen as a major development on the Multi-Value Logics to understand things and ones behavior. Undeniably, the proposed model allows for an improvement of the diagnosis process, classifying properly the patients that presented the pathology (sensitivity ranging from 89.7% to 90.9%) as well as classifying the absence of ACS (specificity ranging from 88.4% to 90.2%).

Healthcare Computer Reasoning Addressing Chronically Ill Societies Using IoT: Deep Learning AI to the Rescue of Home-Based Healthcare

The authors present a proposal to develop intelligent assisted living environments for home based healthcare. These environments unite the chronical patient clinical history sematic representation with the ability of monitoring the living conditions and events recurring to a fully managed Semantic Web of Things (SWoT). Several levels of acquired knowledge and the case based reasoning that is possible by knowledge representation of the health-disease history and acquisition of the scientific evidence will deliver, through various voice based natural interfaces, the adequate support systems for disease auto management but prominently by activating the less differentiated caregiver for any specific need. With these capabilities at hand, home based healthcare providing becomes a viable possibility reducing the institutionalization needs. The resulting integrated healthcare framework will provide significant savings while improving the generality of health and satisfaction indicators.

the health and well-being of nursing students in clinical practice . what prevents it? what promotes it?

Introduction: The training of nursing students in the context of clinical practice, is characterized by educational experiences, subject to various emotional stress (stress, ambivalence, frustration, conflict), sometimes making it very vulnerable student.However not all students use the same strategies minimizing their meanings and negative effects on the level of your health and well-being Objetiv:To analyze the perception that nursing students have about the determinants of their health status and well-being in clinical practice Methods: Exploratory research Results:The results reveal the complexity of the teaching / learning process in clinical practice, identified determinants that limit and / or promote health and well-being of students, or not contributing to their motivation, self-confidence and learning. All students value the presence of the following dimensions: affective-emotional (humanization in learning experiences); relational dynamics (interactions developed with all stakeholders); methods used (professional competence of the clinical supervisor and teacher); school curriculum (adaptation of learning in theory); socialization to the profession (become nurse).Conclusions: The results indicate, that although all students evidencing the dimensions described as fundamental to learning in clinical practice, the study results are dichotomous and ambivalent. Students 2nd and 3ºanos refer a low perception in clinical practice, the indicated dimensions, and for these source of concern and uncertainty in learning, such as limiting their health condition and well-being. For students of the 4th year, these dimensions are percecionadas as gifts, and sources of motivation, learning and catalysts such as promoting their health and well-being.