Grupo interdisciplinar: Construção de unidade educacional sistematizada em aprendizagem baseada em problemas

In 2003 the construction team of the 1st grade of the medical and nursing courses from a medical school began a work aiming at curriculum reconstruction, and restructured cognitive contents and the integration of basic and clinical aspects, in order to adapt to the incentive program for Curriculum Changes (PROMED) which allows for the continuity of curricular innovations. This team worked considering the group dynamics, a method already used in tutorial sessions which teachers have some familiarity with. For a good group performance the team participants were divided into two subgroups: one for constructing educational problems and the other for doing cognitive assessment exercises. The team and the subgroups met weekly, and every 15 days the group met for socialization of information, identifying the strengths and weaknesses of the process and/or products. A good adhesion, an active involvement of participants and satisfaction expressed by each participant with their inclusion in the group were reflected in the final product and contributed to the subjects' commitment to the proposal. This way, in the process the individual transformations and relations in a situation requiring the collaboration of professionals were essential in the process of permanent curricular reconstruction.

Caring for heart transplant recipients: The lived experience of primary caregivers

Objective: To understand the experience of primary caregivers of heart transplant recipients. Methods: A phenomenological approach was used to understand the caregivers' experience of caring for a heart transplant patient. In-depth interviews were conducted with 11 caregivers, in a Brazilian hospital, from December 2008 to March 2009. Results: Following the transplant, caregivers' lives change drastically; their priority becomes providing care for their relative. Despite successful transplant results, the uncertainty about future remains, generating permanent distress. Anxiety is exacerbated by familial or economic problems and, consequently, many participants turn to their local communities for support. Some caregivers learn from the experience and plan return to regular activities. Others feel helpless, unable to overcome personal losses and difficulties. Conclusions: Nurses are ideally placed to lead the way by providing family-centered support and education for caregivers of heart recipients. Listening to the concerns of family caregivers seems to be an essential aspect of effective interventions. © 2013 Elsevier Inc.

Bioética-sociobiologia. Neologismos oportunos? Interface da tecnociência com as ciências humanas e sociais

The article focuses on the creation of the neologisms Bioethics and Sociobiology, analyzing these two words which due to their composition evoke relations between biological sciences and human studies (ethics and sociology). Highlights that these two neologisms, in fact, were born already loaded by deep meanings, but in different senses. Emphasizes the importance of bioethics in the integration of scientific and humanistic cultures, beyond university statuary regulations. Concludes that Bioethics conveys also a suggestive message about how to create mechanisms and conditions for facing the challenges which scientific advancements, in their inexorability, present.

Intervenções educativas com usuários de medicamentos como estratégias terapêuticas

A review and analysis of the literature on educative interventions (EI) for medicine users was carried out. For this purpose, databases were searched by employing descriptors related to pharmaceutical care, education and health, covering the period from 1997 to early 2011. A set of 21 articles related to EI with medicine users were selected, 18 (85.7%) of which referred to studies on basic health care. The EI most commonly reported in the articles were: talks, group discussions and educative material. The positive outcomes reported were: improvement in quality of life (better acceptance of the disease), economic advantages (reduction in number of medical consultations) and clinical improvement (risk reduction, prevention of complications).

Desmame precoce: Falta de conhecimento ou de acompanhamento?

Objective: To assess the knowledge of women and the instructions received on breastfeeding during pregnancy and after childbirth, and their influence on breastfeeding practice. Method: This study was a longitudinal investigation following 84 pairs of mothers and babies from pregnancy through the sixth month of baby's life. In the first phase of the research, interviews were made with the pregnant women at home and at Basic Health Units to collect information about their intentions and knowledge of breastfeeding. In the second phase of the research, mothers and babies were followed up from the first to sixth month of baby's life to record the difficulties of breastfeeding and reasons for weaning. Results: In the first month, 94.3% (82) of the babies were breastfed, but only 49.4% (43) were breastfed exclusively. At the end of the sixth month of life, 43.7% (38) of the babies had already been weaned. No mother breastfed exclusively her baby within the sixth month. During pregnancy, 60.7% (51) of the mothers had no instructions about breastfeeding and 83.4% (70) of the mothers received instructions on breastfeeding after childbirth. Most mothers (76.2%) knew about the ideal breastfeeding period. Seventy-three (86.9%) mothers believed that breastfeeding was beneficial for the baby, but only 41 (48.8%) of them really breastfed. Only 11 (13.1%) mothers were followed up by the public health system team during lactation. Conclusion: Although most women had been instructed during pregnancy or after childbirth and had knowledge of breastfeeding, early weaning occurred. Advising is important, but the support and follow up of the mothers are of utmost importance for a successful breastfeeding practice.

Ocorrência da brucelose e tuberculose bovina e percepção de riscos de produtores de leite do município de Paranaíba, Mato Grosso do Sul: Gilson Luiz Piva Filho. -

Pós-graduação em Ciência Animal - FMVA

Educação nutricional institucionalizada: conhecimentos e práticas de agentes educacionais e professoras de ensino infantil de 0 a 3 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuição da educação nutricional junto a um grupo de isodosos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação para saúde sob a ótica da televisão digital e sua interatividade

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Adolescentes e jovens... em ação!: um estudo sobre os aspectos psíquicos e sociais que envolvem a educação do adolescente hoje

Pós-graduação em Educação Escolar - FCLAR

Psicologia e rede básica de saúde: tendências curriculares e características de atuação profissional

Pós-graduação em Educação - FFC

A aplicação de um inquérito populacional como auxiliar no planejamento da educação em saúde, promoção da posse responsável e controle da raiva nos municípios de Botucatu e Lençóis Paulista - SP

Pós-graduação em Medicina Veterinária - FMVZ

Formação continuada semipresencial de docentes como elemento facilitador das ações de educação em saúde

Pós-graduação em Ciência Animal - FMVA

Elaboração e aplicação de questionário sobre saúde bucal, validado pela teoria de resposta ao item

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise do conteúdo sobre saúde bucal no material didático de Ciências de 1ª a 4ª série de escolas de Ensino Fundamental de Araçatuba - SP

Pós-graduação em Odontologia Preventiva e Social - FOA