Condições de trabalho e saúde do enfermeiro residente no hospital geral: riscos psicossociais

Objetivou-se nesse estudo identificar os fatores de risco psicossocial que o enfermeiro residente encontra-se exposto em unidades especializadas; descrever as repercussões dos fatores de risco psicossocial para a saúde do enfermeiro residente em unidades especializadas e analisar as formas de enfrentamento adotadas pelo enfermeiro residente diante dos riscos psicossociais em unidades especializadas. Pesquisa qualitativa do tipo exploratória descritiva, cujo campo foi um hospital universitário situado no município do Rio de Janeiro. A partir dos critérios de seleção adotados participaram do estudo 20 enfermeiros residentes do 1 e 2 anos, lotados em unidades especializadas (CTI adulto, UTI neonatal, CTI cardíaco, UI clínica, Unidade Coronariana e Unidade de Doenças Infecto Parasitárias). O estudo obedeceu aos aspectos éticos em conformidade com a Resolução 466/12 sendo aprovado pelo Comitê de Ética em Pesquisa (067/2012). Utilizou-se a técnica de entrevista semiestruturada mediante um instrumento contendo em sua primeira parte as características dos sujeitos e na segunda um roteiro com questões abertas que possibilitaram ao residente falar sobre os riscos no ambiente laboral, o modo como era afetado e os mecanismos de enfrentamento adotados. Ao término das entrevistas, realizadas no segundo semestre de 2012 e registradas em meio digital, aplicou-se a técnica de análise de conteúdo, sendo os resultados discutidos a luz da Psicodinâmica do Trabalho. Os resultados evidenciaram que o enfermeiro residente de unidades especializadas encontra-se exposto a inúmeros fatores de risco psicossocial e entre eles: a sobrecarga física e psíquica do trabalho, a ambiguidade de papéis, o relacionamento interpessoal conflituoso, a pouca autonomia, o baixo controle em relação ao processo de trabalho e a precariedade das condições de trabalho. Tais fatores, além de afetarem o processo de formação do residente, acarretam prejuízos a sua saúde física e mental; identificados a partir de queixas como: cansaço, estresse, desgaste, padrão de sono ruim, problemas gastrintestinais, dermatológicos e osteomusculares. Diante do sofrimento no trabalho, o enfermeiro residente elabora estratégias de manejo centradas na emoção (autocontrole, aceitação das responsabilidades, fuga, confronto e resignação) e no problema (negociação, tentativa de solução, suporte social, reavaliação positiva). Concluiu-se que o enfermeiro residente encontra-se exposto a inúmeros fatores de risco psicossocial em unidades especializadas que afetam a sua saúde física e mental. No intuito de concluir a residência e preservar a saúde, o residente elabora estratégias de manejo, que apesar de essenciais não eliminam o sofrimento no trabalho e os problemas vivenciados no dia a dia. Cabe ao órgão formador identificar, monitorar e combater os riscos referidos pelo residente no intuito de promover a capacitação, a satisfação e o bem estar no trabalho, ao se considerar a responsabilidade social pela formação, saúde e inserção do futuro profissional no mercado de trabalho.

O Discurso da Educação Fiscal na modernidade tardia: um estudo de análise crítica do discurso e argumentação

A relação entre o Estado brasileiro e a sociedade, especialmente quando se trata de questões tributárias, é marcada por um desgaste histórico: paga-se uma carga tributária considerada excessiva, ao passo que o retorno em benefícios sociais não é compatível ao esforço. Diante dessa realidade, a Educação Fiscal (EF) surgiu como um instrumento para renovar o voto de confiança e defende, não apenas que todos paguem os tributos, mas que o façam conscientemente e ativamente, e estabelece, para isso, um diálogo profícuo com as noções de democracia, cidadania, ética e responsabilidade social. Para os fins desta pesquisa, a EF é analisada consoante os pressupostos teóricos da Análise Crítica do Discurso (ACD), tal como compreendido por Fairclough (1989, 2001, 2003 e 2010) e Chouliaraki e Fairclough (1999) e, para aprofundar e facilitar o estudo, são utilizados também os postulados da Nova Retórica de Perelman e Olbrechts-Tyteca (2005) como um instrumento de análise complementar à ACD. O estudo está dividido em três seções de forma a abranger a teoria tridimensional do discurso: textual, discursiva e prática social. Nesse ínterim, o diálogo com a Nova Retórica serve como uma relevante ferramenta para descoberta dos discursos subjacentes ao DEF enriquecendo a reflexão das dimensões textual e discursiva. Nesse diapasão, é contemplada, na análise do discurso da Educação Fiscal (DEF), a tentativa do DEF de ensejar uma mudança social a partir de uma abordagem dos três níveis da estrutura social (GIDDENS, 2009). Neste estudo, de natureza interdisciplinar, são mostrados, de um lado, o poder de influência do DEF nessa conjuntura, e, de outro, os elementos da estrutura social que são obstáculos para que o DEF alcance a hegemonia. Dos resultados da pesquisa, destacam-se os seguintes: a possibilidade de inserção do DEF no evento maior chamado de modernidade tardia (GIDDENS, 1991 e 2002); sua conexão com o fenômeno do aprofundamento dos processos democráticos (GIDDENS, 2002); as relações de poder envolvendo os instrumentos utilizados para a propagação do DEF, como a escola e o material didático (FAIRCLOUGH, 1989 e AGAMBEN, 2005); a tentativa de remodelamento do ethos do Estado realizado pelo DEF (FAIRCLOUGH, 2003); do ponto de vista da intertextualidade e da ordem do discurso (FAIRCLOUGH, 2003), observa-se que o DEF articula diferentes discursos, desde aqueles da democracia e da cidadania até o discurso do direito tributário. Para finalizar, são explorados e discutidos os modos de operação da ideologia (THOMPSON, 2002) no corpus e a relação do DEF com a noção de hegemonia (GRAMSCI, 1999).

Design for inclusivity: A practical guide to accessible, innovative and user-centred design

Design for Inclusivity is a guide to inclusive design for all types of designers, providing guidelines, real examples and information sources.

Inclusive design and the bottom line: How can its value be proven to decision makers?

Designing technology products that embrace the needs and capabilities of heterogeneous users leads not only to increased customer satisfaction and enhanced corporate social responsibility, but also better market penetration. Yet, achieving inclusion in today's pressured and fast-moving markets is not straight-forward. For a time, inaccessible and unusable design was solely seen as the fault of designers and a whole line of research was dedicated to pinpointing their frailties. More recently, it has become progressively more recognised that it is not necessarily designers' lack of awareness, or unwillingness, that results in sub-optimal design, but rather there are multi-faceted organisational factors at play that seldom provide an adequate environment in which inclusive products could be designed. Through literature review, a detailed audit of inclusivity practice in a large global company and ongoing research regarding quantification of cost-effectiveness of inclusive design, this paper discusses the overarching operational problems that prevent organisations from developing optimally inclusive products and offers best-practice principles for the future. © 2013 Springer-Verlag Berlin Heidelberg.

Design for Inclusivity

Design for Inclusivity is a guide to inclusive design for all types of designers, providing guidelines, real examples and information sources.

A literature and practice review to develop sustainable business model archetypes

Eco-innovations, eco-efficiency and corporate social responsibility practices define much of the current industrial sustainability agenda. While important, they are insufficient in themselves to deliver the holistic changes necessary to achieve long-term social and environmental sustainability. How can we encourage corporate innovation that significantly changes the way companies operate to ensure greater sustainability? Sustainable business models (SBM) incorporate a triple bottom line approach and consider a wide range of stakeholder interests, including environment and society. They are important in driving and implementing corporate innovation for sustainability, can help embed sustainability into business purpose and processes, and serve as a key driver of competitive advantage. Many innovative approaches may contribute to delivering sustainability through business models, but have not been collated under a unifying theme of business model innovation. The literature and business practice review has identified a wide range of examples of mechanisms and solutions that can contribute to business model innovation for sustainability. The examples were collated and analysed to identify defining patterns and attributes that might facilitate categorisation. Sustainable business model archetypes are introduced to describe groupings of mechanisms and solutions that may contribute to building up the business model for sustainability. The aim of these archetypes is to develop a common language that can be used to accelerate the development of sustainable business models in research and practice. The archetypes are: Maximise material and energy efficiency; Create value from 'waste'; Substitute with renewables and natural processes; Deliver functionality rather than ownership; Adopt a stewardship role; Encourage sufficiency; Re-purpose the business for society/environment; and Develop scale-up solutions. © 2014 The Authors. Published by Elsevier Ltd. All rights reserved.

Getting to the Real Story: What Vietnamese business people wish foreigners understood about doing business in emerging and transition countries like Vietnam – BEFORE they start

Knowledge sharing typically examines organizational transfer of knowledge, often from headquarters to subsidiaries, from developed country sites to emerging country sites, or from host to local employees. Yes, recent research, such as Prahalad’s Bottom of the Pyramid, raises the question of reverse transfer of knowledge, or whether knowledge could and should be transferred from local sites to home country sites within an organization. As several emerging economies build their capabilities in knowledge, research and development, marketing, and the like, it only makes sense to consider what type of knowledge and how to transfer it in reverse or bi-directional manners. This paper takes one step back in the process. Rather than focusing on what knowledge transfer may make sense within an organization, we consider what types of knowledge are important for foreigners to know at the initial stages of engagement abroad as they consider whether to do business in an emerging country.

Acculturation and Global Mindsponge

Much research on acculturation around global experiences has focused on the “type” of overseas experience—e.g. expatriate, repatriate, inpatriate, flexpatriate. The experiences of people in those categories and across various demographics (single/married/divorced; gender; sexual orientation) can differ dramatically. In addition, given the explosion of people working in global business, some global business citizens could well fit into several of those various types of experiences over the course of their careers. In this paper, we propose to push in a somewhat different direction and explore something that for us would be quite new. Rather than focusing on the various categories and their resulting experiences, we take a step back to consider what attributes and ways of thinking a global citizen may need to become better as a global business citizen, regardless of type of experience. The question is less one of “Who am I” than “How can I become better?”. Essentially, we would like to explore what might be required in moving the global citizen from thinking about “global mindset” to “global mindsponge.” When we hear the term mindset, we think of a certain way of thinking that stays rather fixed. So part of the challenge of the paper will be to define and examine what mindsponge might mean in the global context—what does it take to unlearn or squeeze out certain ways of thinking or behaving before absorbing and reshaping new ways of thinking and behaving? Moreover, how might that become part of a natural and regular way of operating, especially in a rapidly changing developing country like Vietnam, in particular? At this early stage, we think of mind sponge as a mechanism that encourages flexibility and receptiveness through a process of using multiple filters and more focus on creativity, or doing things differently to improve an organization or individual performance. Our goal is to develop a basic conceptual framework for “mindsponge,” drawing upon a broad literature review as well as several unstructured interviews, to assess whether the idea of mindsponge helps people perceive that they are more culturally versatile and culturally mobile, regardless of whether they work in or outside of their “home environment.” We hope this would enhance their ability to shape an emerging set of cultural values that erases the divide between “foreign” and “local” cultural differences that so often dominates in emerging economies.

Historians and their duties

We need to specify what ethical responsibility historians, as historians, owe, and to whom. We should distinguish between natural duties and (non-natural) obligations, and recognize that historians' ethical responsibility is of the latter kind. We can discover this responsibility by using the concept of “accountability”. Historical knowledge is central. Historians' central ethical responsibility is that they ought to tell the objective truth. This is not a duty shared with everybody, for the right to truth varies with the audience. Being a historian is essentially a matter of searching for historical knowledge as part of an obligation voluntarily undertaken to give truth to those who have a right to it. On a democratic understanding, people need and are entitled to an objective understanding of the historical processes in which they live. Factual knowledge and judgments of value are both required, whatever philosophical view we might have of the possibility of a principled distinction between them. Historians owe historical truth not only to the living but to the dead. Historians should judge when that is called for, but they should not distort historical facts. The rejection of postmodernism's moralism does not free historians from moral duties. Historians and moral philosophers alike are able to make dispassionate moral judgments, but those who feel untrained should be educated in moral understanding. We must ensure the moral and social responsibility of historical knowledge. As philosophers of history, we need a rational reconstruction of moral judgments in history to help with this.