La seguridad del paciente en atención primaria en salud ¿una actividad que podría quedar en el olvido?

Los eventos adversos (EA) están presentes en todos los niveles de atención en salud y deben ser evaluados de manera integral, tanto en los servicios hospitalarios como en el entorno de la Atención Primaria en Salud (APS). Los EA que se presentan en los servicios hospitalarios, son diferentes a los que se presentan en los servicios de Atención Primaria en Salud (APS) y por ello se debe dar un abordaje diferenciado. La seguridad del paciente debe ser una prioridad para todos los sistemas de salud. Desde esta perspectiva se deben identificar cuáles son las herramientas más adecuadas para el reporte, análisis, intervenciones y acciones de mejora, con las que deben contar los programas de seguridad del paciente y la apropiación de conceptos de gestión de riesgo, facilita la identificación y el manejo institucional de situaciones que ponen en peligro la integridad y la vida de los pacientes.

Procedimiento sancionatorio de alimentos en el ámbito territorial

El Estado colombiano tiene una capacidad de sanción que ha sido diseñada para ser ejercida por el presidente de la república. En algunas ocasiones gracias a la figura de la delegación se les entregan estas facultades de sanción a los gobernadores, los alcaldes de los distritos y los alcaldes de los municipios, quienes actúan como representantes legales de estas entidades territoriales que hasta la fecha son las únicas que existen en Colombia. El presente trabajo evaluará esa capacidad de sanción en un tema especifico como es el procedimiento sancionatorio de alimentos, procedimiento que es similar en su estructura legal en todas las entidades territoriales, pero que en su aplicación presenta características diferentes, estas diferencias permiten demostrar la hipótesis planteada que los procedimientos sancionatorios en alimentos en las entidades territoriales son débiles, no obstante contar con toda la facultad sancionadora delegada para ejercer esta actividad.

Curva de aprendizaje para ecografía cardiaca en residentes de primer y segundo año de medicina crítica de la universidad del rosario en el año 2016

La ecografía básica cardiaca (ECB) es una herramienta útil en la Unidad de Cuidados intensivos al facilitar la realización de ciertas intervenciones. No se ha definido el número de repeticiones necesarias para obtener un nivel de competencia adecuado. La evidencia encontrada indica un número mínimo de cincuenta repeticiones, para alcanzar cierto grado de habilidad.

Enterprise longevity in Colombian companies From a perspective of innovation and corporate social responsibility as a strategy

Hoy en día la Innovación y la Responsabilidad Social Empresarial son una herramienta clave para la perdurabilidad de una empresa a través del tiempo. Este es el caso de las organizaciones colombianas donde las decisiones de gerencia son enfocadas en el desarrollo de plataformas que soportan practicas sociales y éticas ya que estas incentivan a los trabajadores ofreciéndoles a sus clientes un mejor servicio y son necesarias para generar una estrategia de reputación, ganar fidelidad y credibilidad por parte de los consumidores. Crepes & Waffles es uno de los restaurantes colombianos más exitosos y que ha logrado mantenerse en el tiempo aún así en tiempos turbulentos. Su éxito se debe al uso de RSE en su estrategia, ellos crean innovación de valor en cada uno de sus platos al hacerlos diferentes, en el servicio al cliente y en los servicios y el buen trato que se le ofrece a los trabajadores. Por otro lado, Procolombia es una organización que promueve las exportaciones no tradicionales, la inversión extranjera y la marca país. Ellos al igual que Crepes & Waffles también se enfocan en la RSE y crea innovación de valor en sus procesos de orientar a las empresas a través de conferencias, seminarios, entrenamientos entre otras.

Adesão ao regime medicamentoso dos adolescentes submetidos a transplante hepático: fatores motivacionais.

Introduction: In liver transplantation the immunosuppression is essential for the survival of the graft and of the receiver. Although characteristics of adolescent development may influence medication non-adherence, the literature on the subject is scarce. The high prevalence and consequences of non-adherence makes it essential to identify the non-adherent adolescent with the intention of promoting medication adherence. Methods: The aim of this descriptive cross-sectional study is to characterize adolescents undergoing liver transplantation, and to determine the degree of medication non-adherence, using the Measure Treatment Adherence (MAT) scale and immunosuppression blood values. Moreover, the study seeks to explore the relationship between adherence and motivation - using the Treatment Self-Regulation Questionnaire (TSRQ), and adherence and competency - using Perceived Competence Scale (PCS). Results: The sample consisted of 32 adolescents (Age M=14,44 (SD=2,66); 56,3% (n=18) male) who underwent liver transplantation at a Portuguese pediatric hospital. Adolescents self-reported medication adherence scores in the MAT were significantly higher (100%) than what was expected based on the mean value of the three blood values of tacrolimus obtained within one year prior to completing the questionnaire (66,7%). As a subjective self-reported measure, the MAT is prone to bias and inflated self assessed adherence is commonly found in the literature. On the other hand, the mean value of the three blood levels of tacrolimus obtained widely and considered objective adherences measure, they may individually vary in terms of pharmacokinetic response and absorption. Adolescents showed a predominantly autonomous motivation to fulfill the medication prescription, being that motivation high (TSRQ autonomous motivation subscale presents an average value of 6.5, in a range of 1 to 7). They showed themselves confident and believing in their capacity to follow the medication regimen, due to the high perceived competence (PCS presents an average value of 6.65, in a range of 1 to 7). Opposed to what was postulated by the Self-determination Theory and other investigation's results, motivation and perceived competence are not related to adherence to the medication regimen in this study (rs=,119 p=,523; rs=,283 p=,123, respectively). Thus, perceived competence seems to have a positive influence on the autonomous motivation of these adolescents (rs=,482 p=,006). Conclusion: This study shows that medication adherence when evaluated subjectively scores higher compared to the blood values of immunosuppression. Also, Motivation and Perceived Competence do not seem to influence the adherence to the medication regimen. More multi-centre studies are needed, based on solid theory to examine adherence behaviour more.

Avaliação do potencial de desenvolvimento em meninos e meninas dos 4 aos 6 anos

Todos nós, educadores, devemos prestar uma atenção aprofundada às potencialidades e inclinações das crianças que constituem os nossos grupos, para que possamos estimular e desenvolver as suas competências. É nesse sentido que desenvolvemos este Estudo Exploratório, com o qual se pretende analisar a adaptação da avaliação de potencial derivada da Teoria das Inteligência Múltiplas ao contexto da Educação Pré-Escolar, com o objectivo de contribuir para a qualidade da intervenção educativa, articulando conceitos como Inteligência, Competência, Potencial, Currículo, Avaliação Dinâmica. Participam no estudo 42 crianças que frequentam Jardim de Infância e integram dois grupos heterogéneos e as respectivas educadoras. A metodologia é de natureza qualitativa e quantitativa, apoiando-se na aplicação dos seguintes instrumentos: modelo de avaliação de potencial baseado no Spectrum; Inventário de Quociente Emocional, versão para crianças e jovens (Bar-On Emocional Quotient Inventory: Youth Version), adaptado a educadores por Candeias e Monteiro (2010); questionário de Caracterização do ambiente educativo - Sala de Actividades, adaptado por Candeias e lglésias (2010); Teste de Avaliação de Habilidades Cognitivas de Solução de Problemas lnterpessoais (EVHACOSPI). Os resultados obtidos sugerem a importância de uma avaliação do potencial, baseada na Teoria das Inteligências Múltiplas, que utiliza instrumentos adequados a cada um dos domínios do potencial e da competência humana propostos por H. Gardner: verbal, Lógico-Matemática, Musical, Corporal-Cinestésica, Visuo-espacial, lnterpessoal, Intrapessoal e Naturalista. Apontam também para o papel que este tipo de avaliação pode desempenhar na intervenção educativa que se objectiva intencional e fundamentada. ABSTRACT: Ali of us, educators, must pay a special attention to the potentialities and inclinations of children who make up our groups, so enabling the stimulation and development of their competences. ln this sense we developed this Exploratory Study, through which is intended to analyse the adaptation of potential evaluation derived from the Theory of Multiple intelligences in the range of Pre-School Education, aiming at the contribution for the educative intervention: articulating concepts such as Intelligence, Competence Potential, Curriculum, and Dynamic Evaluation. The study involves 42 children attending Infant School, belonging to two heterogeneous groups and respective educators. Methodology is of qualitative and quantitative nature, supported by the following instruments: evaluation model based on Spectrum; Inventory of Emotional Quotient, version for children and youths, adapted to educators by Candeias e Monteiro (2010), Query of Characterization of Educative Environment - Activities Room, adapted by Candeias e lglésias (2010); Test for Evaluation of Cognitive Abilities of Interpersonal Problems Solution. (EVHACOSPI). The results suggest the importance of an assessment, based on the Theory of Multiple Intelligence, which uses instruments fitted to each of the domains of human potential and competence proposed by H. Gardiner: Verbal, Logical-Maths, Musical, Corporal¬ Kinaesthetic, Visuo-Spatial, Interpersonal, Intrapersonal and Naturalist. They also refer to the role that this type of assessment can play in the educational intervention aiming to be intentional and grounded.

Intercultural Management

Globalization has increasingly brought permanent contact with people whose cultural background is different from what many would consider their ‘own’ culture. The area of intercultural management is of critical interest due to the impact of increased European and global migration, which has required health and social care leaders and managers to develop competency to respond to the diversity and changing needs of their workforce and service users. The communities within the European Union are now often characterised by significant diversity whether at cultural, social, or psychological levels. The purpose of this chapter is to enable health and social care practitioners to assume a clinical/ professional leadership role in quality intercultural management in the health and social care sector. This chapter will focus on developing health and social care practitioners’ knowledge and understanding in the area of intercultural management within contemporary health and social care organisations. It will focus on the critical application of knowledge to practice through the provision of underpinning knowledge, understanding and debates surrounding contemporary issues and practices in the areas of intercultural management. Many practitioners accessing this information may already work in the heath/social sector and this critical focus on intercultural and diversity management has the potential to improve the quality in health and social care services through the critical application to practice.

Perfil del docente en el enfoque basado en competencias

Recibido 03 de noviembre de 2010 • Aceptado 09 de marzo de 2011 • Corregido 13 de mayo de 2011 La educación basada en competencias contiene el potencial para convertirse en un plan eficaz tendiente a mejorar el aprendizaje del estudiantado y, de esta manera, prepararle para abordar el trabajo futuro. Pero este enfoque requiere de un largo proceso de reformas, lo que implica, necesariamente, la transformación de los actores educativos: docentes y estudiantes. Ya que grupo de docentes constituye uno de los pilares de la educación basada en competencias, en este artículo se presentan las necesarias características o perfiles de docentes universitarios para abordar este enfoque.

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tobón, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree “Licenciatura en Sociología”, in two campuses of the Universidad Autónoma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student’s point of view, the achievements of this study program in terms of professional competencies.

Best-practice model for technology enhanced learning in the creative arts

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of ‘digital residents’. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.

Supporting requirement elicitation and ontology testing in knowledge graph engineering

Knowledge graphs and ontologies are closely related concepts in the field of knowledge representation. In recent years, knowledge graphs have gained increasing popularity and are serving as essential components in many knowledge engineering projects that view them as crucial to their success. The conceptual foundation of the knowledge graph is provided by ontologies. Ontology modeling is an iterative engineering process that consists of steps such as the elicitation and formalization of requirements, the development, testing, refactoring, and release of the ontology. The testing of the ontology is a crucial and occasionally overlooked step of the process due to the lack of integrated tools to support it. As a result of this gap in the state-of-the-art, the testing of the ontology is completed manually, which requires a considerable amount of time and effort from the ontology engineers. The lack of tool support is noticed in the requirement elicitation process as well. In this aspect, the rise in the adoption and accessibility of knowledge graphs allows for the development and use of automated tools to assist with the elicitation of requirements from such a complementary source of data. Therefore, this doctoral research is focused on developing methods and tools that support the requirement elicitation and testing steps of an ontology engineering process. To support the testing of the ontology, we have developed XDTesting, a web application that is integrated with the GitHub platform that serves as an ontology testing manager. Concurrently, to support the elicitation and documentation of competency questions, we have defined and implemented RevOnt, a method to extract competency questions from knowledge graphs. Both methods are evaluated through their implementation and the results are promising.