Transformación

The interprofessional collaborative education in Intensive Care and Emergency Nursing residents

M. Sc. Raúl Alberto Morales Rivero, M. Sc. Raúl — 2024-06-02

Objective: The study aimed at proposing an educational strategy for the collaborative-interprofessional training of residents in Intensive and Emergency Nursing for the care of seriously ill and emergency patients.

Methods: The structural-functional method was used to develop the educational strategy and critical reflection and collective construction workshops were developed to assess its feasibility and relevance based on the systematization of the author’s previous scientific results.

Result: The main finding is an educational for the collaborative-interprofessional training of the resident in Intensive and Emergency Nursing that allows contributing to the intensive and collaborative interprofessional emergency performance of this specialist in the care of seriously ill and emergency patients.

Conclusion: The pedagogical strategy establishes the necessary actions to achieve the intensive and collaborative interprofessional emergency performance of the Intensive and Emergency Nursing specialist, which enables comprehensive care of the serious and emergency patient in the context of the Intensive Care Units.

The role of family communication in the cognitive development and psychosocial adjustment of adolescents: the impact on the formation of self-concept

Wilson Guillermo Sigüenza Campoverde, Wilson — 2024-06-02

Objetive: Scientific literature argues the influence of family communication on the development of cognitive functions and the consequent psychosocial adjustment of adolescents; in turn, it relates to the formation of their self-concept. This paper aims at exploring the perception of family communication impact into the autoconcept education, focusing family communication from the perspective of adolescents.

Methods: The authors follow a quantitative correlational-cross-sectional design in a sample of 317 participants (ages between 14 and 17 years) from the city of Loja, Ecuador. To measure the variables, the Parent-Adolescent Communication Scale (PACS) and the Self-Concept Questionnaire Form 5 (AF-5) were used.

Results: The findings reveal that communication, in terms of degree of openness (PACS), shows significant direct correlations with the academic, social, emotional, family and physical self-concept. On the other hand, the magnitude of problems dimension (PACS) is indirectly associated with the emotional and family self-concept. These results emphasize the importance of encouraging open and healthy communication in the family environment as a means to promote a healthy self-concept.

Conclusions: Family environment should include affective, assertive participating mechanism to create confidence and favoring the adolescent formation of self-concept.

Educating children with attention-deficit hyperactivity disorder

Yamilka Gutiérrez Tamayo, Yamilka — 2024-06-03

Objective: This article aims at assessing teachers’ capacity for assisting primary school children with attention-deficit hyperactivity disorder in order to provide equal educational opportunities

.Methods: The authoress rely on theoretical methods such as analysis-synthesis, induction-deduction, modeling, document analysis, participant observation, in-depth interviewing, and survey. Empirical methods, observation among them, help to characterize teaching procedures.

Results: The main finding is a diagnosis of teachers’ competencies to lead and assist the teaching-learning process of primary school children with attention-deficit hyperactivity disorder.

Conclusion: The findings show the potential and teachers’ competencies to meet primary school children with attention-deficit hyperactivity disorder needs.

Teleología, enseñanza de la biología y dialéctica materialista; su articulación desde la perspectiva de la teoría de Santiago

Isidro E. Méndez Santos, Isidro E — 2024-06-03

Context: The teaching-learning process of biology frequently demands to interact with teleological approaches and explanations, which requires a case-by-case and contextualized analysis.

Objective: This paper aims at assessing the epistemological potential of materialist dialectics and the biological theory of knowledge to interact with teleology during the teaching-learning process of biology.

Methods: The authors rely on the historical-logical, analytical-synthetic and inductive-deductive methods to assess empirical data from documentary analysis and the authors' experiences in leading the teaching-learning process of biology in university education, including postgraduate studies and tutoring of doctoral dissertations. To collect criteria from professionals belonging to other Cuban and foreign universities, specialized in biophilosophy topics, the unstructured interview was used.

Result: The paper argues the potentials of teleological approaches in the teaching-learning process of biology. By epistemological postulates of the materialist dialectic and the biological theory of knowledge, the eristic value of the hemiteleological explanation is recognized, despite the epistemological antipathy that it has traditionally generated. The purpose is identified with learning that results in expectations, which only human beings are able to achieve when acting as observers, due to their mental capacities.

Conclusion: The materialist dialectic and the biological theory of knowledge provide theoretical positions congruent with each other, which provide teachers and students with epistemological tools to propose and interpret hemiteleological explanations from the perspective of an observer.