Background Parenteral nutrition (PN) is a costly technology used widely to provide nutrition to patients who have an inaccessible or non-functioning intestine. Two all-in-one systems currently being used are customised formulations, prepared by hospital pharmacies, and three-compartment bags. Purpose To provide a systematic cost comparison of the two all-inone PN systems: individualised (made from nutrient solutions) versus manufactured (made from three-compartment bag), both prepared in hospital pharmacies. Materials and MethodsWe conducted a prospective study to analyse the total cost of PN bags, accounting for all of the processes involved in preparing and delivering them (the cost of manpower, nutrition solutions, medical supplies and quality controls) in three different healthcare settings. To compare therapeutic alternatives of equivalent nutritional value, the study was performed for the most frequently-employed formulation, which was similar to commercial preparations. A univariate sensitivity analysis was performed to evaluate the impact of different rates of use of three-compartment PN bags. Results 157 routine acts of PN bag preparation (65 hospital compounded and 92 three-compartment) were observed and timed over 9 days. Total costs of the 157 PN bags were included in the study. Mean costs of hospital-compounded bags were higher than threecompartment bags, 51.16 ± 5.63€ versus 39.69 ± 3.00€ respectively (p < 0.01). Manpower costs were responsible for the majority of the differences found (70%). In scenarios using a three-compartment system for 30%, 70% and 90% of PN provision, a cost savings of 4.3%, 10.1% and 12.9% respectively could be achieved. Greatest rates of changing from hospital compounded bags (70% and 90%), in a hospital with 1,800 PN bags/year, might reduce the annual budget by 9306€ and 11,964.8€, respectively. Meanwhile, in a large facility the savings for 8,000 TPN days would be 64,248€ and 82,605€, respectively. Conclusions Since we need to reduce the costs of effective treatments, three-compartment bags could be used for standard adult PN to save money.

El objeto de estudio del presente artículo es investigar algunas de las cuestiones históricas, sociales y educativas que han contribuido y contribuyen a la feminización del Grado de Educación Infantil. Desde un paradigma cualitativo e interpretativo y a partir de entrevistas en profundidad y grupos de discusión nos acercamos a la experiencia escolar, social, familiar y universitaria de siete alumnos varones matriculados en el grado de Educación Infantil en la Universidad de Málaga durante los cursos escolares 2015/16, 2016/17 y 2018/19. A partir de entrevistas individuales, colectivas y grupos focales nos acercamos a sus respectivas experiencias personales, sociales y formativas y que se vinculan con la elección y formación en este itinerario profesional. Los relatos del alumnado nos muestran (1) discursos sociales, educativos y familiares que reducen la profesión del profesorado de Educación Infantil y que la vinculan tanto de un modo explícito como implícito con el género femenino y con funciones educativas feminizadas; (2) trayectorias formativas estereotipadas y limitantes en cuestión de género, y, (3) discursos feminizados y feminizantes y acciones de discriminación positiva por parte del profesorado universitario que han generado malestar entre los alumnos varones. Conocer como se ha desarrollado este proceso y en qué situaciones se manifiestan estos discursos y acciones es fundamental para desplegar actuaciones sociales y educativas que lo contrarresten y que transformen la visión y los discursos que la sociedad en general y la comunidad educativa en particular tienen sobre los maestros varones de Educación Infantil.

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