No abstract

Trata-se de estudo de abordagem qualitativa, com delineamento de pesquisa documental, cujo objetivo é identificar e descrever a inserção do referencial ético-humanista nos projetos pedagógicos dos cursos de graduação em Enfermagem de Goiânia, Brasil. A investigação foi desenvolvida em cinco instituições de Ensino Superior por meio da análise dos referidos projetos, nos quais buscamos termos que faziam referência à abordagem ético-humanista, gerando duas categorias: "A formação do profissional ético-humanista" e "O enfoque da integralidade no contexto dos projetos pedagógicos dos cursos". Das 218 ementas analisadas, em apenas quarenta encontramos algum termo relacionado ao referencial estudado. A análise detalhada desses documentos permitiu identificar, em toda a sua extensão, aspectos teórico-filosóficos relevantes desse referencial. O estudo apresenta elementos que poderão promover reflexões, fazendo com que os princípios do referencial ético-humanista sejam efetivamente norteadores da reforma curricular de acordo com a atual legislação educacional brasileira.

Objectives: To identify useful terms for nursing practice in the care of people with leprosy and to cross-mapp the identified terms with the ICNP® terms. Method: A descriptive, documentary study that included publications of the Ministry of Health in the area of leprosy launched between 2002 and 2017. The terms identified in these publications were extracted and underwent a normalization proces and then, were cross-mapped with terms of the ICNP® version 2015 for the identification of constant and non-constant terms in this terminology. Results: In total, were extracted 1,177 terms, of which 26.76% were equal, 4.59% similar, 4.26% were broader, 19.62% were more restricted, and 44.77% were totally different from the ICNP® terms. Conclusions: The large number of terms identified and not included in the ICNP® show the need for its expansion in order to contemplate the phenomena of clinical practice more effectively and allow better representation of nursing care for people with leprosy.

Discrimination and limited access to healthcare services in remote areas can affect vaccination coverage. Therefore, this study aimed to estimate vaccination coverage for children living in quilombola communities and rural settlements in the central region of Brazil during their first year of life and to analyze the factors associated with incomplete vaccination. An analytical cross-sectional study was conducted on children born between 2015 and 2017. The percentage of children who received all vaccines recommended by the National Immunization Program in Brazil by 11 months and 29 days was used to calculate immunization coverage. Children who received the following vaccines were considered as having a complete basic vaccination schedule: one dose of BCG; three doses of Hepatitis B, of Diphtheria-Tetanus-Pertussis (DPT), of Haemophilus influenzae type b (Hib), and of Poliovirus (Polio); two doses of Rotavirus, of 10-valent pneumococcal (PCV10), and of Serogroup C meningococcal conjugate (MenC); and one dose of Yellow Fever (YF). Measles-mumps-rubella (MMR) and other doses recommended at or after 12 months were not included. Consolidated logistic regression was used to identify factors associated with incomplete vaccination coverage. Overall vaccination coverage was 52.8% (95% CI: 45.5–59.9%) and ranged from 70.4% for the Yellow Fever vaccine to 78.3% for the Rotavirus vaccine, with no significant differences between the quilombola and settler groups. Notably, the likelihood of incomplete general vaccination coverage was higher among children who did not receive a visit from a healthcare professional. Urgent strategies are required to achieve and ensure health equity for this unique and traditionally distinct group with low vaccination coverage.

Ensino do cuidado humanizado: evolução e tendências da pr Ensino do cuidado humanizado: evolução e tendências da pr Ensino do cuidado humanizado: evolução e tendências da pr Ensino do cuidado humanizado: evolução e tendências da pr Ensino do cuidado humanizado: evolução e tendências da produção científica odução científica odução científica odução científica odução científica* * * * * Enseñanza del cuidado humanizado: evaluación y tendencias de la producción cientifica RESUMO RESUMO RESUMORESUMO RESUMO Desde a divulgação das Diretrizes Curriculares de Enfermagem os cursos de graduação têm missão de formar enfermeiros generalistas, críticos, reflexivos e humanistas, o que requer esforços das instituições formadoras na busca de estratégias que viabilizem desenvolvimento dessas habilidades. Estudo descritivo, exploratório de natureza bibliográfica, teve objetivo de analisar a produção cientifica em periódicos nacionais sobre ensino do cuidado humanizado na graduação em enfermagem entre 1990/2008. A ocorrência dessa produção nos periódicos estudados sinaliza tendência de expansão do ensino do cuidado humanizado na formação do enfermeiro. Na análise identificamos a contribuição das Diretrizes Curriculares, além de estratégias facilitadoras no ensino do cuidado humanizado. Para o desenvolvimento dessa competência é fundamental ênfase nessa dimensão na formação acadêmica e a educação permanente. Descritores: Descritores: Descritores: Descritores: Descritores: Educação em enfermagem; Estudantes de enfermagem; Humanização da assistência; Recursos humanos em saúde.ABSTRACT ABSTRACT ABSTRACT ABSTRACT ABSTRACT From the divulgation of the Curricular Directories of Nursing the degree courses have the mission of to form generalist, critical, reflexive and humanist nurse, what requests efforts of the education institutions in the search of strategies that make possible the development of those abilities. Descriptive study of exploratory of bibliographical nature, had as objective to analyze scientific production in nationals periodic about teaching of the humanized care on the graduation in nursing, among 1990/2008. The occurrence of the production the studied newspapers us allows to affirm that there is a tendency each time bigger about the nurse formation in what he concerns the teaching of the humanized care. In the analysis we identified the Curricular Directories contribution, besides facilitative strategies in the teaching of the humanized care. For the development of that competence it is fundamental emphasis in that dimension in the academic formation and the permanent education. Descriptors: Descriptors: Descriptors: Descriptors: Descriptors: Education, nursing; Students, nursing; Humanization of the attendance; Health manpower. RESUMEN RESUMEN RESUMEN RESUMEN RESUMEN Desde la divulgación de los Directorios Curriculares de Enfermería los cursos de graduación tienen la misión de formar el enfermero generalista, crítico, reflexivo y humanista, lo que pide esfuerzos de las instituciones de educación en la búsqueda de est...