Objective: To assess the use of the Neonatal Therapeutic Intervention Scoring System (NTISS) as a tool to quantify the use of technology in neonatal intensive care units, in order to detect discrepancies in the care provided to high-risk newborn infants.Methods: Prospective, descriptive, observational study about the use of technology in two neonatal intensive care units (one public and one private). The NTISS was calculated on a daily basis up to the discharge or death of preterm newborns with gestational age equal to or less than 32 weeks. We gathered data about prenatal clinical conditions, birth characteristics, and conditions on admission to the intensive care unit, as well as about the morbidities developed during the hospital stay. The risks of preterm newborns were adjusted by means of the Score for Neonatal Acute Physiology, Perinatal Extension,
Objective: To assess the use of the Neonatal Therapeutic Intervention Scoring System (NTISS) as a tool to quantify the use of technology in neonatal intensive care units, in order to detect discrepancies in the care provided to high-risk newborn infants.Methods: Prospective, descriptive, observational study about the use of technology in two neonatal intensive care units (one public and one private). The NTISS was calculated on a daily basis up to the discharge or death of preterm newborns with gestational age equal to or less than 32 weeks. We gathered data about prenatal clinical conditions, birth characteristics, and conditions on admission to the intensive care unit, as well as about the morbidities developed during the hospital stay. The risks of preterm newborns were adjusted by means of the Score for Neonatal Acute Physiology, Perinatal Extension, Version II (SNAPPE-II). Students t test, chi-square test, Fishers exact test, and the Mann-Whitney/Wilcoxons test were used for the descriptive analysis. The study was approved by the local Research and Ethics Committee. Results:We assessed 44 newborn infants from the public intensive care unit and 52 from the private one. On admission, the severity score (SNAPPE-II) and the overall NTISS were statistically similar in both care units. The curve for the use of technology showed a gradual and progressive decreasing pattern in both care units up to the 31st day. Thereafter, there was a continuous downward trend in the private care unit, but a significant increase in the overall NTISS in the public care unit. The patients from the public care unit developed more morbidities than those from the private unit. Conclusion:Patients with similar clinical pictures can be treated with different levels of technological resources. This may have a direct impact on morbidities and on healthcare costs. The NTISS allowed monitoring healthcare and proved efficient in detecting discrepancies in practices that could influence clinical outcomes and operating costs.
A investigação em voga constitui-se de uma pesquisa exploratória e descritiva, tendo como objetivo investigar quais as metodologias utilizadas pelos professores no ensino de Ciências, nos anos finais do Ensino Fundamental e ainda se eles se preocupam em relacionar teoria com a prática, fazendo uso da experimentação. Esta pesquisa iniciou-se com uma revisão bibliográfica e em seguida contou com uma pesquisa de campo de abordagem qualitativa e quantitativa. Foram entrevistados professores de Ciências e seus respectivos alunos do 6º ao 9º ano do Ensino Fundamental, mediante questionário aplicado pessoalmente na própria escola, no intuito de conhecer as percepções dos professores e dos seus alunos sobre o ensino de Ciências e as metodologias utilizadas. Ao todo, foram cinco professores, sendo um da escola municipal, três da escola estadual e um da escola particular, todas localizadas na cidade de Januária, no estado de Minas Gerais (Brasil). Quanto aos alunos, somaram um total de sessenta, sendo vinte de cada escola pesquisada. Como resultados finais desta pesquisa e tendo como base os objetivos propostos e as percepções dos professores e alunos, observa-se que os dados apresentaram uma diferença significativa de resultado entre a escola pública e a particular. As aulas nas escolas públicas pesquisadas, em sua maioria, são ministradas de forma tradicional, por meio de aulas expositivas e livros didáticos, sendo usadas raramente as aulas práticas. Em suma, observa-se que aliar teoria e prática, ainda é um desafio que também está relacionado à concepção de educação de cada professor e às condições de trabalho.
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