Introdução: As unidades de terapia intensiva (UTIs) têm sido organizadas como setores estratégicos para o suporte especializado de assistência ao paciente grave. Objetivo: Verificar as ações do enfermeiro para a identificação precoce das alterações sistêmicas causadas pela sepse grave relacionadas às alterações hemodinâmicas, neurológicas, respiratórias, renais e nutricionais dos pacientes internados em UTIs adulto. Métodos: Estudo descritivo com 24 enfermeiros. Os dados foram coletados por meio de formulário composto de questões estruturadas. Resultados: Apenas 36% dos enfermeiros possuem especialização em UTI adulto; verificou-se que os profissionais identificam parcialmente os sinais e sintomas apresentados pelo paciente séptico. Conclusão: Os enfermeiros encontram dificuldade na identificação precoce das alterações sistêmicas causadas pela sepse grave relacionada às alterações hemodinâmicas, neurológicas, respiratórias, renais e nutricionais dos pacientes internados em UTI adulto, o que pode estar relacionado com a falta de treinamento e de protocolos estabelecidos pelas instituições.Palavras-chave: unidade de terapia intensiva; sepse; síndrome de resposta inflamatória sistêmica; enfermagem. ABSTRACT Introduction:Intensive care units (ICUs) have been organized as strategic sectors for specialized support assistance to critically ill patients. Objective: To assess the actions of the nurse for the early identification of systemic changes caused by severe sepsis, related to hemodynamic, neurological, respiratory, renal and nutrition changes of patients in adult ICUs. Methods: Descriptive studies with 24 nurses. Data were collected using a questionnaire composed of structured questions. Results: Only 36% of nurses have expertise in adult ICUs, professionals partially identify the signs and symptoms presented by the septic patient. Conclusion: Nurses find difficulty in the early identification of systemic changes caused by severe sepsis, related to hemodynamic, neurological, respiratory, renal and nutritional changes seen in patients in adult ICUs, which may be related to lack of training and of protocols established by the institutions.
Purpose In organizational contexts, learning fosters the creation of knowledge at the individual and collective levels. In Lean Office, processes are customer oriented through continuous improvement and elimination of waste. In addition, Lean Office can promote changes in the corporate environment and drive organizational learning. Thus, the purpose of this paper is to identify and analyze the Lean Office factors that contribute to the organizational learning. Design/methodology/approach The method consists in a qualitative analysis of researches on Lean Office carried out in Brazil, based on the theoretical framework for analyzing organizational learning proposed by Argote and Miron-Spektor (2011). This framework defends the relevance of context and experience in knowledge conversion processes in organizations. Findings The study shows that Lean Office provides benefits for the learning process through Work Cells, Value Stream Mapping and Continuous Improvement. The effects of Lean Office are present in the organizational context, culture and behaviors, attitudes and skills of individuals. Practical implications This study brings for academics a discussion on Lean Office from the standpoint of elements pertaining to the organizational learning process. In this aspect, the study proposes treating the topic at a strategy level, striving to break out of the research boundaries that limit their scope to their operational results. For practitioners, the study introduces Lean Office factors that add positive results to the organizational learning process. Originality/value The paper presents a reflection of Lean Office in the field of organizational learning. In addition to the elimination of waste, the study investigates other functions in which Lean initiatives play a role, such as providing solutions for organizational problems and creating favorable learning contexts.
Purpose Lean office covers the improvement of administrative processes and information flows. In offices, one of the essential challenges is to coordinate the development of information management capabilities. Thus, this paper aims to identify the key factors of information management in lean office deployment contexts. Design/methodology/approach By adopting a qualitative approach, it consists of theoretical research that applies grounded theory's coding technique and exploits 27 scientific studies on lean office published in the past 20 years. Findings It identifies five key factors for managing information into an organizational structure that optimizes information flow, such as “information-seeking,” “access to information,” “information quality,” “information processing” and “use of information and communication technology”. Research limitations/implications Data analysis was restricted in scientific research regarding lean office deployment. Therefore, the accuracy of the concepts and categories of information management proposed in this paper can be adjusted and validated in future research, thus deepening the discussion of its findings. Practical implications It highlights issues for managing information in contemporary organizations such as failures in information retrieval, restrictions on access to information, lack of quality information, inadequate information processing criteria and inefficiency of information systems infrastructure. Originality/value It analyzes the lean office deployment from the theoretical framework of information management. Thus, it differs from other studies in this field because it is not limited to the operational aspects of lean management. Nevertheless, it shows that lean office reconfigures information flows and continually improves organizations’ strategic management.
Faced with the challenges brought by the Millennials and their successors in higher education as well as a constantly evolving world, it is essential that the teacher develop the skills necessary for the teaching and learning process of these generations to succeed. In this context, this article aims to identify which competencies of the teacher in higher education are necessary to mobilize the learning of Millennials and their successors. It consists of an exploratory, literature review study based on the PRISMA (Preferred Reporting Items for Systematic Reviews) method. It analyzes 18 scientific papers, published between 2007 and 2018 in the databases EBSCOhost, ProQuest, Scopus and Web of Science, which discuss the theme of this research. It identifies that teachers in higher education should develop eight main competencies: facilitating the educational process, stimulating critical thinking of students, using active methodologies, improving the use of information and communication technologies (ICTs) for learning, promoting a dynamic environment for teaching-learning, planning the development of education, defining strategies for assessment of learning and applying model of partnership in the educational process.
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