The direct instrument NAS was more appropriate to measure nursing workload when compared to Perroca's indirect instrument in the studied intensive care unit.

Abstract

RESUMOO trabalho teve como objetivo a compreensão da participação na vida acadêmica e sua relação com a vida profissional, segundo a percepção de enfermeiros que a vivenciaram. O estudo foi realizado com base nos pressupostos da pesquisa qualitativa, modalidade do fenômeno situado, fundamentado na Fenomenologia. ABSTRACTThis study had the purpose to understand academic participation and its relation with the professional life, according to the perception of nurses who experience it. The study was based on the precepts of qualitative research and the modality of the phenomenon, or Phenomenology. The subjects who participated in this study were seven egress nurses, interviewed with the guiding question How do you see the participation in academic life in relation to professional life? The following themes were registered, according to ideographic and nomothetic analyses: Educational Institution -producer of human resources, Healthcare Institution -receiver of human resources, and the relationship between the Educational Institution and the Healthcare Institution. It is understood that, in spite of being distinct modalities, academic participation and professional participation are inter-related, unveiling the undeniable relationship between the Educational Institution and the Healthcare Institution, with space for experiencing the participative process. KEY WORDSNursing. Students, nursing. Citizen participation. RESUMENEl trabajo tuvo como objetivo comprender la participación en la vida académica y su relación con la vida profesional, de acuerdo a la percepción de enfermeros que la vivenciaron. El estudio fue realizado con base en el marco teórico de la investigación cualitativa, modalidad de fenómeno situado, fundamentado en la Fenomenología. Los sujetos que participaron de este estudio fueron siete enfermeros graduados, entrevistados utilizándose la pregunta orientadora Cómo usted percibe la participación en la vida académica en relación a la vida profesional. Mediante un análisis ideográfico y nomotética se obtuvieron los siguientes temas: Institución de Enseñanza -Formadora de Recursos Humanos, Institución Asistencial -Acogedora de Recursos Humanos y la Relación Institución de Enseñanza e Institución Asistencial. Se percibió que se comprende que a pesar de constituir modalidades distintas, la participación académica y la participación profesional están interrelacionadas, revelando la innegable relación entre la institución de enseñanza e la institución asistencial, como espacios para vivencias del proceso participativo. DESCRIPTORES Enfermería.Estudiantes de enfermería. Participación ciudadana.

Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning. Objective: To analyze the students’ experiences in the development of the competence profile related to gender and sexuality during medical school. Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course. Result: The study indicates the students’ perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral. Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.

Objectives:To assess an in situ simulation-based cardiopulmonary resuscitation training strategy, with emphasis on debriefing and follow-up assessment of knowledge after training. Method:This was an educational intervention study to measure intraparticipant variability. The simulation-based teaching techniques consisted of nine steps.This research followed STROBE recommendations for the methodological development of observational studies, "See Supplementary File 1".Results: Significant differences (p < 0.05) were observed between the pre-test and post-theory assessments, and between the prepractical phase and 60 days post-training. However, no differences were observed (p<0.05) between the post-theory and post-practical phases, showing that after participating in the training strategy, after the pre-test assessment, the participants seemed to have carried over the knowledge displayed in the post-theory to the post-practical time, with considerable reduction in performance 60 days after the training program. Conclusion:Theoretical emphasis coupled with simulation practice displayed the best results in performance when compared to theoretical training alone, even at 60 days post-training.