Can volatile organic metabolites be used to simultaneously assess microbial and mite contamination level in cereal grains and coffee beans?

A novel approach based on headspace solid-phase microextraction (HS-SPME) combined with comprehensive two-dimensional gas chromatography-time-of-flight mass spectrometry (GC×GC-ToFMS) was developed for the simultaneous screening of microbial and mite contamination level in cereals and coffee beans. The proposed approach emerges as a powerful tool for the rapid assessment of the microbial contamination level (ca. 70 min versus ca. 72 to 120 h for bacteria and fungi, respectively, using conventional plate counts), and mite contamination (ca. 70 min versus ca. 24 h). A full-factorial design was performed for optimization of the SPME experimental parameters. The methodology was applied to three types of rice (rough, brown, and white rice), oat, wheat, and green and roasted coffee beans. Simultaneously, microbiological analysis of the samples (total aerobic microorganisms, moulds, and yeasts) was performed by conventional plate counts. A set of 54 volatile markers was selected among all the compounds detected by GC×GC-ToFMS. Principal Component Analysis (PCA) was applied in order to establish a relationship between potential volatile markers and the level of microbial contamination. Methylbenzene, 3-octanone, 2-nonanone, 2-methyl-3-pentanol, 1-octen-3-ol, and 2-hexanone were associated to samples with higher microbial contamination level, especially in rough rice. Moreover, oat exhibited a high GC peak area of 2-hydroxy-6-methylbenzaldehyde, a sexual and alarm pheromone for adult mites, which in the other matrices appeared as a trace component. The number of mites detected in oat grains was correlated to the GC peak area of the pheromone. The HS-SPME/GC×GC-ToFMS methodology can be regarded as the basis for the development of a rapid and versatile method that can be applied in industry to the simultaneous assessment the level of microbiological contamination and for detection of mites in cereals grains and coffee beans

Reações comunicativas dos alunos de enfermagem frente ao primeiro estágio curricular Reacciones de comunicación en los alumnos de enfermería frente a la primera práctica curricular Communicative reactions of nursing students regarding their first curricular internship period

Este estudo tem como objetivo descrever as reações que os alunos de enfermagem apresentaram quando do seu primeiro estágio curricular. É um estudo transversal e de campo, e o tratamento dos dados foi realizado com base no método de análise de conteúdo. Os resultados descrevem o campo de estágio, o relacionamento com a equipe da enfermaria, com os pacientes e com o docente durante este período. Nas conclusões, podemos afirmar que o estresse e as contradições vivenciadas no primeiro estágio são parte do crescimento e aprendizado do aluno. O professor é maior responsável por determinar o tipo de interação que haverá entre ele e o aluno, cabendo-lhe ouvir, incentivar e capacitar-se para apoiar os alunos nas experiências iniciais da prática, para que o primeiro estágio seja um fator motivador ao aluno.<br>Estudio que tiene por objetivo describir las reacciones que los alumnos de enfermería mostraron durante su primera práctica curricular. Investigación transversal y de campo. El análisis de los datos realizado en base al método de análisis de contenido. Los resultados describen durante este periodo el campo de práctica, la relación con el equipo de enfermería, con los pacientes y con el enfermo. Concluimos que el estrés y los obstáculos vividos durante esta primera práctica son parte del crecimiento y aprendizaje del alumno. El profesor es el mayor responsable por determinar el tipo de interacción establecida entre él y el alumno, responsabilizándose por escuchar, incentivar, capacitar y apoyar a los alumnos durante sus primeras experiencias prácticas, para que este momento sea un factor motivador para el alumno.<br>The objective of the present study is to describe and analyze the reactions of nursing students, presented during their first curricular internship. It is a cross-section field study, with data analyzed according to the method of content analysis. The results describe the training field, the relationship with the nursing team, the patients and the professor in the period of training. In the conclusions, we can affirm that the stress and the contradictions experienced in the first period of internship are part of the student's growth and education. The professor is responsible for determining the type of interaction that the students will experience. He/She needs to be capable of listening, encouraging and for his/her own qualification, in order to support the students with the early experiences of the practice, so that the first internship a becomes motivating factor for the students