Contextos organizacionais do desenvolvimento das práticas de supervisão : que cooperação no processo formativo dos estudantes de enfermagem?

A questão central na formação de estudantes de Enfermagem advém da revalorização do potencial formativo das práticas nas organizações de saúde, devendo estas assegurar as condições de aprendizagem clínica para os cursos e garantir os respetivos padrões de qualidade. Isto obriga a que sejam potenciadas sinergias entre ambas as organizações. O Decreto-Lei n.º 206/2004 de 19 de Agosto, clarifica a relação entre as entidades prestadoras de cuidados de saúde e as instituições responsáveis pelo ensino, a educação e a investigação científica, nomeadamente com as escolas de enfermagem, como explicitamente determina o n.º 3, do artigo 1.º, conjugado com o que preconiza o artigo 13.º. Aqui, está também traçado o quadro geral de articulação entre as duas organizações, a qual é feita mediante o estabelecimento de protocolos para a realização de estágios e desenvolvimento da investigação. Este estudo, de carater exploratório e descritivo teve como objetivo compreender os processos de parceria em uso entre as Escolas Superiores de Enfermagem e as entidades prestadoras de cuidados onde se realizam as práticas cínicas. Metodologicamente foi suportado na análise de conteúdo de 66 protocolos firmados por sete Escolas de Enfermagem. Os achados do estudo revelaram fragilidades na formalização dos protocolos com as instituições de saúde, não surgindo claro, qual a natureza ou extensão da sua cooperação. Evidenciaram ausência de uma definição clara do papel a desempenhar no processo formativo dos estudantes e a falta da clarificação de indicadores necessários a uma forma integrada de agir em articulação. Apesar de no atual quadro legal, assente na celebração formal de protocolos, estarem reunidas as condições para a efetivação da articulação entre as duas entidades, os protocolos firmados não obedecem, com as devidas adaptações, aos princípios gerais definidos no n.º 2 do artigo 13.º do referido diploma, o que parece condicionar a corresponsabilização dos intervenientes no processo.The central issue in the training nursing students arises from the revaluation of the training potential of the practices in health organizations, which should ensure the conditions for clinical training of the courses guaranteeing the respective standards of quality. This requires being further enhanced synergies between both organizations. Decree-Law number 206/2004, August 19, clarifies the relationship between health institutions and institutions responsible by education and scientific research, particularly with nursing schools, as explicitly determines the number 3, Article 1, in conjunction with advocated in Article 13.º. Here is also outlined the general framework of coordination between both organizations, which is done by establishing protocols for the stages conduct and scientific research development. Aiming to understanding the processes in use of partnership between Nursing Schools and health institutions where they carry out the clinical practices, we developed a study of exploratory and descriptive nature. Methodologically was supported in content analysis of 66 protocols signed by seven Nursing Schools. The results of this study demonstrated flaws in the formalization of agreements with health institutions, not appearing clear what is the nature or extent of their cooperation. It was evidenced a lack of definition by the health institutions role in the students training and the dearth of clarification the indicators needed to an articulated working. In the current legal framework, although contemplated the conditions for effective coordination between both entities, based on formal protocols, these weren´t in accordance to the general principles defined in number 2, article 13.º of the referenced law, which can determine the co-responsibility the involved parts

Retratos da pesquisa em educação matemática online no GPIMEM: um diálogo assíncrono com quinze anos de intervalo

Analisar o papel das tecnologias digitais, assim como possiblidades e transformações que elas provocam no contexto da educação e, em particular, da educação matemática, tem sido uma das linhas de pesquisa do grupo de pesquisa em Informática, outras Mídias e Educação Matemática (GPIMEM). Diversos trabalhos desse grupo têm como foco a Educação Matemática a Distância online, possibilitada pelo uso da Internet. Considerando esse tema, contrastamos, neste artigo, a primeira e a última tese produzidas no âmbito do GPIMEM, reinterpretadas a partir da perspectiva da meta-análise, com a intenção de estabelecer um diálogo entre elas. Mudanças nas temáticas, nas tecnologias utilizadas, assim como posturas teóricas, foram analisadas. A forma como a tecnologia digital tem transformado esses quinze anos de pesquisa em Educação Matemática online foi destacada

Passive acoustic metrics to understand shallow water biodiversity off Malvan area in the west coast of India

527-536Underwater soundscape monitoring is an effective method to understand the biodiversity of an ecosystem. In this context, quantitative characterization of shallow water soundscape of the Burnt Island located off Malvan area in the west coast of India (WCI) is carried out. The soundscape characterization involves analysis of the “waveform”, “spectrogram”, and the “power spectral density” (PSD) of the recorded passive acoustic data. Biophonies such as the fish chorus of Terapon theraps, sparse calls of Carangidae along with another unnamed fish species community is reported. Evaluation of the PSDs and corresponding peak frequencies to distinguish the wave-breaking sound and fish species are also covered. Three acoustic metrics namely acoustic entropy (H), acoustic richness (AR), and acoustic complexity index (ACI) of passive acoustic recordings are computed and analyzed to understand their role in relation to fish chorus, wave-breaking, and sparsely available fish sound

La competencia "aprender a aprender" en un contexto educativo de ingeniería

The objective of this thesis was to establish bases to characterize "learn to learn" competence and to promote it in an engineering educational context. It adopted the vision of educational psychology that establishes self-regulation in learning as the operative manifestation of this competence. The research was developed in three phases: obtaining a psychometric tool to characterize self-regulation in learning; the characterization of self-regulation in learning of the students; and, based on the results of the characterization, an educational intervention was designed, implemented and evaluated to facilitate that students use the learning strategy of selection and organization of the information . In the first phase in order to obtain the psychometric tool was translated, adapted and validated the Motivated Strategies for Learning Questionnaire - MSLQ following the guidelines of the International Test Commission (ITC). The result was the MSLQ-Colombia. With the participation of 1218 students and 12 engineering professors, the psychometric properties of MSLQ-Colombia were studied: construct validity, content validity, external validity and reliability; the MSLQ-Colombia was valid and reliable. In the characterization, second phase, the self-regulation of the motivation and the use of learning strategies of 1268 students were evaluated. It was found that students self-regulate their motivation highly: beliefs about learning control and task value were the aspects most self-regulated, while the learning orientation toward extrinsic goals and anxiety in the assessment were the least self-regulated. It was found that students used learning strategies in a non-uniform way, there were strategies frequently used and others occasionally used. The three strategies most used were the monitoring of learning, control of the place of study and effort regulation; the strategies least used were time management and selection and organization of information. The results of this phase also allowed to propose a new hypothesis to investigate the self-regulation in the learning: the self-regulation of some aspects of the motivation and the use of some strategies depend on the subject that the students are coursing; on the contrary, other aspects of motivation and other learning strategies do not depend on the subject. Educational intervention, the third phase, consisted in offering instruction at students on summarizing technique to facilitate them to select and organize the information of engineering technical texts; in addition, students practiced the production of abstracts and the teachers provided them feedback on the quality of these abstracts. The effects of the educational intervention were explored with a quasi-experimental investigation (experimental group: 177 students, control group: 65 students) that collected quantitative and qualitative evidences. The educational intervention facilitated that students increase positive and significantly, in a statistical sense, the writing of abstracts to select and organize the information; the quality of the abstracts also significantly improved. The intervention also impacted the use of strategies such as metacognition and resource management as time management. The results of this thesis provide solutions to the current problems of the "learn to learn" competence: practical contributions such as the MSLQ-Colombia and the didactic sequence of the educational intervention, empirical contributions such as the psychometric indexes of MSLQ-Colombia, the characterization of the self-regulation in learning of students and the impacts of educational intervention. Finally, this thesis sets a new integrative approach (hypothesis) of the previous ones about the research on the self-regulation in learning.El objetivo de esta Tesis fue establecer bases para caracterizar la competencia "aprender a aprender" y potenciarla en un contexto educativo de ingeniería. Se adoptó la visión de la psicología educativa que instaura la autorregulación en el aprendizaje como la manifestación operativa de esta competencia. La investigación se desarrolló en tres fases: obtención de una herramienta psicométrica para caracterizar la autorregulación en el aprendizaje; caracterización de la autorregulación en el aprendizaje de los estudiantes; y, a partir de los resultados de la caracterización, se diseñó, implementó y evaluó una intervención educativa para facilitar a los estudiantes usar la estrategia de aprendizaje selección y organización de la información. En la primera fase para obtener la herramienta psicométrica se tradujo, adaptó y validó el Motivated Strategies for Learning Questionnaire - MSLQ siguiendo las directrices de la International Test Commission (ITC). El resultado fue el MSLQ-Colombia. Con la participación de 1218 estudiantes y 12 profesores de ingeniería se estudiaron las propiedades psicométricas del MSLQ-Colombia: validez de constructo, validez de contenido, validez externa y confiabilidad; el MSLQ-Colombia resultó válido y confiable. En la caracterización, segunda fase, se valoró la autorregulación de la motivación y el uso de estrategias de aprendizaje de 1268 estudiantes. Se encontró que los estudiantes autorregulaban altamente su motivación: las creencias de control del aprendizaje y la valoración de la tarea fueron los aspectos que más autorregularon, mientras que la orientación del aprendizaje hacia metas extrínsecas y la ansiedad en la evaluación fueron los menos autorregulados. Se halló que los estudiantes usaban estrategias de aprendizaje de manera no uniforme, hubo estrategias de uso frecuente y otras de uso ocasional. Las tres estrategias más usadas fueron el monitoreo del aprendizaje, control del lugar de estudio y regulación del esfuerzo; las menos usadas fueron la gestión del tiempo y selección y organización de la información. Los resultados de esta fase también permitieron plantear una nueva hipótesis para investigar la autorregulación en el aprendizaje: la autorregulación de algunos aspectos de la motivación y el uso de algunas estrategias dependen de la asignatura que los estudiantes están cursando; por el contrario, otros aspectos de la motivación y otras estrategias de aprendizaje no dependen de la asignatura. La intervención educativa, tercera fase, consistió en ofrecer a los estudiantes instrucción sobre la técnica de resumir para facilitarles seleccionar y organizar la información de textos técnicos de ingeniería; asimismo, los estudiantes elaboraron resúmenes y se les brindó realimentación sobre la calidad de dichos resúmenes. Los efectos de la intervención educativa se exploraron con una investigación cuasi-experimental (grupo experimental: 177 estudiantes, grupo control: 65 estudiantes) que recolectó evidencias cuantitativas y cualitativas. La intervención educativa facilitó que los estudiantes incrementaran positiva y significativamente, en sentido estadístico, la escritura de resúmenes para seleccionar y organizar la información; los estudiantes también mejoraron significativamente la calidad de los resúmenes. La intervención también impactó el uso de estrategias como la metacognición y la administración de recursos como gestión del tiempo. Los resultados de esta Tesis aportan soluciones a las problemáticas actuales de la competencia "aprender a aprender": contribuciones prácticas como el MSLQ-Colombia y la secuencia didáctica de la intervención educativa; contribuciones empíricas como los índices psicométricos del MSLQ-Colombia, la caracterización de la autorregulación del aprendizaje de los estudiantes y los impactos de la intervención educativa. Por último, esta Tesis establece un nuevo enfoque (hipótesis) integrador de los anteriores en la investigación de la autorregulación del aprendizaje

Globally aligned photomosaic of the Lucky Strike hydrothermal vent field (Mid-Atlantic Ridge, 37°18.5′N) : release of georeferenced data, mosaic construction, and viewing software

Author Posting. © American Geophysical Union, 2008. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Geochemistry Geophysics Geosystems 9 (2008): Q12009, doi:10.1029/2008GC002204.We present a georeferenced photomosaic of the Lucky Strike hydrothermal vent field (Mid-Atlantic Ridge, 37°18′N). The photomosaic was generated from digital photographs acquired using the ARGO II seafloor imaging system during the 1996 LUSTRE cruise, which surveyed a ∼1 km2 zone and provided a coverage of ∼20% of the seafloor. The photomosaic has a pixel resolution of 15 mm and encloses the areas with known active hydrothermal venting. The final mosaic is generated after an optimization that includes the automatic detection of the same benthic features across different images (feature-matching), followed by a global alignment of images based on the vehicle navigation. We also provide software to construct mosaics from large sets of images for which georeferencing information exists (location, attitude, and altitude per image), to visualize them, and to extract data. Georeferencing information can be provided by the raw navigation data (collected during the survey) or result from the optimization obtained from image matching. Mosaics based solely on navigation can be readily generated by any user but the optimization and global alignment of the mosaic requires a case-by-case approach for which no universally software is available. The Lucky Strike photomosaics (optimized and navigated-only) are publicly available through the Marine Geoscience Data System (MGDS, http://www.marine-geo.org). The mosaic-generating and viewing software is available through the Computer Vision and Robotics Group Web page at the University of Girona (http://eia.udg.es/∼rafa/mosaicviewer.html).This work has been supported by the EU Marie Curie RTNs MOMARNet (OD, RG, JE, LN, JF, NG) and FREESUBNet (RG, NG, XC), the Spanish Ministry of Science and Innovation (grant CTM2007–64751; RG, JE), CNRS and ANR (grant ANR NT05–3_42212, JE), ICREA (LN), and by the Generalitat de Catalunya (JE, RG). JF has been funded by MICINN under FPI grant BES-2006-12733 and NG has been supported by MICINN under the ‘‘Ramon y Cajal’’ program

Stereodivergent Synthesis of Enantioenriched 4-Hydroxy-2- cyclopentenones

Protected 4-hydroxycyclopentenones (4-HCPs) constitute an important class of intermediates in chemical synthesis. A route to this class of compound has been developed. Key steps include Noyori reduction (which establishes the stereochemistry of the product), ring-closing metathesis, and simple functional group conversions to provide a set of substituted 4-HCPs in either enantiomeric form

BoBBLE: ocean-atmosphere interaction and its impact on the South Asian monsoon

The Bay of Bengal (BoB) plays a fundamental role in controlling the weather systems that make up the South Asian summer monsoon system. In particular,the southern BoB has cooler sea surface temperature (SST) that influence ocean-atmosphere interaction and impact on the monsoon. Compared to the southeast, the southwestern BoB is cooler, more saline, receives much less rain, and is influenced by the Summer Monsoon Current(SMC). To examine the impact of these features on the monsoon, the BoB Boundary Layer Experiment (BoBBLE) was jointly undertaken by India and the UK during June–July 2016. Physical and bio-geochemical observations were made using a CTD, five ocean gliders, a uCTD, a VMP, two ADCPs, Argo floats, drifting buoys, meteorological sensors and upper air radiosonde balloons. The observations were made along a zonal section at 8◦N between 85.3◦E and 89◦E with a 10-day time series at 89◦E, 8◦N. This paper presents the new observed features of the southern BoB from the BoBBLE field program, supported by satellite data. Key results from the BoBBLE field campaign show the Sri Lanka Dome and the SMC in different stages of their seasonal evolution and two freshening events during which salinity decreased in the upper layer leading to the formation of thick barrier layers. BoBBLE observations were taken during a suppressed phase of the intraseasonal oscillation; they captured in detail the warming of the ocean mixed layer and preconditioning of the atmosphere to convection