Teaching and learning in the clinical field: perspective of teachers, nurses and nursing students

This is a qualitative research, which used the social phenomenology of Alfred Schütz approach. Its purpose was meeting and discussing the expectations of teachers, nurses and students about teaching in the clinical field. Nine teachers, eleven nurses and eleven students of the Nursing Graduation grade from a public university of São Paulo were included in this study. Data were collected in 2012. As the results showed, there are expectations about the link between theory and practice that clinical teaching can offer and also the desire that such instruction enable the learners to develop a pro-active and participatory attitude. The reciprocity of perspectives was evident and should be considered when academic projects focused on nursing education are developed.Estudo qualitativo, com abordagem da fenomenologia social de Alfred Schütz, que teve como objetivo conhecer e discutir as expectativas dos docentes, enfermeiras e estudantes com relação ao ensino em campo clínico. Participaram do estudo nove docentes, 11 enfermeiras e 11 estudantes do Curso de Graduação em Enfermagem de uma universidade pública de São Paulo. A coleta dos dados foi realizada em 2012 e os resultados mostraram que os sujeitos esperam que o ensino clínico subsidie a articulação entre a teoria e a prática profissional; e almejam que tal ensino possibilite o desenvolvimento de uma postura próativa e participativa dos envolvidos na aprendizagem. A reciprocidade de perspectivas foi evidenciada, devendo ser considerada na elaboração de projetos pedagógicos voltados para a formação do enfermeiro

Oxidative Stress and DNA Lesions: The Role of 8-Oxoguanine Lesions in Trypanosoma cruzi Cell Viability

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)The main consequence of oxidative stress is the formation of DNA lesions, which can result in genomic instability and lead to cell death. Guanine is the base that is most susceptible to oxidation, due to its low redox potential, and 8-oxoguanine (8-oxoG) is the most common lesion. These characteristics make 8-oxoG a good cellular biomarker to indicate the extent of oxidative stress. If not repaired, 8-oxoG can pair with adenine and cause a G: C to T: A transversion. When 8-oxoG is inserted during DNA replication, it could generate double-strand breaks, which makes this lesion particularly deleterious. Trypanosoma cruzi needs to address various oxidative stress situations, such as the mammalian intracellular environment and the triatomine insect gut where it replicates. We focused on the MutT enzyme, which is responsible for removing 8-oxoG from the nucleotide pool. To investigate the importance of 8-oxoG during parasite infection of mammalian cells, we characterized the MutT gene in T. cruzi (TcMTH) and generated T. cruzi parasites heterologously expressing Escherichia coli MutT or overexpressing the TcMTH enzyme. In the epimastigote form, the recombinant and wild-type parasites displayed similar growth in normal conditions, but the MutT-expressing cells were more resistant to hydrogen peroxide treatment. The recombinant parasite also displayed significantly increased growth after 48 hours of infection in fibroblasts and macrophages when compared to wild-type cells, as well as increased parasitemia in Swiss mice. In addition, we demonstrated, using western blotting experiments, that MutT heterologous expression can influence the parasite antioxidant enzyme protein levels. These results indicate the importance of the 8-oxoG repair system for cell viability.76Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)FAPESP [CNPq/FAPESP/CAPES573530/2008-4]FAPESP [2011/20084-9