El aprendizaje por competencias en la titulación de enfermería

El presente trabajo propone un enfoque del proceso de enseñanza/aprendizaje de la titulación de Enfermería desde el punto de vista de las competencias, dentro del proceso en el que la Universidad Española está inmersa para adaptarse al Espacio Europeo de Educación Superior (EEES). Este proceso implica un cambio en la mentalidad de todos los universitarios, tanto profesores como alumnos. Para ello el trabajo detalla las competencias que propone el proyecto TUNING, tanto las transversales como las longitudinales, específicas de la titulación de Enfermería. Finalmente, se plantea la conveniencia de establecer para cada una de esas competencias una metodología, que nos serviría para su impartición, y unos resultados de aprendizaje, que nos servirían para la evaluación del alumno al comprobar si se han adquirido las competencias

Galactic cold dark matter as a Bose-Einstein condensate of WISPs

We propose here the dark matter content of galaxies as a cold bosonic fluid composed of Weakly Interacting Slim Particles (WISPs), represented by spin-0 axion-like particles and spin-1 hidden bosons, thermalized in the Bose-Einstein condensation state and bounded by their self-gravitational potential. We analyze two zero-momentum configurations: the polar phases in which spin alignment of two neighbouring particles is anti-parallel and the ferromagnetic phases in which every particle spin is aligned in the same direction. Using the mean field approximation we derive the Gross-Pitaevskii equations for both cases, and, supposing the dark matter to be a polytropic fluid, we describe the particles density profile as Thomas-Fermi distributions characterized by the halo radii and in terms of the scattering lengths and mass of each particle. By comparing this model with data obtained from 42 spiral galaxies and 19 Low Surface Brightness (LSB) galaxies, we constrain the dark matter particle mass to the range $10^{-6}-10^{-4} eV$ and we find the lower bound for the scattering length to be of the order $10^{-14} fm$.Comment: 13 pages; 6 figures; references added; v.3: typo corrected in the abstract, published in JCA

Gastrointestinal Strongyles in Wild Ruminants

Parasitologists have long studied helminth infections in wildlife species and have documented the existence of many organisms from a diversity of mammalian hosts. With this accumulation of information has come improved understanding of the significance of these organisms and the diseases they produce in their mammalian hosts. Some of the most notable examples include the metastrongyloid lungworms, Trichinella spiralis, and Elaeophora schneideri, which are covered separately in this volume. It is, however, for the group of parasites referred to as gastrointestinal nematodes that we have accumulated the most data. Only recently has progress been made in determining the significance of these strongylate nematodes with respect to their potential impact on the morbidity and mortality of the ruminants that they infect. The accumulation of information on diseases of wild animals into a single combined volume has been slow, but progress has coincided with the proliferation of data for host and parasite interactions. Numerous references including Alaskan Wildlife Diseases (Dieterich 1981), Manual of Common Wildlife Diseases in Colorado (Adrian 1981), Field Manual of Wildlife Diseases in the Southeastern United States (Davidson and Nettles 1988), Zoo and Wildlife Medicine (Fowler 1993), and the previous editions of Parasitic Diseases of Wild Mammals (Davis and Anderson 1971) have all made significant contributions to our knowledge. Beyond North America, Dunn (1969) and Govorka et al. (1988) provided excellent compilations on the helminths in wild ruminants. In the 1971 printing of Parasitic Diseases of Mammals, however, there was no general coverage of gastrointestinal nematodes, and only T. spiralis was addressed. Herein, we present the first synoptic review of the strongylate nematodes that occur in the gastrointestinal system of wild ruminants from North America

Bounds on the mass and abundance of dark compact objects and black holes in dwarf spheroidal galaxy halos

We establish new dynamical constraints on the mass and abundance of compact objects in the halo of dwarf spheroidal galaxies. In order to preserve kinematically cold the second peak of the Ursa Minor dwarf spheroidal (UMi dSph) against gravitational scattering, we place upper limits on the density of compact objects as a function of their assumed mass. The mass of the dark matter constituents cannot be larger than 1000 solar masses at a halo density in UMi's core of 0.35 solar masses/pc^3. This constraint rules out a scenario in which dark halo cores are formed by two-body relaxation processes. Our bounds on the fraction of dark matter in compact objects with masses >3000 solar masses improve those based on dynamical arguments in the Galactic halo. In particular, objects with masses $\sim 10^{5}$ solar masses can comprise no more than a halo mass fraction $\sim 0.01$. Better determinations of the velocity dispersion of old overdense regions in dSphs may result in more stringent constraints on the mass of halo objects. For illustration, if the preliminary value of 0.5 km/s for the secondary peak of UMi is confirmed, compact objects with masses above $\sim 100$ solar masses could be excluded from comprising all its dark matter halo.Comment: 6 pages, 2 figures, accepted for publication in ApJ Letter

Intervención conductual en autocontrol y prevención de las conductas de riesgo en el alumnado de enfermería

INTRODUCCIÓN En todo programa formativo de habilidades prácticas que conllevan algún tipo de riesgo, necesariamente se plantea el dilema acerca de qué priorizar, la prudencia frente a los riesgos de un posible accidente por la inexperiencia, o la adquisición de la experiencia, asumiendo los riesgos que este proceso conlleva. La formación práctica del alumnado de enfermería representa un caso típico del dilema que estamos planteando, pero, dado el tipo de consecuencias que dichos accidentes producirían (con un peligro evidente para su salud), ha de realizarse estableciendo unas pautas que garanticen la formación sin poner en riesgo ni al propio estudiante ni al paciente que se atiende. A lo largo de este trabajo hemos tratado de responder a esta cuestión a través del desarrollo de un programa de formación y de intervención en el alumnado de Diplomatura y Grado de Enfermería de la Universidad de Córdoba durante los años académicos 2008 al 2013. Para ello hemos tenido en cuenta los modelos explicativos de las conductas de riesgo aplicables a la Prevención de Riesgos Laborales, que consta de una fase de divulgación de información sobre el riesgo de sufrir accidentes biológicos y su control, pero que añade un enfoque interventivo, que no se conforma con poner en marcha las medidas de prevención en el ambiente físico, ni con ofrecer la formación e información adecuadas, sino que va más allá en el intento de garantizar efectos reales sobre la seguridad de estudiantes y usuarios OBJETIVOS El Objetivo Principal de esta investigación fue fomentar los hábitos y conductas preventivas ante el riesgo biológico en el alumnado de Ciencias de la Salud de la Universidad de Córdoba que realizan sus prácticas en centros sanitarios y disminuir el riesgo de accidentes, sobre todo biológicos, en dicho alumnado durante el desarrollo de sus prácticas clínicas. Para ello pretendimos influir en el comportamiento arriesgado, elaborando un Plan de Prevención que no sólo se ajustara a los aspectos informativoscognitivos, sino que se complementara con otros que pudieran mejorar el efecto de la formación...INTRODUCTION In all practical skills training program involving some kind of risk, necessarily the dilemma about what to prioritize arises, caution against the risks of a possible accident by inexperience, or the acquisition of experience, assuming the risks that this process involves. The practical training of the students in nursing represents a typical case about the dilemma we are proposing, nevertheless, given the type of consequences that such accidents would cause (with an obvious health hazard), it has to be done by establishing guidelines to ensure training without putting at risk neither to the student himself nor to the patient to whom they attend. Throughout this work we have tried to answer this question through the development of a training and intervention program in students of Diploma and Degree of Nursing at the University of Cordoba, during the academic years 2008 to 2013, taking into account the explanatory models of risk behaviors applicable to the Prevention of Occupational Risks, it is consisting of a phase of spreading of information about the risk of suffering biological accidents and his control; moreover, it adds an interventional approach, which does not content with implementing prevention measures in the physical environment nor to provide appropriate training and information, but goes further in an attempt to ensure a real impact on the safety of students and users. OBJECTIVES The main objective of this research was to promote preventive habits and behaviors to the biological risk in students of Health Sciences of the University of Cordoba who perform their practices in health centers and reduce the risk of accidents, especially biological, during the development of their clinical practice. To do this we sought to influence risky behavior, developing a Prevention Plan that not only is conformed to the informative-cognitive, but is complemented by others that could improve the effect of training. The specific objectives were: 1. Describe the risk against the biological accident of students of the Faculty of Nursing at the University of Cordoba, in order to develop a specific Prevention..