Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The vast majority of cancer patients in advanced stages feel pain. Most are controlled with analgesics following the WHO analgesic ladder. However, a percentage of patients persist feeling pain. These are patients with difficult-to-control pain who often benefit from interventional measures. An even smaller percentage of patients keep on feeling pain as a refractory symptom despite adequate therapeutic measures. In these cases, palliative sedation is indicated. We present the case of a young patient with refractory pain who required palliative sedation in a palliative care unit of a private institution in Montevideo.

The purpose of this article is to analyze the process by which nursing knowledge is produced. It takes a philosophical perspective based on the concept of social place developed by Michel de Certeau. Social place comprises an institutional dimension, the procedures used to create knowledge and the values underlying it. In applying this epistemic framework to nursing, the authors focused on the Journal of Nursing Scholarship (JNS). The study took the form of a textual analysis, using Certeau’s epistemic categories, of all JNS editorials by Susan Gennaro from 2007 to 2018. The results of this analysis support the Certeaunian view that the JNS can be regarded as a knowledge institution, which maintains a tight relationship with power, makes contracts with authors and reviewers, and generates its own discourse about reality. The key procedures and conventions for contributing papers to the JNS were also identified. Finally, practice, social significance, efficiency, universality, good science and leadership emerged as the core values of the JNS. The findings of this study can help researchers to appreciate that knowledge (and linguistic artifacts associated with it) is never absolutely free from social constraints.

The clinical simulation integrates the complexity of practical-theoretical learning with the possibility of repetition, feedback, evaluation and reflection to achieve disciplinary and generic competences of the learner. The goal is to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. Objective to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. It is an exploratory and descriptive qualitative research, through intrinsic case study, non-probabilistic, intentional sample of cases by criteria and convenience, made up of 15 informants, 2016, information collected through focus groups, analyzed by data reduction in three levels, following the constant comparison scheme, not grouping them into predetermined categories, by inductive reasoning process, validated with criteria of rigor and triangulation of researchers. The results are: First level: 320 units of meaning emerge grouped in 6 descriptive categories, Second level: three metacategories, Third level 2 qualitative domains: contributions of students for the implementation of Clinical Simulation and its contribution as a learning strategy in the development of disciplinary and generic competences. It is concluded that this methodology reduces the existing gap between theory and practice, strengthens generic competences and allows the student to take responsibility for their training.

Hypoxic ischemic encephalopathy, secondary to asphyxia during childbirth, remains an important cause of postnatal death and permanent neurological deficit in the world. Nursing interventions continue as the pillar of the treatment, allowing some comfort to the patient. The study aimed to implement the nursing process in the care of a pediatric patient with brain damage as a consequence of perinatal asphyxia. We conducted a clinical case study in a Pediatric Intensive Unit in Durango, Mexico, in November and December 2017. The data was obtained after the evaluation and presented in the nursing process in its phases of history, evolution, diagnosis, planning of the interventions and results obtained. We emphasize the importance of the process as a focus of the nurse's work, capable of enabling the development of evidence-based care and also to enhance its credibility.

The meaning of the postulates of Giorgio Agamben invites to discover a new sociological ontology that goes beyond the traditional definition of sovereign. Certainly, from the semantic conceptualizations of the figure of life and its relationship with the sovereign power in the current (bio-tanato) political society of normalization, we can analyze the different realities that surround us. Therefore, this study analyzes the conditions of enunciation and the existence/resistance of the person who self-identifies within the transgender spectrum, according to the thanatopolitics theory. The analogy made between the transsexual and the figure of the homo sacer, can clearly explain the reality experienced by this population. Life is included in the social and legal order only by their own exclusion, i.e. from its absolute invisibility, slaughter and extermination. Following the thanatopolitic postulates we could examine the fundamental space of abandonment, exile and violence present in all the post-colonial stories - mainly of those who are dissidents and unintelligible identities – it is necessary to understand the conditions under which it has gestated the current health policy.

Care is the foundation of the Nursing Science and can be conceptualized as all actions that help preserve and maintain life. It originates in the need for human survival in adverse circumstances, and while it is inherent to the species, it has been differentiated by gender. Family care, food, clothing and affection needs have been historically linked to women; in the case of men, care was related to acts requiring physical strength and achieving food through hunting and fishing work. Modern Nursing took since its origins care practice as the basis of their discipline, being approached from various aspects, in which it is included; care, research, teaching and management. Care is a specific part of the culture, values ​​and beliefs of people, placing concern for others as the pillar of human existence. Caring is a way of living and of being in relationship with others, to habit in the world, which is essential for any adaptation.From the perspective of Nursing in Palliative Care, there are various models of approaches to a holistic intervention, which combine physical, social, psychological and spiritual aspects that bring care to the family and society. The objective of this article is to identify the use and application of nursing models and theories in palliative care.

Education as a right should enable all people to learn to learn and to do so throughout their lives; also, it must have four characteristics to be considered a right: availability, accessibility, acceptability, and adaptability. Therefore, through the presence of these four characteristics, it is intended to allow students to be “expert learners”. In this process, Costa Rica contributes educational policy, curricular policy, and science and mathematics programs that promote inquiry, different ways of thinking, and solving problems. Therefore, the purpose of this paper is to analyze the contribution of Costa Rican mathematics education to the consolidation of education as a human right through the training of expert apprentices and their limitations. Two results of this reflection are that the implementation of the mathematics programs, without the application of a theoretical foundation constitutes a limitation for the expert learners and that it is necessary to supervise the execution of the ideas expressed in the curriculum for guaranteeing the right to learn for life.

The word transmission is often used in our daily speech as a simple noun, and we find it accompanied by others that give it context, for example, sexually transmitted diseases, television transmission, heat transmission, data transmission, etc.; here it is tangible to distinguish what is transmitted and predict possible outcomes; On the other hand, if we study the particularities of unconscious transmission, we enter loose terrains, as it is an imperceptible phenomenon, whose results can not be controlled. The purpose of this essay is to explore this peculiar mechanism shared by two concatenated areas that are culture and education. This essay addresses examples that we consider paradigmatic to study unconscious transmission, which goes beyond any historical or anthropological proposal. Likewise, conceptual differences are proposed between other apparently similar phenomena such as communication and teaching; we will make special emphasis on the very famous preconceptions about the transmission of knowledge, because since Plato its impossibility is anticipated. Finally, the issue of unconscious transmission in culture and education is linked to that of ethics, as awareness is gained of the power of the unintentional word in the training of learners.