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

Introduction: Publication in scientific journals is a communicative skill that allows professionals to validate the results derived from research in all areas of knowledge.Objective: To carry out a bibliometric analysis of the articles published on Anesthesiology and Resuscitation in the scientific journals of the Villa Clara province.Methods: A descriptive, longitudinal, retrospective study of the publications on Anesthesiology and Resuscitation in the journals Acta Médica del Centro, Medicentro Electronica, EDUMECENTRO and CorSalud was carried out from its beginnings until July 2022. A classic documentary analysis was carried out for the information search and retrieval A total of 84 records were obtained in digital format. The variables analyzed were: productivity per year, productivity per author, Lotka distribution, type of authorship, productivity per genre, productivity per journal, productivity per institution, keywords and type of article.Results: there is a predominance of original articles, multiple authors and small producers, 23 institutions contributed.Conclusions: The scientific production on Anesthesiology and Resuscitation in the four Villa Clara is scarce. Professionals affiliated with the Arnaldo Milian Castro Provincial Clinical-Surgical Hospital made the largest number of contributions. The production of scientific documents on this specialty in the EDUMECENTRO journal should be encouraged, and authors should make optimal use of health science descriptors. The bibliometric indicators behaved in accordance with what is shown by the majority of the scientific production. 

Critical thinking is a fundamental skill in the teaching profession, but there is a lack of attention to its development or strengthening due to a lack of knowledge of appropriate strategies. Faced with this situation, the use of cognitive and socio-affective strategies has emerged as an alternative. The aim of this research is to check whether the use of cognitive and Socio-Affective Strategies (CSS) improves the critical thinking of regular basic education teachers. The study is a quantitative, quasi-experimental, longitudinal and explanatory study. We worked with 60 primary and secondary school teachers, of whom 40 were the Control Group (CG) and 20 were the Experimental Group (EG). A critical thinking questionnaire with adequate validity and internal consistency indices (á = 0.93) was used for measurement. The main results revealed that in the pretest there is no significant difference between the CG and the EG; whereas after the CST intervention the difference was high and significant in both groups (p < 0.05; TE > 0.5). In conclusion, CST significantly improves the critical thinking of basic education teachers.

The interest in raising the quality of educational systems raises the urgency and need to overcome teachers and professionals in this sector. At present it becomes more urgent in the area of Environmental Education, since initial training in an emergent way causes insufficiencies and shortcomings of a theoretical and methodological order associated with other organizational, economic and social problems that lacerate the quality of the environment as a whole. teaching-learning process. In particular, in Ghana, the analysis of this problem is focused, which contrasts with the situation of the education sector, exacerbated by the COVID-19 pandemic. The objective is to characterize the process of professional development in environmental education of primary teachers in Ghana. Methods such as historical-logical, documentary analysis and procedures of analysis and synthesis, and induction and deduction were used. As a result of the study, the main features of the process studied in the current evolution of the educational system of that country were determined, and inherent and transcendent aspects for its transformation were distinguished.

Las complicaciones respiratorias durante el posoperatorio inmediato justifica el interés del anestesiólogo por el conocimiento actualizado con el fin de disminuir la morbimortalidad.                   Con el objetivo de caracterizar las complicaciones respiratorias más frecuentes que se presentan en el posoperatorio inmediato de cirugía de hemiabdomen superior se realizó estudio observacional, descriptivo de serie de casos, en 146 pacientes sometidos a cirugía de hemiabdomen superior atendidos en la unidad de cuidados posanestésicos del Hospital Provincial Clínico Quirúrgico Docente “Saturnino Lora”, de Santiago de Cuba, durante enero a diciembre de 2020; los datos se obtuvieron a partir de la historia clínica hospitalaria y examen clínico general realizado, los que fueron plasmados en una planilla confeccionada para el efecto. Fueron utilizados el test del Xi-cuadrado (X2), y la prueba de diferencias de proporciones, con un valor de p = 0,05durante el procesamiento estadístico. Los pacientes con edades mayores de 60 años, del sexo masculino y que presentaban como hábitos tóxicos el tabaquismo , la hipertensión arterial seguida de las neuropatías son las   más frecuentes; mientras que los diagnósticos operatorios fueron la colecistitis aguda convencional y el trauma hepático. La intervención quirúrgica urgente, los pacientes ASA II, y los procedimientos que duraron más de 2 horas fueron los más frecuentes. Las complicaciones respiratorias más frecuentes encontradas fuéla hipoxia; seguida de la ventilación mecánica prolongada y la atelectasia. Las complicaciones respiratorias encontradas en el posoperatorio inmediato de cirugía de hemiabdomen superior se asociaron desde el punto de vista estadístico con la clasificación ASA.

La enfermería se define como una profesión de servicio. Se encarga de brindar cuidados a personas de todas las edades, familias, grupos y comunidades que se encuentren sanas o enfermas. La formación, superación y especialización se desarrolla en las universidades de Ciencias Médicas distribuidas a lo largo del territorio nacional, y responde al encargo social. En la formación del personal de enfermería, es necesario aumentar sustancialmente la capacitación y contratación de este grupo de profesionales en salud, que constituye uno de los principales objetivos de la agenda 2030 para el desarrollo sostenible. Sin embargo, en la actualidad, cerca de la mitad de la población mundial carece de acceso integral a los servicios de salud. Dentro de los objetivos del desarrollo sostenible en Cuba tiene implícito desarrollar la formación vocacional, modificar los programas de formación de enfermeros desde, el nivel técnico, profesionales y especialistas, actualizar las prácticas profesionales y estimular la investigación científica en todos los niveles del sector salud.  

The ideal of social justice for all is an aspiration of Cuban education; To achieve this purpose, graduates of pedagogical careers must form, from undergraduate, the knowledge, professional skills and ethical-moral values that allow them to direct a quality teaching-learning process adjusted to the wide diversity of students who attend their classrooms. As part of the second result presented by the institutional research project "Professional training, for the exercise of teaching directed to the attention of the diversity of students, from the educational process" this article is presented. Its objective is to socialize among researchers and professors of Higher Education the results of the real state of initial teacher training for the attention to the diversity of students from the educational process in the careers Degree in Education Spanish-literature and Degree in Artistic Education. Among the theoretical methods, the analytical-synthetic, the inductive-deductive and the historical-logical were used; as empirical methods, documentary analysis, interviews with students and teachers. In addition, descriptive statistics and percentage analysis were used to process the data obtained with the application of the instruments during the diagnostic stage. The research carried out revealed deficiencies in the design of the training of the careers as the most significant results; in the theoretical, methodological and practical preparation of teachers; as well as in the levels of information and attitudes towards the educational diversity of the students.

Psychoeducational consultation is a process that seeks to improve teaching practices and to develop the autonomy of the educational agents involved. This process is constituted as a conversation, in which the uses of the consultant’s language play a critical role. This article presents a scope review of the scientific evidence published between the years 2000 and 2020 regarding the consultant’s discursive resources, i.e., their uses of language in processes of psychoeducational consultation. This review pursues the dual objective of mapping scientific evidence published over this period, and of identifying some of the practical implications derived from this evidence. The results have been organized into three areas, which represent the thematic cores around which the scientific efforts in the area have focused. These areas are the communicative positions of the psychoeducational consultants and consultees in terms of control, the main discursive resources used by psychoeducational consultants, and the effects of the use of certain discursive resources by the psychoeducational consultants in the consultation process. The review allowed us to identify diverse resources and guidelines for professional practice, and reveals that the field is plural both conceptually and methodologically, and that it is still emergent.

Narrative discourse reflects the speaker’s culture, and it requires a combination of socio[1]cultural, cognitive, and emotional –as well as linguistic and pragmatic– abilities. By using evaluative language, the narrator constructs a temporal axis of events, and an expressive plane that conveys his/her perspective and attitudes. This paper aims to determine how preschool children’s bilingualism affects their narrative production, focusing specifically on their use of evaluative language. I analyze the personal narratives of 18 bilingual and 15 monolingual 5-year-old children. The results suggest, on the one hand, that the overall vocabulary and evaluative language skills of bilinguals and monolinguals are similar. On the other hand, certain variations were found between bilinguals and monolinguals regarding the uses of evaluative language, which may imply cultural differences due to particularities of the discourse practices in their communities. Monolingual children refer more to cognitive processes, whereas bilingual children use descriptive elements more frequently. This study sheds light on bilingual children´s oral narrative discourse and it can help teachers facilitate the development of their literacy skills.

We propose to carry out several case studies in educational centers that, although maintain elements of their rural nature, combine them with characteristics and models typical of urban contexts, i.e., centers immersed in processes of hybridization. We conducted a multi[1]case study, selecting four schools in Spain (multigrade and graduate) undergoing strong transformations in their school settings, combining images of the past with urban trends of the present. For this purpose, we designed and administered varied instruments of a qualitative nature (collective and individual interviews, classroom observations, documentary analysis, and research journals). The results show how the different cases studied, despite being located in rural territories, have proposals close to the urban school in aspects such as relations with the environment, coexistence, organization, resources, innovative experiences, and the consequences derived from all that. The four cases make it possible to identify hybrid schools as a conceptual reality, far from conventional rural patterns. It is possible to conclude that the trend arising from the multi-casualty contrast shows a transformation of schools in rural areas toward processes of hybridization: the permanent relations between the rural and urban worlds are altering and reconfiguring their essence.

This research describes teachers and principals’ experiences related to the work by beginner teachers in vulnerable contexts in pandemic times. The paper’s objective is to understand the complex reality of a critical period that, instead of the usual catastrophes and disasters that have a more limited scope, has extended in time. It is expected to contribute to the development of knowledge about teaching and its contextual conditions that would allow the tracking of teaching work as it adapts to the changes that may arise as a result of the pandemic. Using a qualitative-interpretative paradigm, 14 public school teachers in their second year of professional exercise and eight of their principals were interviewed. Data analysis show changes in teaching associated to remote work. These occur, firstly, through transformations in the organization, the work space and pedagogical priorities; secondly, consequences such as teacher discomfort, new teaching-learning conditions and strategies are made evident; lastly, the modulation of established interpersonal relationships is exposed, among which the role of other teachers, educational assistants and managers stands out.