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

Physician mental health is a crucial and often underestimated issue. Physicians and residents face such normalized states of physical and mental exhaustion, with insufficient hours of rest and working in environments that do not always offer them the best spaces to provide quality care to their patients. All this, added to the mental state of physicians, can have an even more negative impact on their professional performance. For this reason, a descriptive, quantitative, non-experimental, cross-sectional study was conducted to evaluate the self-perceived mental health status of physicians in a public hospital in Asunción. We worked with a purposive sample of 50 participants from the specialties of pediatrics, obstetrics, and gynecology and residents of a public hospital in Asunción who were administered the 28-item version of the Goldberg General Health Self-Report Questionnaire (GHQ28). SPSS version 24 was used for statistical analysis of the data. The main findings suggest that 82% (f= 41) of those evaluated had anxiety and/or insomnia; 72% (f= 36) had symptoms of depression; 62% (f= 31) had somatic symptoms; and 90% (f= 45) of those examined showed important indicators of social dysfunction. All the above findings were statistically significant (p-value = 0.000c), suggesting that the high percentages of anxiety, insomnia, depression, somatization, and social dysfunction observed in the sample are unlikely to be due to chance or random fluctuation.

This research aims to describe the teaching capabilities and competencies related to attention to diversity, which promote the inclusion of university students in the context of higher education. The research was framed in a methodology with a descriptive qualitative and quantitative approach, where an initial bibliographic review was carried out. Also, in-depth interviews and surveys were applied to teachers in 2023, which were conducted with Likert scales. In addition, the statistical database of the university was used for the analysis of the university student population. Among the main conclusions, it is highlighted that several barriers hinder attention to diversity and the full inclusion of the student body in the institution. Though the institution performs some isolated actions of inclusion, there is no evidence of a structured program that allows follow-up and accompaniment to students in vulnerable situations. In this sense, the research conducted is relevant to understand higher education’s reality regarding inclusion and diversity.

Urinary tract infections (UTI) in people with disabilities (PwD) constitute a serious public health problem because, if not diagnosed and treated in time, they can lead to very serious complications and compromise the patient’s life. The objective of this work was to know the frequency of UTI, the isolated germs, the sensitivity profile, and its relationship with the types of pathologies in people with disabilities. This quantitative, non-experimental, descriptive, and cross-sectional study included 264 patients, 71 of whom presented with UTI. Data were collected through interviews and laboratory records. A higher percentage of UTI was observed in those over 65 years of age. Of 71 persons, 77% presented physical disability, of which 25% were persons with stroke and 24% with paraplegia. E. coli was the most frequently isolated uropathogen, and the antimicrobials amikacin, gentamicin, and nitrofurantoin showed the best response. Physical disability is an important risk factor that predisposes one to the acquisition of UTI. Therefore, it is important to maintain good hygiene habits.

This descriptive qualitative study explores the perceptions and experiences of six visually impaired university students in the Asunción Metropolitan Area regarding barriers and opportunities in Paraguayan higher education. The sample was selected using network sampling or “snowball sampling”. Semi-structured interviews were conducted to collect data, which were analyzed using content analysis techniques. The results show the presence of structural, technological, and attitudinal barriers that hinder these students´ access and effective participation, despite regulatory advances such as Law No. 5136/2013 on Inclusive Education. Among the main difficulties are insufficient accessible infrastructure, a shortage of adapted materials, and limited teacher training in inclusion. However, positive experiences related to the support of some teachers and classmates were also identified. These findings underscore the urgent need to implement effective inclusive policies, strengthen technological accessibility, and raise awareness among the university community to ensure equitable higher education.

This case study examined the implementation of University Social Responsibility (USR) at a public university in Paraguay, the National University of Asunción (UNA), since its accession to the UN Global Compact (2007). The main objective of this research was to determine how USR contributes to the development of the UNA. The methodology used was qualitative, framed within a single-case study design, descriptive and analytical in nature, and cross-sectional in scope. An exhaustive review of key institutional documents was conducted, including management reports, strategic plans, internal regulations, and progress reports (CoP and COE). Additionally, semi-structured interviews were conducted with experts and key actors involved in the management and implementation of USR. Participants included managers and teachers with expertise in USR, and the data collection process was carried out during the years 2022 and 2023. The analysis of the findings reveals that significant efforts have been made to integrate USR into both its substantive and management functions. These efforts were evident in the creation and implementation of the USR department, the regular publication of progress reports detailing its advances and challenges, the ongoing training of human resources on sustainability and social responsibility issues, and participation in inter-institutional events and initiatives at the national and international levels. It was found that the labor rights and the environment have been priorities for the university studied, reflecting a commitment to the well-being of the university community and responsible environmental management.

International academic mobility has become essential practice in higher education, facilitating the exchange of knowledge and cultures among students from different countries. This study had the objective of describing the experiences of international academic mobility of university students in higher education institutions, exploring how these experiences influence their personal and academic development. Using a phenomenological design with a qualitative approach, the data collection was through semi-structured interviews, with a purposive sampling that included six students to ensure diversity of experiences. The results show a variety of motivations that highlight the search for better quality academic training, the opportunity to learn new languages, the expansion of international networks and immersion in different cultures, the challenges of adapting to new study methods, overcoming language barriers, adjusting to different educational systems and managing family distance; The students recognize that social skills are essential to function in an increasingly globalized world, concluding that these experiences prepare students for the challenges and opportunities of the 21st century, where higher education institutions should continue to promote and support these academic mobility experiences to maximize the benefits and strengthen the internationalization of education.

The study examines the integration of university outreach and social engagement in quality accreditation models for undergraduate programs in Ecuador and Paraguay, with the aim of identifying guidelines to strengthen their implementation in regional higher education. The methodology is documentary, with a qualitative approach and a non-experimental cross-sectional design. Ecuador and Paraguay were selected as case studies because of their different approaches to university extension and social engagement, as well as their relevance in the Latin American context. The findings reveal that, in Ecuador, social engagement is considered a substantive function within the accreditation model, highlighting its role in knowledge transfer and interaction with society. In contrast, in Paraguay, university outreach and social engagement are addressed separately, which could limit their impact on communities. Based on these findings, differences are identified that lead to relevant guidelines that could contribute to strengthening the integration of these functions into accreditation processes, fostering a stronger connection between Latin American universities and their social environment.

The Technical High School (TH) in Paraguay has been the subject of multiple regulatory reforms aimed at consolidating its role within work-oriented secondary education. This study aims to analyze the regulatory provisions of the TH in Paraguay from a critical perspective focused on educational regulation. A descriptive methodology is adopted, based on a review of laws, resolutions, and official plans in force between 1990 and 2024. The findings are organized into two dimensions: on the one hand, regulatory contributions that have structured the TH are identified, such as the legal recognition of this modality, the mandatory nature of Educational Work Internships (EWI), the regulation of admission and promotion processes, and its alignment with national development policies. On the other hand, persistent challenges in its application are evident, related to teachers’ working conditions, professional careers in the technical field, the implementation of bilingual education, and the weak institutionalization of Initial Technical Education. It is concluded that, although the regulatory framework represents a significant advance, its effectiveness depends on institutional and pedagogical conditions that still require strengthening. This analysis contributes to understanding the role of regulations in the development of the Technical High School, as well as the factors that condition its effective implementation.

This paper analyzes the application of academic auditing in two units of the National University of Asunción (UNA) in 2023, highlighting its importance as a self-regulation tool to improve educational quality. Academic auditing, although in an incipient phase and limited to the Faculty of Exact and Natural Sciences (FACEN) and the Faculty of Chemical Sciences (FCQ), faces significant challenges such as dependence on the state budget and lack of trained personnel. However, there is an openness towards its implementation, with a focus on improving academic management and ensuring institutional quality. The research identifies both strengths and areas for improvement, highlighting the need for resources and specialized training to strengthen this practice at UNA. Despite organizational barriers and resistance to change, internal collaboration and evaluation culture are factors that facilitate the implementation of academic auditing. It s concluded that, although limited, this audit has the potential to become a key mechanism for self-assessment and continuous improvement at UNA.

Although Paraguay has regulatory frameworks and public policies aimed at access to housing, various studies indicate that the effective implementation of these policies faces major structural challenges. The objective of this study was to characterize access to housing for university students who rent in the rental market. This exploratory, cross-sectional, quantitative study was conducted as a practical assignment of the Research I course of the second semester of the Social Work Program at the National University of Asuncion, FACSO-UNA. The sample of 126 students was obtained from the Faculties of Chemical Sciences, Engineering, Architecture, Polytechnic, FACEN, Philosophy, and FENOB of the National University of Asuncion. Fifty-six percent (70) said their rights were protected, 44% (56) said they were not, 96% (121) agreed with the law for tenants, the remaining 4% (5) did not, 33% (42) agreed with the request for a law, 67% (84) did not; 71% (89) had a rental contract, the remaining 29% (37) did not. 71% (89) signed a rental contract; the remaining 29% (37) did not. Of the total who had a contract (89), 96% (85) had the amount stipulated in it, 4% (4) did not; 30% (27) (89) said that the increase in the amount was stated. The law should mainly address non-discrimination/violence according to 33% (59), prices according to the area/size of the property 16.8% (30), and healthy conditions of the property 12.3% (22). Conclusion: More than half of the group studied was found to be in a vulnerable situation in terms of access to rental housing; their rights as tenants were not protected, a third did not have formal status in their location, and almost all demonstrated the need to protect their rights with a specific law.