Bakgrund: Sjuksköterskans arbete med patienter diagnostiserade med diabetes mellitus typ-2 (DM2) följer riktlinjer och lagar. Centrala delar i omvårdnaden är personcentrerad vård, delaktighet, patientutbildning och egenvård. Tidigare forskning påvisar att det finns brister i utbildningen av patienter med diagnosen och att en stor del sjuksköterskorna inte har tillräcklig pedagogisk utbildning. Syfte: Syftet med studien är att belysa hur sjuksköterskor i primärvården arbetar i första fasen av arbetet med patienter nydiagnostiserade med DM2. Metod: Kvalitativ studie baserad på semi-strukturerade intervjuer med en induktiv ansats och innehållsanalys som analysmetod. Resultat: De centrala fynden i studien är att de intervjuade sjuksköterskorna i arbetet med vården av patienter med DM2 strävar efter att ge så god vård de har möjlighet till genom patientutbildning, delaktighet och egenvård. Det gör de genom att vara lyhörda och arbeta på ett personcentrerat sätt. Slutsats: Sjuksköterskorna i studien strävar alla efter att arbeta personcentrerat där lyhördhet, delaktighet och egenvård är i fokus. I stort är de nöjda med hur arbetet fungerar, men skulle vilja ha mer tid och resurser. / Background: Nurses working with patients diagnosed with diabetes mellitus type-2 (DM2) follow guidelines and laws. Key components of the care is person-centered care, participation, patient education and self-care. Previous research show that there are shortcomings in the education of patients diagnosed with DM2 and that a large number of nurses do not have adequate pedagogical training. Objective: The aim of this study is to highlight how nurses in primary care work in the first phase with patients newly diagnosed with DM2. Method: Qualitative study based on semi-structured interviews with an inductive approach and content analysis as a method for analysis. Results: The main findings of the study are that the interviewed nurses in their work with patients with DM2 strive to provide the best care possible through patient education, participation and self-care. They do this by being responsive and working in a person-centered way. Conclusion: The nurses in the study all strive to work person-centered where attentiveness, participation and self-care is in focus. Overall they are satisfied with their work, but would like to have more time and resources.

O atendimento á infância na maioria dos países ocidentais encontra-se ainda em estágio crítico. Os serviços oferecidos são fragmentados, inflexíveis, incoerentes e segregados, refletindo cisão entre as ações de cuidar e educar a criança pequena. Essa tese é o resultado de um longo percurso em busca de possíveis determinantes desse quadro e de elementos que pudessem conformar um modelo de atendimento unificado e responsivo às necessidades, interesses e potencialidades das crianças e suas famílias. Assim, um modelo de sistema unificado de cuidado e educação infantil foi sendo construído a partir de premissas lançadas em estudo anterior (Haddad, 1991) e ampliado com visitas de estudo a países da Europa ocidental, o contato com o trabalho desenvolvido pela Rede Européia de Atendimento Infantil e, mais especificamente, o conhecimento dos sistemas de atendimento infantil dos países escandinavos. Partindo do pressuposto de que um sistema unificado de atendimento infantil deve apoiar-se numa perspectiva de desenvolvimento humano, suficientemente ampla para incluir as forças provenientes dos ambientes sociais, econômicos e culturais que afetam o desenvolvimento, a teoria ecológica do desenvolvimento humano de Urie Bronfenbrenner (1996) passou a constituir-se a referência básica desse estudo. As informações reunidas nesse trabalho assinalam a coerência entre os aspectos filosóficos, políticos e práticos, a responsabilidade partilhada entre família e poder público, unidade de objetivos e funções, profissionalização, universalização do atendimento, diversidade, continuidade e flexibilidade nos serviços oferecidos como as principais características que compõem um sistema unificado de cuidado e educação infantil. / In most Western countries, the public child care is still in a critical stage. The services offered are fragmented, inflexible, incoherent and segregated, reflecting the division between care and education of young children. This thesis is the result of a long search for possible determinants of this picture and for elements that could comply with a unified model for child care and early childhood education that would meet the needs, interests and potentialities of children and their families. Hence, a model for unified system of care and education has been constructed from the premises launched in previous study (Haddad, 1991) and has been enlarged by study visits to Western European countries, the contact with the work developed by the European Childcare Network, and more specifically, by learning about the Scandinavian child care systems. Starting from the presupposition that an integrated system of care and education must be supported by a broad perspective of human development which includes the strengths forthcoming from social, economic and cultural environments that affect the development, the ecology of human development of Urie Bronfenbrenner (1996) became the basic reference to this study. The data gathered in this work signalizes the main characteristics of a unified system of care and education for young children: the coherence between philosophical, political and practical aspects; the shared responsibility between family and public power; the unity of objectives and functions; professionalism; universal aims, diversity, continuity and flexibility in the services offered.

Trata-se de um estudo de abordagem qualitativa, que teve como objetivos descrever as características socioculturais, familiares, domiciliares e capacidade para o autocuidado de estomizados cadastrados na Secretaria de Saúde de uma cidade do interior paulista; avaliar a condição clínica do estomizado em relação à estomia e os equipamentos utilizados; e planejar, implementar e avaliar a educação em saúde sobre o autocuidado de estomizados intestinais, com a estratégia do Método do Arco, fundamentado na Pedagogia da Problematização. Utilizou-se o referencial teórico da Pedagogia da Problematização e o método etnográfico para o desenvolvimento do estudo com pacientes cadastrados na Secretaria de Saúde para aquisição de equipamentos coletores para estomia intestinal e urinária, em uma cidade paulista, com participação em três etapas distintas do estudo. Na primeira etapa do estudo foi realizada a avaliação domiciliária, o uso de equipamentos coletores e a capacidade para o autocuidado, cujos dados foram coletados no domicílio com instrumento de avaliação do domicílio e observação participante, com participação de 52 pessoas com estomia intestinal e urinária, durante os meses de setembro e outubro de 2012. Nesta etapa, a média de idade foi de 37 anos, houve predomínio da casa própria, com saneamento básico, uso do convênio de saúde público, a maioria realiza o autocuidado com estomia e equipamentos, mudanças na alimentação e vestuário. Na segunda etapa participaram 19 estomizados intestinais e urinários, que foram avaliados com utilização de um instrumento de avaliação clínica contemplando dados sociodemográficos, clínicos e terapêuticos; curativo e ferida cirúrgica, autocuidado com a estomia e equipamentos; e capacidade para o autocuidado e com a observação participante das pesquisadoras, no período de 30 de outubro a 01 de novembro de 2012. Nesta etapa, participaram 10 homens e 9 mulheres, com média de idade de 54 anos, predominando aposentados, até oito anos de estudos, renda até dois salários mínimos, responsáveis pela manutenção financeira da família. Na terceira etapa, foi desenvolvida a atividade educativa com 10 estomizados intestinais no domicílio, com a estratégia do Método do Arco para o ensino do autocuidado com estomia intestinal e equipamentos, observação participante, diário de campo e gravação em áudio das entrevistas semiestruturadas com os participantes sobre o aprendizado alcançado por cada um destes, no período de novembro de 1012 a fevereiro de 2013. A atividade educativa foi com duas visitas domiciliares para sete participantes e de quatro a nove visitas para os outros participantes, todos passaram a realizar o autocuidado da estomia e do equipamento coletor e foram unânimes em relação aos benefícios desta aprendizagem na melhoria da autoestima e autonomia, com retomada das atividades cotidianas. Acreditamos que os resultados deste estudo contribuirão na melhoria do ensino de autocuidado de estomizados intestinais / This is a qualitative study that aimed to describe the socio-cultural characteristics, family, household and capacity for self-care of ostomy patients registered at the Secretariat of Health of a city in the state of São Paulo; assess the clinical condition of the ostomy patients in relation to the ostomy and the equipment used, and plan, implement and evaluate health education on self-care of intestinal ostomy patientes, with the strategy of the Arc Method, based on problem-solving pedagogy. The theoretical framework of the Curriculum and Pedagogy ethnographic method were used for the development of the study of patients enrolled in the Health Department to purchase equipment for collectors and urinary ostomy in a city in the satate of São Paulo, with participation in three distinct stages of the study. In the first stage of the study the home care was evaluated, the use of collection equipment and the ability for the self-care, data were collected at home with the resident assessment instrument and participant observation, with the participation of 52 people with urinary and intestinal ostomy during the months of September and October 2012. At this stage, the average age of the patients was 37 years old, there was a predominance of home ownership, with sanitation, use of public health plan, the majority performs self-care with ostomy equipment and reported changes in food and clothing. In the second stage 19 intestinal and urinary ostomy patients were involved, they were evaluated with the use of a clinical assessment instrument covering socio- demographic, clinical and therapeutic, curative and surgical wound, ostomy and self- care with the equipment, and capacity for self-care and observation participant of the researchers in the period from October 30 to November 1, 2012. At this stage, 10 men and 9 women were attended, with the average age of 54 years old, especially retired patients, to eight years of study, receiving up to two minimum wages, responsible for the maintenance of the family. In the third stage, the educational activity was developed with 10 intestinal ostomy patients at home, with the strategy of the Arc Method to teach the self-care and ostomy equipment, participant observation, field diary and audio recording of the semi-structured interviews about the learning achieved by each one of them, from November 2012 to February 2013. Educational activity was done with two visits to seven patients and four to nine visits to other patients, all of them began to perform self-care and ostomy equipment collector and were unanimous regarding the benefits of this learning to improve self- esteem and autonomy, with resumption of daily activities. We believe that the results of this study will contribute to the improvement of the teaching self-care of intestinal ostomy

Made available in DSpace on 2016-04-29T13:31:18Z (GMT). No. of bitstreams: 1 Rosana Capputi Borges.pdf: 2437209 bytes, checksum: 3f5eee350228a1b65c1a31cdd0274f92 (MD5) Previous issue date: 2015-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to capture, describe and interpret speeches by three directors of public Centros de Educação Infantil (CEIs) of the Municipal Education Network of São Paulo, located in the north of the city, on his views about child care centers, baby, their education and care. This research forms part of the project of the Núcleo de Estudos de Gênero, Raça e Idade (NEGRI), under the coordination of Prof. Dr. Fúlvia Rosemberg, in the line of research that seeks contributions of Social Psychology to understand the process of social construction of childhood in Brazil. The NEGRI is linked to the Programme of Postgraduate Studies in Social Psychology, of Pontifícia Católica University of São Paulo (PUC-SP). Our policy goal is to contribute to the visibility of the babies and collaborate with the construction of a concept of education and care including daycare quality as a right of young children up to 3 years old. Therefore, we analyzed the speeches of various social actors who occupy a privileged position in the arena of public policy of negotiations for the brazilian childhood. The theoretical framework was made in light of the theory of ideology of John B. Thompson (2011), for whom studying ideology in modern societies is to understand and explain the ways in which the symbolic forms in specific socio-historical circumstances are used to establish and sustain relations of domination; and Social Studies of Childhood, departing from childhood as a social and historical construction and the child as a social actor. In the methodological field, the depth-hermeneutic method was adopted, proposed by Thompson (2011), and the content analysis technique developed by Bardin (1977). After recording and transcription of semi-structured interviews, data were organized into themes. The main results were that public daycare centers were associated with better education and care option, as a duty of the State and right of the baby. Moreover, in spite of the many difficulties encountered, such as large numbers of children in the same grouping, insufficient teachers and delays in waiting list for vacancy, public daycare centers were considered by the directors of CEIs interviewed as a collective space of best care standard, especially for having qualified teachers, continuing professional training and specialized services, being cited as a successful step for public education / Esta pesquisa tem como objetivo captar, descrever e interpretar discursos proferidos por três diretoras de Centros de Educação Infantil diretos da Rede Municipal de Ensino de São Paulo, localizados na zona norte da cidade, sobre suas concepções a respeito de creche, do bebê, sua educação e cuidado. Insere-se no grupo de pesquisas do projeto do Núcleo de Estudos de Gênero, Raça e Idade (NEGRI), sob a coordenação da Profª. Drª. Fúlvia Rosemberg, na linha de pesquisa que busca contribuições da Psicologia Social para compreensão do processo de construção social da infância no Brasil. O NEGRI está vinculado ao Programa de Estudos Pós-Graduados em Psicologia Social, da Pontifícia Universidade Católica de São Paulo (PUC-SP). Nossa meta política é contribuir para a visibilidade dos bebês e colaborar com a construção de uma concepção de educação e cuidado que inclui a creche pública de qualidade como direito das crianças pequenas de até 3 anos de idade. Para tanto, temos analisado discursos de diversos atores sociais que ocupam posição privilegiada na arena de negociações de políticas públicas para a infância brasileira. O arcabouço teórico foi constituído à luz da teoria da ideologia de John B. Thompson (2011), para quem estudar ideologia nas sociedades modernas é compreender e expor as maneiras pelas quais as formas simbólicas em circunstâncias sócio-históricas específicas são usadas para estabelecer e sustentar relações de dominação; e dos Estudos Sociais da Infância, que partem da visão da infância como uma construção social e histórica e a criança como um ator social. No campo metodológico, foi usada a Hermenêutica de Profundidade, proposta por Thompson (2011), e a técnica de Análise de Conteúdo desenvolvida por Bardin (1977). Após gravação e transcrição das entrevistas semi-estruturadas, os dados foram organizados em eixos temáticos. Os principais resultados foram que a creche da rede direta foi associada à melhor opção de educação e cuidado, como um dever do Estado e direito do bebê. Além disso, em que pesem as inúmeras dificuldades enfrentadas, tais como elevado número de crianças no mesmo agrupamento, quantidade insuficiente de professoras e morosidade na fila de espera por vaga, a creche da rede direta foi considerada pelas diretoras de CEIs entrevistadas como espaço coletivo de melhor padrão de atendimento, sobretudo por contar com docentes qualificados, formação profissional continuada e serviços especializados, sendo apontada como uma etapa da Educação Pública bem sucedida

Made available in DSpace on 2016-04-27T14:32:50Z (GMT). No. of bitstreams: 1 Hilda Lucia Cerminaro Sarti.pdf: 1032420 bytes, checksum: 8c7cb6608a7ad2fb2d52151aad17ce2c (MD5) Previous issue date: 2010-06-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work analyzes the knowledge of teachers of children aged zero to three, examining their daily practices basis, in the context of a municipal early childhood education center in the city of São Paulo. The study was a research-action: it used observation video registers of four teachers daily routines, working with three groups of children, at four moments: stories telling, feeding, playing and contact with the families. The filmed registers were then commented by them, in individual interviews and in pairs, with the aim of getting their interpretations about the scenes and their explanations about the several sources of knowledge and experiences that based the observed practices. The several types of knowledge were perceived as adaptations, transformations and associations of theory with practice, using personal filters, in accordance with the concrete situations in the work place, having as background their professional and personal trajectory. The knowledge of the teachers are built, over time, from their life stories, their childhood memories, experiences including those as mothers, readings, courses, tastes, getting along together and observation of other professionals, knowledge of the child, contact with the families, reflections on and about the practice, availability to hear and to perceive children s needs and rhythms, in addition to the academic training. Such process is crossed by the complexity and emergence of day to day situations, when such knowledges are mobilized in order to adequately work with the child. The research concludes that, to be successful and to contribute to the improvement of small children s education, all public training policy must be based on the knowledge of the teachers work place, on their thoughts, speeches, needs and expectations, acknowledging their professional value, stimulating their protagonism as social actors and looking for ways to understand how they transform their knowledge in day to day practices, with children, their peers and families / Este trabalho analisa os saberes das professoras de crianças de zero a três anos, objetivando apreender os fundamentos de sua prática cotidiana, no contexto de uma instituição municipal de educação infantil da cidade de São Paulo. O estudo, caracterizado como pesquisa-ação, utilizou registros de observação da rotina diária de quatro professoras, atuando em três grupos de crianças em quatro momentos: histórias, alimentação, brincadeiras e contato com as famílias. Os registros filmados eram então comentados por elas em entrevistas individuais e em dupla, visando captar suas interpretações sobre as cenas e suas explicações sobre as diversas fontes de conhecimentos e experiências que fundamentaram as práticas observadas. Os diversos tipos de saberes evidenciaram-se pelas adaptações, transformações e associações da teoria com a prática, a partir de um filtro pessoal, de acordo com as situações concretas do trabalho, tendo como pano de fundo sua trajetória profissional e pessoal. Os saberes das professoras são construídos, ao longo do tempo, a partir de suas histórias de vida, suas lembranças de infância, experiências inclusive como mães, leituras, cursos, gostos, convivência e observação de outros profissionais, conhecimento da criança, contato com as famílias, reflexão na e sobre a prática, disponibilidade para ouvir e perceber as necessidades e ritmo da criança, além da formação acadêmica. Tal processo é atravessado pela complexidade e emergência de situações no cotidiano, que implicam a mobilização de saberes, para atender adequadamente à criança. A pesquisa conclui que toda política pública de formação, para ter êxito e contribuir para a melhoria da educação da criança pequena, deve ser baseada no conhecimento dos espaços de trabalho das professoras, seus pensamentos, falas, necessidades e expectativas, valorizando-as profissionalmente, estimulando seu protagonismo e buscando compreender os modos como transformam seus conhecimentos na prática cotidiana, nas relações com as crianças, com seus pares e com as famílias

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T16:59:00Z No. of bitstreams: 1 Elizangela André dos Santos.pdf: 1547132 bytes, checksum: fef3a67ae4b096a24379ddec53154391 (MD5) / Made available in DSpace on 2016-08-09T16:59:00Z (GMT). No. of bitstreams: 1 Elizangela André dos Santos.pdf: 1547132 bytes, checksum: fef3a67ae4b096a24379ddec53154391 (MD5) Previous issue date: 2016-03-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis described and interpreted speeches by municipal councilors of law of the city São Paulo, on education and care of young children from 0 to 3 years. The focus problematized inequality in terms of offers and conditions of stay in education policy in Brazil. The Child Law Advice and adolescents are joint bodies composed of representatives of civil society and government with voluntary work. Municipal Councils Law of Children and adolescents should play social control and political act in accordance with the child's status and adolescents (ECA). The results indicate that the nursery not yet occupied a place in CMDCA / SP according to the respondents. The purpose of the discussion is to affirm the importance of coordination and demand of social movements in the Child Law Advice and adolescents in an effort to ensure the right to education and care for infants and children up to three years in order to make it difficult for familiaristas and emergency policies to the detriment of the right of children to quality education. Social Studies of Childhood advocate childhood as a social and historical construction, proposing a visibility of children in academic research and data, encouraging reflection and defense unequal access to public policies for infants and children. The theory of ideology developed by John B. Thompson (2011) seeks to analyze how the symbolic forms can be used to establish and maintain relations of domination in modern societies and in certain socio-historical contexts. To perform the interpretation, they were used to Hermenêutica Thompson depth authoring (2011), as well as the content analysis developed by Rosenberg (1981) and Bardina (1977) / A presente dissertação descreveu e interpretou discursos proferidos por conselheiras municipais de direito da cidade São Paulo, sobre educação e cuidado de crianças pequenas de 0 a 3 anos. O enfoque problematizou a desigualdade em termos de ofertas e condições de permanência nas políticas educacionais no Brasil. Os Conselhos de Direito da criança e do adolescente são órgãos paritários, compostos por representantes da sociedade civil e do poder público com atuação voluntária. Os Conselhos Municipais de direito da Criança e do adolescente devem desempenhar o controle social bem como deliberar políticas em conformidade com o Estatuto da criança e do adolescente (ECA). Os resultados obtidos indicam que a creche ainda não ocupou um lugar no CMDCA/SP segundo as entrevistadas. O intuito da discussão é afirmar a importância da articulação e reivindicação dos movimentos sociais nos Conselhos de Direito da criança e do adolescente, no esforço para garantir o direito à educação e cuidado para bebês e crianças pequenas de até três anos, de forma a dificultar que políticas familiaristas e emergenciais em detrimento do direito à educação infantil de qualidade. Os Estudos Sociais da Infância defendem a infância como uma construção social e histórica, propondo uma visibilidade das crianças nas pesquisas acadêmicas e nos dados, favorecendo a reflexão e defesa ao acesso desigual às políticas públicas para bebês e crianças pequenas. A teoria da ideologia elaborada por John B. Thompson (2011) busca analisar como as formas simbólicas podem ser usadas para estabelecer e manter relações de dominação nas sociedades modernas e em determinados contextos sócio-históricos. Para realizar a interpretação, foram utilizadas a Hermenêutica da profundidade de autoria de Thompson (2011), bem como a análise de conteúdo desenvolvido por Rosemberg (1981) e Bardina (1977)

在全球民營化的風潮中，臺灣地方政府已推動設置有32所公辦民營托兒所。本研究採個案研究，運用相關人士訪談、機構文件檔案、家長問卷與幼兒學習環境量表蒐集之資料，探究「臺北市政府社會局委託社團法人臺北市親子成長協會辦理吉利托兒所」的經營歷程。從承辦單位如何履行契約書中的教保服務內容，如何形塑教保品質與獲得哪些內/外在評價，以理解公辦民營幼托政策對幼托機構形塑教保品質的影響。研究結果分別從（一）過程評估觀點談公私協力關係中的曖昧現象；(二) 從建構整體教保服務生態品質觀點，論述公辦民營幼托政策於推動幼托機構設置的合理性。 / There has been a rapid growth in “privatization” over the past decade around world. Under the trend of global privatization, currently there are a total of thirty-two such publicly-funded, privately-managed day care centers in the fifteen counties of Taiwan. The purpose of this research is to inspect the influence of the Public-Private Collaboration Model on the quality of the early childhood programs. This research focuses on a case study of a publicly-funded, privately-managed day care center in Taipei in order to answer three research questions: how to implement contracts ,how to promote high-quality care in the process of managing, and what kind of outcome was achieved. Tools to collect data included interviews, documentation, questionnaires, and the Early Childhood Environment Rating Scale-Revised (ECERS-R). According to the result, the paper discusses the ambiguous relationship between the government and the day care center from the viewpoint of process evaluation, and the rationality of the Public-Private Collaboration Model for the quality of early childhood care and education.

The purpose of this thesis is to find out the central, essential, and important issues concerning teaching adult students within the municipal adult education system in Sweden. In accordance with the used method, Grounded Theory, the research question runs as follows: What is the main concern of adult educators and how do they deal with it? Formal and informal conversations with and between adult educators, classroom observations and events occurring outside the classrooms were used as data. A constant comparative analysis of empirical data, supported by literature and results from previous research ended up in an empirical grounded theory. The main concern of the adult educators is the high degree of absence and the many dropouts among the students. To avoid this, a majority of the educators perform motivational work through pedagogical and social actions and try to find a balance between teaching and caring. A majority of the adult students, though, have needs that are of a socio-emotional kind; a caring dimension seems to prevail. So, the educational assignment becomes secondary to the social one, but the acts of caring are both of final and instrumental value. By teaching and caring, the adult educators try to help their students to lead a good life either at the moment or in the future, and to experience Quality of Life, the latter have to be motivated to attend school regularly. According to the andragogical principles, adults are responsible and motivated to learn by nature. However, this study shows that there is a distance between the ideal adult student and the actual one and that adult educators have to take on both the responsibility and motivational work. An informal theory, generated out of a basic set of values and an experienced-based knowledge that is vital to adult education, is thus put into educational practice.

Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.

This diploma thesis investigates the issue of urostomy aids from the perspective of the patients with a urostomy and stoma nurse specialists. A urostomy is a surgical procedure which diverts the normal flow of urine from the kidneys and ureters into a specially created stoma. It is one of the techniques of solving urine derivation after the surgical removal of the bladder. The most common indications for this surgery is indisputably a malignant tumour of the urinary bladder. Creating a urostomy is the fundamental turning point and change in the patient´s life. The patient has to learn how to live with a urostomy not only from a physical point of view, but also from the perspective of its great psychological response significance. The right choice and correct use of urostomy aids is crucial for the patients with a urostomy and significantly affects quality of their life. Given these circumstances, the patient with a urostomy should be provided with wide range of urostomy aids. The thesis is divided into the theoretical and empirical part. The theoretical part is described in seven chapters. The empirical part of the thesis includes qualitative research. Data were collected from semi-structured interviews with the patients with a urostomy and stoma nurse specialists. For each group of respondents, several categories and subcategories were formed. These were further described in detail. The collected data were presented in diagrams. Three objectives were defined in the thesis. The first objective examined the level of patient´s knowledge of urostomy aids. The second objective investigated the patient´s possibilities concerning the use of urostomy aids. Based on the initial results of the research, the third objective focused on development of an educational plan specializing in urostomy aids and its verification in practice. This plan will be dedicated to the urostomy nurse specialists when working with the patients. Following these objectives, four research questions were formed. Research question no. 1: What is the level of patient´s knowledge of urostomy aids? Research question no. 2: What are the possibilities of the use of urostomy aids by the patients with a urostomy? Research question no. 3: What is the level of nurse´s knowledge of urostomy aids? Research question no. 4: How the urostomy nurse specialists educate the patients with a urostomy? The results of the qualitative survey demonstrate that the level of patient´s knowledge of urostomy aids is insufficient, despite the contrary opinion provided by the stoma care nurses. Lack of their knowledge is however not related to their contact with the stoma nurse specialist. The results did not confirm that the patients with a urostomy frequenting stoma nurse specialists for regular checks would be better informed than those who do not follow the regular checks. Furthermore, the survey reveals that possibilities of the use of urostomy aids by the patients are very limited. Stoma nurse specialists do not introduce urostomy aids supplied by all companies on our market to the patients and thus they do not provide an option for individual choice of these aids. This situation occurs despite the fact that stoma nurse specialists demonstrated a very good knowledge of urostomy aids. The results of this investigation also confirm that the education carried out by stoma nurse specialists is acceptable and understandable for the patients with a urostomy. The proof is demonstrated by their satisfaction with this education. The outcome of this thesis focuses on the educational plan designated for stoma nurse specialists caring for the patients with a urostomy. The given educational plan was developed based on the results of the research and is particularly focused on the presentation of all available urostomy aids within the postoperative education.