Arbetet som distriktssköterska innebär daglig kontakt med patienter som har hypertoni. Hypertoni är en folksjukdom som tar stora vårdresurser i anspråk och medför stora kostnader, även kostnaden för följdsjukdomar är höga (Grefberg & Johansson, 2010, s 147). Enligt SBU:s rapport (2007) har omkring 27% av vuxen befolkning i Sverige diagnosen hypertoni. Målet med vården skall utformas i samarbete mellan vårdgivare och patient och patienten skall motiveras att ta en aktiv roll i sin vård (Bosworth, Powers, Oddone, 2010). Distriktssköterskan skall stärka den enskildes resurser ur ett hälsofrämjande perspektiv och verka för att skapa en god relation till patienten (Kompetensbeskrivning legitimerad sjuksköterska med specialistsjuksköterskeexamen distriktssköterska, 2008).Syftet med studien är att beskriva upplevelsen av att leva med diagnosen hypertoni. Författarnas erfarenhet av arbete på vårdcentral är att patienter med diagnosen hypertoni inte får den uppmärksamhet tillståndet kräver. För att optimera vården är det viktigt att sjukvården har kunskap om hur patienten själv upplever sin situation och behandling. Studien har kvalitativ ansats och datainsamling genomfördes via intervjuer med en öppen fråga. Åtta personer med diagnosen hypertoni utan annan kronisk sjukdom deltog i studien. Analysen utgår från Elo och Kyngäs (2008) beskrivning av innehållsanalys. I analysen framkom fyra huvudkategorier och nio subkategorier. Huvudkategorierna är ”Välmående med oro”, ”finner trygghet”, ”tankar om hälsa”, ”hälsoval – eget ansvar”. Framträdande i resultatet är att det finns mycket grubblerier kring varför individen har högt blodtryck och vad de själva kan påverka utöver medicinen. Det framkommer också att medicinen är viktig och att den tas enligt ordination. Studien visar att det är viktigt för informanterna att få tala om sina funderingar och slutsatsen är att sjukvården måste ta till vara på patientens tankar och använda i utformandet av individanpassad information och egenvårdsråd. / Program: Fristående kurs

Bakgrund: Barn och ungdomar i skolan som är missnöjda med sina kroppar tenderar att börja experimentera med mat och träningsvanor vilket kan leda till en ohälsosam kroppsuppfattning. Sociala medier tillsammans med andra media spelar en stor roll i hur de påverkar framförallt kvinnor. En utmaning för skolsköterskan är att lyckas identifiera och stötta dessa elever i ett tidigt stadium. Syfte: Syftet med denna studie är att beskriva hur skolsköterskor upptäcker och bemöter elever med ätstörningar. Metod: Intervjuer med åtta skolsköterskor utfördes efter så kallad snöbollsrekrytering och analyserades med hjälp av en kvalitativ innebördsanalys. Resultat: Skolsköterskan erfarenheter av att upptäcka och bemöta elever med ätstörningsproblematik visar att det krävs kompetens, samarbete sinsemellan skolpersonal och elevernas föräldrar samt att det är av största vikt för skolsköterskan att bilda en trygg relation med elever. Konklusion: Kontinuerligt utbyte av erfarenheter samt yrkesmässig handledning kring elever med ätstörningar skulle stärka skolsköterskor i deras profession. / Background: Children and adolescents in school who are dissatisfied with their bodies tend to start experimenting with food and their exercising behaviour which can lead to an unhealthy body image. Social media and other media also play a big role in how they affect women, above all. The challenge for school nurses is to identify and support these students. Aim: The aim of this study is to describe school nurses’ experiences from detecting and encountering students with eating disorders. Method: Interviews with eight school nurses were performed after snowball sampling and analysed using a meaning analysis of the context. Result:School nurses experience of detecting and encountering students with eating disorders shows that it demands competence, cooperation between mentors and the students parents together with an ability to show an open attitude and that it is important to build a trustworthy relationship with the students. Conclusion: Continuous exchange of experiences as well as professional guidance surrounding students with eating disorders would strengthen school nurses in their profession.

The present essay aims to elucidate Merleau-Ponty's attitude towards science in his early published works. Being a phenomenologist, he refuses to understand science as a tool to discover general natural laws valid once for all and for everyone which are supposedly to be found in the reality inaccessible to our so called naive experience. However, he esteems the gestalt psychology because in his eyes this scientific field founds its conceptions on the lived-world without mistaking these very conceptions as only reality when compared the lived-world itself. We aim to apprehend Merleau-Ponty's attitude relative to these two types of scientific approach as a dialogue through which he establishes his own thinking. The research starts with Husserl's discovery of the lived-world, or, in other words, of the original soil of our experience preceding all philosophical reflexion as well as all scientific construction. This effort ought to helps us with understanding the reasons of Merleau-Ponty's critique of causal thinking and realistic science. In the next step, we will present the notions of "behavior" and "form" used in the framework of gestalt psychology. This elucidation will gradually lead us to the outlines of the manner in which Merleau-Ponty extends this psychological concept to the field of philosophy. Last...

Although Merleau-Ponty did not write a book that would explicitly deal with the philosophy of nature, it is clear - thanks to the published transcripts of lectures at the College de France - that he considered this issue to be very important. A philosophy which in its anthropological and ontological concepts overlooks nature is not able to give, according to Merleau-Ponty, a realistic picture of human existence. If the philosophy of nature is not to be subordinated to metaphysics or exact science, it must be based on thinking about our physical, and therefore perceptual- emotional being in the world. Part of this interest in nature is also an interest in non-human animals who bodily inhabit the natural world and relate to it in their own way, although they may share significant biological and behavioral traits with us. In Merleau-Ponty's philosohy, the phenomenology of not only human corporeality and vitality meets with considerations of the being of nature, and the reflection of certain scientific conceptions meets with the clarification of the philosophical concept of nature.

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-09-06T17:48:55Z No. of bitstreams: 1 arquivototal.pdf: 2485262 bytes, checksum: 87764e22fed2fd674125c7928ebed6c4 (MD5) / Made available in DSpace on 2016-09-06T17:48:55Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2485262 bytes, checksum: 87764e22fed2fd674125c7928ebed6c4 (MD5) Previous issue date: 2015-11-27 / In the scenario of globalization and digital technologies of information and communication, management of organizations, whether public, private or third sector, tend to reorder actions, proceedings, decisions and strategies according to the circumstances of sociopolitical reality and economic and cultural marking the beginning of the XXI century. In this context, the management of organizational continuing education has been established as a policy or as cyclical planning for the operation and success of reason, goals, vision, planning and organizational identity. In Brazil, in recent years, legal provisions institutionalized implementation of learning processes in the civil service in order to qualify the provision of services to society from the achievement of one of the pillars of education in this century: learning to learn. In this respect, this research aims to analyze the management of ongoing training of technical and administrative staff of the Federal University of Paraíba (UFPB) in the light of Habermas's theory of society. In methodological terms, it is a field research, supported mainly by qualitative approach, characterized as descriptive and exploratory research, with bibliographic and documentary procedures. To achieve the objectives was applied as a semi-structured interview data collection instrument, and data analysis was founded in the procedures of content analysis. It was possible to understand that the technical and administrative staff of UFPB understand the importance of continuing education to better perform their work functions, however, the financial perspective / power, with investments in systemic world, it is the propellant factor for search training continued. The results unfold, too, that the servers would like the training carried out by the institution have reflected beyond functional activities, and thus to attribute knowledge to be / knowledge linked to Habermas lived world. In addition, it became clear that the guys feel the need to participate in the drafting of the training plan promoted for the sake of development, implying also that the very evasions occurred are due to lack of interest in a training plan that does not cover their real needs. Thus, there is the ongoing training of technical and administrative, under the server's perspective and based on the proposal of the Theory of Habermas' Society, was shot in the duality between systemic world (money / power) and lived world (be / know), but apparently without overlapping or colonization a world platform on another. It follows that there must be a transformation of server management training in a public space in which the servers themselves can discuss the best idea for their effective development, and is in line with the ideas of a political personnel management, in which the server feel effectively organization copartícipe. / No cenário da globalização e das tecnologias digitais da informação e comunicação, a gestão das organizações, sejam estas públicas, privadas ou do Terceiro Setor, tendem a reordenar ações, processos, decisões e estratégias de acordo com as circunstâncias atuais da realidade sócio-político e econômico-cultural que marcam o início do Século XXI. Nesse contexto, a gestão da formação continuada organizacional tem se constituído como política ou como ordenamento conjuntural para o funcionamento e o sucesso da razão, metas, visão, planejamento e identidade organizacionais. No Brasil, nos últimos anos, dispositivos legais institucionalizaram a implantação de processos de aprendizagem no servidor público, no intuito de qualificar a prestação de serviços à sociedade a partir da conquista de um dos pilares da educação neste século: aprender a aprender. Nesse aspecto, esta pesquisa propõe analisar a gestão da formação continuada dos servidores técnico-administrativos da Universidade Federal da Paraíba (UFPB), à luz da teoria da sociedade habermasiana. Em termos metodológicos, trata-se de uma pesquisa de campo, subsidiada preponderantemente pela abordagem qualitativa, caracterizando-se como pesquisa descritiva e exploratória, com procedimentos bibliográfico e documental. Para o alcance dos objetivos foi aplicado como instrumento de coleta de dados a entrevista semiestruturada, e a análise de dados foi fundada nos procedimentos da análise de conteúdo. Os resultados possibilitaram compreender que os servidores técnico-administrativos da UFPB compreendem a importância da formação continuada para melhor desempenho de suas funções laborais, no entanto, a perspectiva financeira/poder, com aporte no mundo sistêmico, é o fator propulsor para a busca da formação continuada. Os resultados desvelam, também, que os servidores gostariam que as capacitações realizadas pela instituição tivessem reflexo além das atividades funcionais, e assim atribuíssem conhecimento para o ser/saber atrelado ao mundo vivido habermasiano. Além disso, ficou claro que os sujeitos sentem necessidade de participarem da elaboração do plano de capacitação promovido em prol de seu desenvolvimento, inferindo ainda, que as evasões ocorridas muito se devem ao desinteresse por um plano de capacitação que não engloba suas reais necessidades. Desse modo, observa-se que a formação continuada dos técnico-administrativos, sob a perspectiva do servidor e com base na proposta da Teoria da Sociedade habermasiana, baliza-se na dualidade entre mundo sistêmico (dinheiro/poder) e mundo vivido (ser/saber), mas aparentemente sem sobreposição ou colonização de uma plataforma de mundo sobre a outra. Conclui-se que deve haver a transformação da gestão de formação do servidor em um espaço público no qual os próprios servidores possam discutir a melhor ideia para seu desenvolvimento efetivo, coadunando-se com as ideias de uma gestão de pessoas política, na qual o servidor sinta-se, efetivamente, copartícipe da organização.

Made available in DSpace on 2015-05-14T12:20:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 715926 bytes, checksum: 059b14de69fb9a25a8540f6856097813 (MD5) Previous issue date: 2013-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In the context of a time marked by the interplay between the mind (cognition), and reframing the use of information (knowledge) and cyberspace (digital literacy), education is conducted to undertake the process of teaching-learning (teachinglearning process) increasingly consistent with the historical stage of the network society. Therefore, this research study investigated the phenomenon of teachinglearning process (teaching-learning/ learning-teaching) from educational blogs in the context of the lived world school (high school).The research was based on the following question: how teaching-learning process phenomenon manifests itself through the use of blogs in educational context of the High school? To answer this question, the research methodology adopted an empirical classification, brokered by quanti-qualitative approach, assuming exploratory and descriptive dimensions. For the interpretation of the data, the research was based on analysis of the content from the mixed model of organizing categories, defined a priori (theory) and readapted the investigatory process (empirical).Data collection took place in the context of the blogosphere, using mixed questionnaire applied to the teacher s bloggers participating in the study group "Educational Blogs". Of the 1,393 teachers registered in the group, from public schools (municipal, state and federal) in several states of Brazil, thirty were willing to participate and, of these, twenty returned the questionnaire in a timely manner. The results provided an understanding that the integration of educational blogs in educational practice of teachers can foster the process of teaching-learning process, i.e. teaching and learning are (re) defined with the use of educational blogs beyond the class room. The results also reveal that, in the field of High School education, digital communication technologies in learning (DCTL) dualism as linkages to systemic world (domination / for education) and to the lived world (liberation through education), assuming prospects antagonistic in education. However, as an initiative teaching, the cyberspace pedagogy through awesome blogs apron as via didactic-pedagogic whose emancipatory potential reverberates educational processes in high school the chance to revitalize and streamline the lived world school, since aprendência through awesome blogs not limited by regulatory power is by the same educational policy that pegged the state assumes interests arising from the systemic world. / No contexto de um tempo marcado pelas interrelações entre a mente (cognição), o uso e resignificação da informação (conhecimento) e o ciberespaço (cultura digital), a educação é conduzida a empreender processos de ensino-aprendizagem (aprendência) cada vez mais condizentes com a fase histórica da sociedade em rede. Diante disso, esta pesquisa investigou o fenômeno da aprendência (ensinaraprender/ aprender-ensinar) a partir dos blogs educativos no contexto do mundo vivido escolar (ensino médio). A investigação partiu da seguinte questão norteadora: como o fenômeno da aprendência manifesta-se a partir do uso de blogs educativos no contexto do ensino médio? Para responder à questão, a metodologia da pesquisa adotou a classificação empírica, intermediada pela abordagem quantiqualitativa, assumindo dimensões exploratória e descritiva. Para a interpretação dos dados, a pesquisa fundamentou-se na análise do conteúdo, a partir do modelo misto de organização de categorias, definidas a priori (teoria) e readequadas no processo investigatório (empiria). A coleta de dados deu-se no contexto da blogosfera, utilizando questionário misto, aplicado a professores blogueiros que participam do grupo de estudos Blogs Educativos . Dos 1.393 professores cadastrados no grupo, pertencentes a escolas públicas (municipal, estadual e federal) de diversos estados brasileiros, trinta dispuseram-se a participar da pesquisa, e destes, vinte devolveram o questionário em tempo hábil. Os resultados possibilitaram a compreensão de que a inserção dos blogs educativos na prática educativa dos professores pode favorecer o processo de aprendência, isto é, o ensinar e o aprender são (re)definidos com o uso dos blogs educativos para além de sala da aula. Os resultados também desvelam que, no terreno educacional do ensino médio, as tecnologias digitais da comunicação na aprendizagem (TDCA) dualizam-se como enlaces do mundo sistêmico (dominação da/pela educação) e do mundo vivido (libertação pela educação), assumindo perspectivas antagônicas na educação. No entanto, como iniciativa docente, a pedagogia ciberespacial através dos blogs aventa-se como via didático-pedagógica cujo potencial emancipatório reverbera aos processos educativos no ensino médio a possibilidade de revitalizar ou racionalizar o mundo vivido escolar, já que a aprendência através dos blogs não se limita pelo poder regulador da mesma política educacional que, atrelada ao Estado, assume interesses advindos do mundo sistêmico.

Borderline Personality Disorder (BPD) is a major health problem and is associated with considerable psychosocial distress and impairment, resulting in a high degree of morbidity and a significant impact on the mental health system. Patients with BPD are difficult to treat clinically, the main issue being engaging the patient and then maintaining the relationship. Patients with BPD constitute 10-20% of psychiatric inpatients, utilise a large amount of mental health resources and have a 10% successful suicide rate. Therefore, it is essential that attention is given to improving effectiveness of treatment approaches for patients with BPD, including engagement. The purpose of the study was to explore and describe the lived world of patients with BPD in order to develop supporting guidelines to improve non-compliance of patients with BPD. The objective of the study was to develop guidelines to improve compliance, which is expected to minimise self-harm risks and improve the quality of the patients’ lives. A qualitative, phenomenological methodology was chosen because it is particularly well suited to study human experiences of health (LoBiondo-Wood & Haber, 2011:141). It is a design that emphasizes discovery through interpreting meaning as opposed to quantification and prediction. Understanding and interpretation of data was thus the hallmark of the research design. This phenomenological study examined human experiences through the descriptions provided by the people involved, i.e. lived experiences. Data collection was done using recorded interviews guided by a semi-structured interview schedule. Memos collected during interviews supplemented the data. Data analysis was hallmarked by constant comparison, contextualisation and description of emerging themes. The main findings, described in three main themes, were the importance of the relationship with the clinician, the overwhelming feelings experienced by the patients and the sense of futility in treatment. These were all linked to the lack of hope the patient felt regarding their clinician, ever being able to manage their continuously oscillating emotions and the purpose of treatment. The findings led to the construction of guidelines to foster initial and continued engagement in treatment with patients with BPD. The guidelines covered issues of clinical practice and management input. / Health Studies / D. Litt. et Phil. (Health Studies)

Borderline Personality Disorder (BPD) is a major health problem and is associated with considerable psychosocial distress and impairment, resulting in a high degree of morbidity and a significant impact on the mental health system. Patients with BPD are difficult to treat clinically, the main issue being engaging the patient and then maintaining the relationship. Patients with BPD constitute 10-20% of psychiatric inpatients, utilise a large amount of mental health resources and have a 10% successful suicide rate. Therefore, it is essential that attention is given to improving effectiveness of treatment approaches for patients with BPD, including engagement. The purpose of the study was to explore and describe the lived world of patients with BPD in order to develop supporting guidelines to improve non-compliance of patients with BPD. The objective of the study was to develop guidelines to improve compliance, which is expected to minimise self-harm risks and improve the quality of the patients’ lives. A qualitative, phenomenological methodology was chosen because it is particularly well suited to study human experiences of health (LoBiondo-Wood & Haber, 2011:141). It is a design that emphasizes discovery through interpreting meaning as opposed to quantification and prediction. Understanding and interpretation of data was thus the hallmark of the research design. This phenomenological study examined human experiences through the descriptions provided by the people involved, i.e. lived experiences. Data collection was done using recorded interviews guided by a semi-structured interview schedule. Memos collected during interviews supplemented the data. Data analysis was hallmarked by constant comparison, contextualisation and description of emerging themes. The main findings, described in three main themes, were the importance of the relationship with the clinician, the overwhelming feelings experienced by the patients and the sense of futility in treatment. These were all linked to the lack of hope the patient felt regarding their clinician, ever being able to manage their continuously oscillating emotions and the purpose of treatment. The findings led to the construction of guidelines to foster initial and continued engagement in treatment with patients with BPD. The guidelines covered issues of clinical practice and management input. / Health Studies / D. Litt. et Phil. (Health Studies)